Communication in other environments.

Part of our module was to build a den as part of a small group. When I saw the materials we were provided with I quickly thought it would be a good idea to build a version of a teepee. I thought this because my daughter has one in her bedroom and it was easy … Continue reading Communication in other environments.

Part of our module was to build a den as part of a small group. When I saw the materials we were provided with I quickly thought it would be a good idea to build a version of a teepee. I thought this because my daughter has one in her bedroom and it was easy to assemble. The group seemed to agree with this idea and our den was built relatively quickly. I think this was because the design was simple and everyone knew how it should look. Individuals within the group used their initiative to contribute and ideas were informal short statements or questions, for example Cameron had more strength to push the polls into the ground and Jess had an idea to secure the cover around the frame more efficiently. Hannah had a positive upbeat attitude which made the task more enjoyable. I think because the group was small everyone felt included and wanted to take part, I think this showed when we were finished everyone in the group felt proud of what we had achieved and were happy with our den. I don’t think we had a leader rather a small group that worked well together. We tended to regroup and speak to everyone together rather than one to one when building, and when negotiating we tended to do this in pairs with other groups because a group negotiating may me intimidating. Negotiations were informal and straight to the point however pleasant. I think our team negotiated successfully and our team tried to help others rather than hoard unnecessary materials, Annabelle was eager to help other teams even if it meant all our group could give was elastic bands. I think due to the environment myself and others felt it easier to communicate because the experience almost took you back to childhood and the task made people feel at ease. I think because we spoke to each other closely it made communication easier and we didn’t really notice the environments noises but naturally we used a slightly louder voice than perhaps in classroom but maybe didn’t notice this at the time.

Finding out about others: the skill of questioning

I feel the aim of chapter 5 is to highlight the importance of questioning, the many ways of questioning and the effects questions can have on situations. Hargie suggests that questions are vital for communication and the many variations of questions for desired or undesired answers. The main themes I noticed were the importance of … Continue reading Finding out about others: the skill of questioning

I feel the aim of chapter 5 is to highlight the importance of questioning, the many ways of questioning and the effects questions can have on situations. Hargie suggests that questions are vital for communication and the many variations of questions for desired or undesired answers.

The main themes I noticed were the importance of questioning. There is a stereotype that asking questions suggests a person is more affluent or powerful. Hargie uses examples of professions where asking questons is an important part of the job, such as lawyers, teachers and doctors to stress the importance of questioning and that there is an imbalance between the questioner and interviee.

Hargie continues this idea of imbalance and draws attention to the fact that children growing ask lots of questions to understand the world around them and develop their general knowledge however within the classroom setting fewer questions are asked by children. With help of other sources, Hargie suggets that a possible reason for this is that judgment or ridicule from classmates or intimidation that questions may be deemed stupid by the teachers.

Hargie continues to dicuss the different types of questioning, particularly open and closed questions and how the answers given can either be beneficial or limited depending on how the question was asked. Other questions such as leading questions, for example, what is the time? are “assumption laden” (Hargie, 2011) which the respondent has been lead to the answer compared with process questions such as “where do you see yourself in 5 years?” invloves more justification, analysis or opinions.

I agree with most of the chapter particularly within the classroom where children ask less questions. Within my uni class the is little interaction perhaps for fear of being ridiculed or embarassed.