January 2020 – Page 5

The Skill of Questioning

In Chapter 5 of his book, Skilled Interpersonal Communication, Hargie highlights the varied approaches to asking question and conveys the importance of being skilled in asking questions. The chapter focuses on the different types of questions, and the benefits and limits each approach can have giving examples of when they can be most effective. By comparing the methods of questioning the situations in which each would be suitable become more apparent. An interesting theme explored is the barriers that are faced during questioning, with people falling under specific gender, race and social groups feeling more at ease when being questioned.

Hargie claims that asking a question in a different way can result in receiving a different answer. The example he gives involves a conversation between two Priests and illustrates comedically an excellent example of when framing a question differently you can recieve a response that is more in your favour. He quotes Craig (2009, cited in Hargie, 2011, p. 137) “it is possible to ask practically any question provided you do so pleasantly. And you catch more flies with honey than you do with vinegar”.

In discussing the acquiescence effect, Hargie demonstrates the leading power questions can have. Hargie gives examples of questions such as “How many animals of each kind did Moses take on the ark?”. Although most people know that it was in fact Noah who had the ark, they will still answer two. This is due to the fact that our brains anticipate questions and already answer them before fully interpreting what is being asked. This idea is further illustrated in Kahneman’s book Thinking Fast and Slow (2011) in which he outlines is theory that we have two modes of thought, one which is instinctive and one which is logical.

I was surprised by the concept that adopting a calmer interrogation method provided better results. Hargie provides many examples of when using more ‘gentle’ words can coax a criminal to give more information.

The concept of anchor bias, when numerical information given in the question affects the answer given, is discussed and I found it fascinating to reflect on times when I may have given answers after being influenced by information given prior.

Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5^th ed. London: Routledge.

Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.

Situated Communication Independent Study/Reading Task

This is a post-session task given after an input on Communicating in Schools, where we were asked to write a post reviewing the chapter of a book we were asked to read entitled “Finding out about others: the skill of … Continue reading →

The main aim of the chapter is to inform about the diverse range of questioning techniques that are available, and how the answers can vary greatly depending on the mode of questioning method used. This can be used to influence an individual’s opinions and responses to questions. The key themes of the chapter are: communicative behaviours, communication in questioning and goals associated with this, getting what information is required, or not required, from questioning.

An interesting claim made was that of, when you want someone to respond in a particular way (subtle leads), by using carefully chosen wording, the example given “How tall was the basketball player?” the respondent guessed 79 inches. When asked “How short was the basketball player?” respondent guessed 69m inches (Harris, 1973). This would qualify the statement that say that if you want someone to answer a question in order to confirm your own belief, ask it with the wording biased to your own belief.

The idea of the social psychology of questioning in communication skills and the need to elicit as much information on the way people think and behave is an argument presented; people may answer differently when asked questions in a variety of ways depending on what answer they may think is being looked for.

One part of the chapter I did not agree with was regarding leading questions on children in the Orkney Satanic Abuse inquiry. The responses by the child contradicts what is being asserted about leading questions, although the social worker did undoubtedly do this, she did not achieve what she set out to do as the child refused to agree with her.

Some theories and concepts in the chapter included:

Social interaction: the skill of being able to behave a certain way in a certain context, behaving differently with one group than in another group.

Recovered memory: where an event has been buried in memory and has resurfaced, possibly through therapy.

False memory: recalling of events (normally from childhood) that did not occur.

References

Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.

Communicating Outdoors

Today I explored my communication skills in an outside environment, and was given the task of building a den with members of a team. Group and leadership Within my particular team I did not feel that there was a specific … Continue reading →

Today I explored my communication skills in an outside environment, and was given the task of building a den with members of a team.

Group and leadership

Within my particular team I did not feel that there was a specific group leader, although there were a few team members who were perhaps more vocal than others at suggesting ideas. We worked well together and managed to agree on individual suggestions relatively quickly. I feel that all team members were able to voice their ideas and everyone listened to one another respectfully. We all had a clear idea of the design of the den and a similar vision of what it should ultimately look like. As the den took shape, we were enthusiastic and this made it feel fun, we had plenty of laughs along the way. I didn’t feel any resentment within the team and we encouraged each other to get involved as much as possible. The most challenging part was communicating with the team members I didn’t know very well. I found it far easier to communicate with team members I already knew as I had an idea of what their strengths would be in this task.

