Skills in Interpersonal Communication

Agenda

• Introductions
• Objectives
• Expectations
• Overview
• Class structure

Introductions

• Name
• PGP
• School and major
• What brings you here?
• What do you want to learn?

Objectives

• Explore communication styles that enhance interpersonal understanding
• Practice mindfulness techniques that promote effective and empathetic communication
• Learn how communication can disrupt or perpetuate dynamics of power, privilege, and oppression

Expectations

• Attendance
• Participation
• Readings
• Assignments and late assignments
• Grades and Incompletes
• Communication with instructor

Overview

• Communication competence
• The "self" in communication
• Nonverbal communication
• Perception process
• Mindful listening and skillful responses

Overview

• Resume, email etiquette, and public speaking
• Intercultural humility
• Close relationships
• Understanding conflict

Class Structure

• Lecture
• Activity, presentation, video, or reading

Interpersonal Process

Agenda

• Why explore communication?
• Definition
• Principles of communication
• Communication competence
• Misconceptions

Why Explore Communication?

• We can't "not" communicate

Why Explore Communication?

• It can improve or degrade health
• It shapes our sense of identity
• It builds relationships
• It helps us accomplish practical tasks

Communication

Definition

• Communication is using messages to generate meaning. It is a dynamic and transactional process that participants create through their interaction with each other.

Principles of Communication

• It can be intentional or unintentional: we are transmittors that can't be shut off
• Irreversible, as you cannot erase the impression you made
• Since contexts change, communication is unrepeatable

Principles of Communication

• It has content meaning (what is said) and relational meaning (how you feel about the person)

Communication Competence

• Communication competence is appropriate (enhances a relationship) and effective (gets the result you want).

Communication Competence

• Situational
• Learned
• Flexible and adaptable
• Skillfully performed
• Relationship or issue-centered
• Empathic, cognitively complex, and self-aware

Misconceptions

• It seeks understanding
• More is always better
• It solves all problems
• It's a natural ability

Forest Explorers

Agenda

• What is a forest school?
• Forest Explorers: mission, values, and collaborative leadership
• Role of the teacher
• Program operations
• Administration

What is a forest school?

Definition

• Regular, repeated, and long-term engagement with a local natural environment, with trained adults
• Nature is the main theme and care for the earth is a priority
• Incorporates tenets of early childhood education and environmental education to promote holistic development

History

• Originated in Denmark and Sweden, 1950s
• Gained traction in Germany, Canada, and UK, 1990s
• USA now has 250 forest preschools and kindergartens (66% increase from 2016 - 2017)
• Washington State offers conditional licenses to outdoor preschools, 2019

Philosophy

• Informed by Scandinavian concept of friluftsliv, or "free air life"
• In USA, considered one response to "nature-deficit disorder" (Louv)
• Borrows progressive education tenets from Waldorf, Montessori, Reggio Emilia
• Focus on ecological justice and equitable access to land

Pedagogy

• Whole child focus
• Play- and exploration-based
• Child-directed
• Adapts to age, culture, and individual needs
• Place-based

Forest Explorers

Mission

• Outdoor, all seasons nature program that nurtures the whole child in a safe, inclusive community

Values

• Connect with nature
• Develop trust in oneself
• Build respectful community
• Center diversity
• Affirm interdependence
• Cultivate a conservation ethic

Leadership

• Collaborative
• Lead teachers
• Co/assistant teachers
• Program coordinator

Role of the Teacher

Teaching Methods

• Stand back and observe
• Ask questions
• Point out connections
• Scaffold, not force/impart
• *Create a safe learning environment

Teaching Methods

• Limit direct play: 15 minutes + it's OK to say no
• Guns, fire, or potty humor
• Storytime: stay true to the book + read it in advance

Approach to Conflict

• See handout
• Responding to a child who instigates v. reacts
• Consistency in messages
• What we don't say...

Terminology

• Yes, please No, thank you... How may I help? What is her face telling you? What is your message? Did you hear his message? Does it look like s/he likes that? You may… I see... I’m noticing...

Operations

Class Flow

• Open Play with BATHROOM (9:30-10:30a)
• Clean Up (10:30-10:35a)
• Circle Time (10:35-10:45a)
• Community Mealtime (10:45-11:30a)
• Storytime, yoga, movement (11:30-12p)
• Second Open Play or Exploration (12-12:27p)
• Closing Circle (12:27-12:30p)
• Afternoon Explorers (12:30-2:30p)

Task List

• Discuss tasks (update?) and roles
• Note on tree climbing, flower picking, and caring for the land

Safety

• Use channel 1 on radio
• Take regular attendance
• Mind the street and check for vehicles
• First aid/injuries
• Emergency contact
• Public and visitors

Bathroom Procedures

• Walk children to the bathroom
• Don't enter the stall unless it's absolutely necessary
• Assist with step stools
• *One child at a time

Administration

Program Administration

• Winter 2020 program dates
• Teacher arrival/departure times for set-up/clean-up
• Consistent attendance!
• Wednesday 1p team meeting
• Maintain and submit timesheets by Sunday night

Compassionate Conflict Resolution