Modes of Communication

This week, we were asked to listen to three types of communication about the same subject, but through different modalities.  The same information was relayed in email, voicemail and face to face interaction.  The outcome of these three communications was very different and this was a fascinating study of how communication should be delivered.

Email-Although there was nothing mean or unprofessional in the email that was sent, it seemed to me to take a very curt and impersonal tone.  While an offer of understanding was made, it seemed very forced and not personal. 

Voicemail-The voicemail had a slightly more personal tone because you could hear that the person leaving the message was not angry, just concerned that this needed to get finished.  There were still a few questions left about if there was anger at the other person, but I did not feel that this was a bad form of communication.

Face-to-Face-This was obviously the preferred mode of communication.  Jane was calm, made eye contact, was not at all confrontational and offered a solution that I did not pick up in either of the first two communications. 

This activity has been important to me because it is obvious that face to face communication is by far the best way to talk to a teammate.  I have to admit, I am an over communicator in email, and I need to remember that it’s important to seek out face to face communication whenever possible.  In my profession, where I am responsible for students for the majority of my day it’s important for me to seek out people that I need to talk to during my planning and break time instead of sending an email, particularly when the subject of what I am talking about could be sensitive. 

Blog Assignment 1-Project Overview

The purpose of this project work has come out of necessity.  In the district where I teach, we do not have a curriculum that fits the needs of all learners.  We have a grade level curriculum where approximately sixty percent of our learners receive appropriate level instruction.  We have several advanced programs including Advanced Placement (AP) classes and International Baccalaureate (IB) classes, which serve approximately thirty percent of our population.  The leftover ten percent of students are not able to keep up with grade level math classes.  For years, they have been given a watered down version of grade level materials, but this is not adequate.  According to our state mandated tests, these students are not only not proficient in mathematics; they are not making the year of annual growth that is to be expected.  It is unacceptable that a student does not make a year of growth and this lies firmly on what instructional strategies and materials these students are exposed to. 

The project will be considered a success if a curriculum is evaluated and purchased for high school students that will be useful and viable in the classroom.  The project manager will make this project a success because of the work that they will do to facilitate the review of curriculum.  The project manager will set norms and have specific guidelines for teachers to look at as they are reviewing each curriculum.