Explaining

The group who were explaining their task did so very well. I think this was due to one specific member being chosen to talk, instead of different members trying to communicate at the one time. This kept their communication clear and concise and meant that all aspects of the task were communicated in a logical manner. A number of people did state that planning could have been better, that most members rushed into making the den, and that planning happened as the den evolved.

Environment

Being outdoors is a wonderful setting for learning as it keeps things relaxed, informal, and provides a change of environment for learners who may not ordinarily perform well in a classroom situation. I felt that students in this task came to life and were perhaps more outspoken than usual. Being outdoors also provided an opportunity for everyone to communicate as freely and loudly as they wanted. Communicating outdoors is more challenging than indoors due to natural noises and distractions. Our group appeared to be distracted by the team members working close by and also by birds and dogs making the odd appearance. We chose to build our den within a group of trees, which was nicely sheltered from wind and did make it easier to hear each other talking, although we were talking far more loudly than we normally would indoors.

Negotiation

Negotiations were unsuccessful and I think this was because the teams felt like a tight unit who had all contributed to the den building, and were therefore not willing to compromise on anything which was their own hard work. There were plenty of offers made for various parts of our den which were declined, and we had all agreed early on that we were not willing to trade anything because we were all so pleased with our end result. I found it challenging to continually decline offers when other members were communicating well and in such a friendly manner.

Reflection of communication in the outdoor environment

Group and leadership We all brought different qualities to the group however, those who were familiar and confident with outdoor activities naturally fell into a leadership position within the group. Those who acted as group leaders were not formally elected into this position, others just looked to them for assistance. E.g. confirming with the male … Continue reading Reflection of communication in the outdoor environment

Group and leadership

We all brought different qualities to the group however, those who were familiar and confident with outdoor activities naturally fell into a leadership position within the group.

Those who acted as group leaders were not formally elected into this position, others just looked to them for assistance. E.g. confirming with the male group members that the structure would stand alone as they have previous den building experience.

The task felt informal which made it enjoyable and easy for everyone to work together. As it was informal, it was easy to speak to and build relationships with people I don’t normally work with.

All participants within the group had a role they were capable of, and comfortable with.

The whole group participated effectively and had a say in the process. We listened to each other and deliberated if certain structures would withstand the wind. Everyone was happy with the outcome and took responsibility for different elements of the den.

Explaining

The fact we were outside did not affect the clarity of the group’s explanation. If any members found ideas complicated, we attempted to simplify it down for each other. E.g. I didn’t understand the structure, therefore Calum physically showed me (with materials) how they were going to build the side. I was still unsure why, therefore Evan explained the purpose of building it a certain way.

I think explanations were clear as all members had the same vision of what out den should have looked like.

In my opinion, we missed out “Planning”. We started building without assessing what the den would turn out like. In result there were a few issues. E.g. We didn’t notice we didn’t have enough sticks for the structure to be as strong as we wanted. If we had planned for this , we could have looked for other materials to use.

Environment

The environment changes how formal a situation feels. For example, communicating outdoors is informal and friendly. It is more enjoyable, in my opinion.

You have to make changes as communicating outdoors is more physical. You move about more and demonstrate things you are not able to in a classroom. You also have to project your voice due to background noise.

Communicating outside wasn’t a problem for our group. However, as a developing student teacher, I understand it is easier to communicate with children by standing against a wall for protection against noise (means they don’t have any other distractions too). Voice projection, body language etc are also important when communicating elsewhere.

The environment did distract me slightly as there were other things going on. Therefore, carrying out tasks in enclosed or quieter outdoor environments may prevent distraction and promote better listening.

Negotiation

Our negotiations were unsuccessful as we were unable to persuade a member of another group to join ours. In my opinion we were not prepared enough to persuade someone else to join our group. Other individuals also worked hard to build a good den, therefore were not very willing to join us.

Challenges

Other groups didn’t understand our vision- they were interested in their own group and den.

We weren’t prepared to negotiate from the start of the task, therefore we didn’t have a valid explanation as to why someone should join our group.

