You are on page 1of 2

Three Effective Communication Skills for Teachers:

Constructive Assertiveness- Assertiveness is the ability to stand up for ones

legitimate rights in ways that make it less likely that others will ignore or
circumvent them. The adjective constructive implies that the assertive teacher
does not tear down or attack the student.
The elements of constructive assertiveness include:

A clear statement of the problem or issue

Unambiguous body language
Insistence on appropriate behavior and resolution of the problem

Assertiveness is not:

Hostile or aggressive
Wimpy, wishy-washy, doormat behavior

Assertiveness has three basic elements:

1. A clear statement of the problem or concern.
2. Body language.
3. Obtaining appropriate behavior.

Empathic Responding- This skill allows you to show that you are aware and
accepting of the students perspective as well as to seek clarification of it when
necessary. Empathic responding helps keep the lines of communication open
between you and students so that problems can be understood and resolved in
mutually acceptable ways. Such skills are especially appropriate when students
express their concerns, show stress, or display other strong emotions. As a
teacher, you should respond in a manner that helps the student deal
constructively with those feelings or at least avoids adding to the students
discomfort or distress.
Empathic responding has two components: listening skills and processing skills.

Listening skills- acknowledge or accept the students expression of feeling

or ideas and are intended to encourage the student to continue discussing
the situation.
Processing skills- allow you to confirm or clarify your perception of the
students message.

Problem Solving- Is a process used to deal with and resolve conflicts. Conflicts
arise between teachers and students because different roles give rise to different
needs and because individuals have different goals and interests. When conflict
arises, teachers need a way to manage it constructively so that teaching and
learning can continue in a supportive classroom climate. An effective means of
accomplishing this is the problem-solving process, in which the teacher works
with the student to develop a plan to reduce or eliminate the problem. Problemsolving conferences are usually reserved for chronic situations that have not
yielded to similar remedies.

A problem-solving conference has three steps:

Step 1: Identifying the problem.
Step 2: Identifying and selecting a solution.
Step 3: Obtaining a commitment.