Effective Communication: Lesson 1

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Lesson 1:
What is Communication and Why Is It Important?

Communication is the ability to share information with people and to understand what information and feelings are being conveyed by others. Communication can take on many forms including gestures, facial expressions, signs, vocalizations (including pitch and tone), in addition to speech and written communication. Teachers, students and paraeducators frequently use nonverbal methods to communicate. Students often show disinterest in school by avoiding eye contact or sitting back in their chairs with their arms folded across their chests during instruction. Staff members may indicate that they have time to talk but they may show disinterest by grading papers or busying themselves while you are trying to talk. Conversely, a smiling, nodding face indicates that the listener is interested in what we are saying and encourages us to continue. Communication includes a broad range of actions which help the paraeducator work more effectively with students and teachers.

Paraeducators interact with many different people during the day, including administrators, teachers, parents, students and other paraeducators. The ability of paraeducators to contribute to the special education program will depend on his or her communication skills. For example, communication is essential for:

understanding roles and assignments,
planning and carrying out learning activities,
coordinating approaches with students,
providing information to teachers on student progress and behaviors, and
building a positive relationship with students, teachers and other staff.

Paraeducators should work to establish good rapport and regular communication with the supervising teacher and students. This rapport and communication is especially important when difficulties arise. Without effective communication, conflicts between teachers and paraeducators can be destructive to the operation of a classroom. Responsiveness and sensitivity can open the channels of communication between the paraeducator and the teacher. Teachers and paraeducators need to deal openly with their feelings and attitudes towards their job responsibilities and duties.

In order for paraeducators and teachers to be able to get along with one another and to meet the needs of the students, they must become a team that works together to create a learning environment. The paraeducator and teacher should meet daily to discuss the lesson plans and activities, and to air any concerns they might have. By setting aside a time to meet, the paraeducator and teacher can establish and maintain open channels of communication.

Open channels of communication are important for several reasons. By talking to the supervising teacher, the paraeducator can convey any special interests, talents, training, or hobbies they might have which could be an asset to instruction or to the classroom. The paraeducator and teacher can also reach an understanding of different backgrounds, experiences, values, cultures, religions and other factors which might affect their working relationship. The paraeducator must be willing to ask for clarification on tasks, if the assignment is misunderstood, and they must be able to confront the supervising teacher with concerns they might have.

As a team, the paraeducator and teacher need to work together to build trust in the working relationship. Just as communication skills are important, listening skills are also needed for effective communication.

Project PARA 311 Barkley Center Lincoln, NE 68583-0738 (402) 472-8737 para@para.unl.edu