We had a lack of time so weren’t able to convince very well.

Den Building Reflection

Continue reading “Den Building Reflection”

Yes, there was a group leader, this leader was not chosen. The leader stepped up and took control of the situation. The leader started conversations on what ideas the group had and allowed all members of the group equal time to share thoughts and ideas insuring that all members of the group felt included. This resulted in a positive ethos for the group as they all knew what goal they were working towards and the group members were working for each other. For me the most challenging thing about working in the group was at the start group members all had different ideas and when dismissing and choosing someone else’s ideas I was conscious and aware that someone else may feel unvalued and may feel their ideas were not listened to, but through conversations and reassurance as a group, we were able to make all team members feel valued. I think the group could have explained a little more clearly as they never discussed the planning stage of their den. However, I think communication would have been different if this was in a classroom and not to your friends and peers. I feel that as I was outside my communication was much more laid back and informal. Changes that I made when explaining could be my body language and how much I showed rather than said. Fortunately, the environment wasn’t to noise however if this was the case you may wait for that noise to pass or use strategies, so you are not competing against the noise. To avoid the environment distracting you can strategically place children where you are the focus or where there is little else to look at. The most challenging part of the negotiations was the impact it had on the former team as

Communication in Other Environments

On Tuesday, our workshop task was to go outside and build a den with a group of people who we would not normally work with to enhance our communication skills and to work better as a team. There was no group leader, however, my group and I were able to agree or disagree on resources … Continue reading Communication in Other Environments

On Tuesday, our workshop task was to go outside and build a den with a group of people who we would not normally work with to enhance our communication skills and to work better as a team.

There was no group leader, however, my group and I were able to agree or disagree on resources that we required and the structure of our den. I personally feel that there were no challenges when working with my group as we all worked together and helped each other.

A few “Purposes of Explaining” that I feel my group achieved would be “to simplify a complex idea” because we thought carefully and decided as a team where we would use certain materials to create our den and chose a location that would be easy to work with. Another purpose that was achieved would be “to express opinions regarding particular attitudes, facts or values” as all members of my team and I were able to contribute our opinions about our den.

The only challenge with working outside was that it was a bit windy sometimes, so we had to make sure our den was as strong as we could make it! There were also moments where we could not hear one another properly as there was chatter from groups nearby us.

We did not negotiate with the other groups as we had collected most of the resources available to us at the beginning of the task and were keen to use all of them!

From Hargie, O. (2011) Skilled Interpersonal Communication. 5th Edition. London: Routlege

Communication in Other Environments

In todays session (21/01/20) of Situated Communication we were outdoors creating dens. This post will be a reflection on the communication challenges. Group and Leadership Our group didn’t have one person who was a group leader. Everyone within the group had an input into discussion in regards to what materials we needed, where to put … Continue reading Communication in Other Environments →

In todays session (21/01/20) of Situated Communication we were outdoors creating dens. This post will be a reflection on the communication challenges.

Group and Leadership

Our group didn’t have one person who was a group leader. Everyone within the group had an input into discussion in regards to what materials we needed, where to put our den and how to structure it so that we could all fit inside.
Therefore, I believe that everyone in the group was able to contribute and no one felt excluded as everyone was doing something for example, some of use would collect materials while others stayed to build the den.

Explaining

When creating the den I believe what was to be done was explained clear to myself.
This was because the tasks to be completed were simple and if one person did not understand then we broke it down so the instruction was clearer.

Environment

I felt that we didn’t need to talk as loud. This is because we were in an open environment and not a workshop setting where we might have had to speak over others so we could be heard.
When discussions were happening as a whole group, keeping the group close together meant that we could hear what our instructions were making communication stronger.

Negotiation

As a group we made little negotiations as we felt quite protective of our den and every element of it was important. We had some spare parts but very few groups were interested in them.

Placement Day 1

Thursday 23rd January Today was my first day of placement in primary 1/2. Whilst in the class I found it very interesting and exciting to see all of my knowledge and understanding in practice as the children worked on their literacy and numeracy skills. Interesting observations When explaining the learning intentions and success criteria the … Continue reading Placement Day 1

Thursday 23rd January

Today was my first day of placement in primary 1/2. Whilst in the class I found it very interesting and exciting to see all of my knowledge and understanding in practice as the children worked on their literacy and numeracy skills.

Interesting observations

When explaining the learning intentions and success criteria the teacher used toys called “learning ladybug” and “successful snake” to engage the children and keep them focused on what is expected from them.
In the morning when the children arrived, the teacher reinforces the days of the week, months of the year and asks the children the date.
In maths, when looking at number patterns/sequins the teacher used a washing line and gloves to teach the children how to count in patterns of 5. The gloves with 5 fingers were a great visual for the children as they could easily count the fingers if they needed to.
When completing the writing task the children used number lines to help them identify missing numbers in the sequence.
One successful method that I noticed the teacher using to ‘chunk’ up the lesson was to use interactive videos on https://app.gonoodle.com/discover . I noticed that the teacher used this strategy to help the children when they were becoming restless or beginning to lose focus. This not only improved the children health and wellbeing by getting them up and moving as all the children were very keen to join in and dance along. In addition the videos developed their understanding as they were related to the task i.e. patterns.

Communicating in Other Environments

During an input for the Situated Communication module, we were asked to build a den. We were placed in groups, and although I have already had the opportunity to interact with all the members it was my first time working in a group with some. We worked well as a team and experimented with everyone’s … Continue reading “Communicating in Other Environments”

We worked well as a team and experimented with everyone’s ideas to help solve problems, for example ways to secure our roof without using tape.

After reflection, and reading about Hargie’s purposes of explaining I have been able to identify strengths that the group we visited displayed in their explanation of their den (2011). The group explained their den well, with added comedy and also responded to our questioning positively. It was interesting to hear their descriptions of their den as without this input we would have missed some of the creative design features. It was also nice to hear some of the challenges they faced and how they overcame them.

Being outside of a usual classroom or lecture environment pushed me out of my comfort zone but encouraged me to take a more fun approach to the task. I think that the environment made a more informal feeling which reflected in my communication. I communicated with the whole group and with individuals, which I often think is harder to do when doing group work at a table. Being outside meant that we were more spread out and could solve problems in smaller sections as well as with the whole group.

We were in a sheltered area which meant that the wind and other noises did not affect our communication. In other areas outside, the volume used may have to be louder if there are other noises to “compete” with or quieter if you are sharing spaces with other members of the public. I sometimes found myself distracted by other noises, and at the start I was distracted by trying to scout out good materials! This could be overcome by explaining in a different environment, to keep instructional communication outdoors limited or by finding an area with less distractions, like the clearing we stood in.

We were unsuccessful in our negotiations, although we did try to trick another group into swapping materials with us. I think this was due to other groups also negotiating for other tasks and being distracted by the poem we were creating for the presentation!

It was challenging to consider what other groups may like in return, in order for the negotiation to seem fair.

Overall, it was enjoyable to challenge my communication skills in a different environment and with a new combination of people to work with in my group. This input has highlighted the importance of active outdoor learning in order to challenge learners in new contexts.

Reference

Hargie, O. (2011) Skilled Interpersonal Communication. 5^th Edition. London: Routledge

Review of “Finding out About Others: The Skill of Questioning”

After recently reading a chapter in “Skilled Interpersonal Communication Research, Theory and Practice” I will be giving a summary focused around the theme of questioning. The aim of the chapter is to share the importance of questioning in our life, for many purposes such as education and developing relationships. Closed questions usually include a definite answer, research has shown that responses to closed questions are more specific and directly answer the question (Breakwell et al, 2006). Where as open questions often allow for answers to gradually narrow into a specific answer and allow more room for consideration (Kahn and Cannell, 1957). Therefore, this chapter provides key differences in open and closed questions. This is interesting as it shows how providing a specific structure to a question can guide the answer in a different direction. A theory suggests that embedded questions are found most difficult by children, as they involve more than one question, for example “Do you understand how to behave in the classroom”. As this question asks for understanding i.e. a yes or no answer or is it asking what the behaviour should be. This research does not encourage the use of these questions with young children (Hardy and Van Leeuwen, 2004).

References

‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5^th ed. London: Routledge.