Chapter five focuses on the importance of asking and answering questions. Skills Interpersonal communication Research, Theory and Practice refers to a question as “a sentence in which the subject and the first verb in the phrase are inverted, and semantically it communicates a desire for further information” or a way of asking for more information surrounding a certain subject. Questioning is an interpersonal skill which contribute to the success or failure in many different contexts as questions are a huge part of everyday life and are very important when communicating with others on a day to day basis. It is a necessity in order to grow your knowledge and understanding of the world around you as you use questions to gain more information. This means that being able to answer questions is just as important in order to get the correct information across so the listener can understand. Another important aspect of questions involves not only asking the question verbally yet using different tone, facial expression and hand gestures in order to communicate to the other person specifically what information you are looking for.
Research carried out by Cook, (2009) claimed that it is vital that parents encourage their children to ask questions about their surroundings and everyday life in order to gain a deeper understanding of the world around them as well as improving their level of social interaction. Due to this, is vital that it is included in education to allow children to develop the skills they need to ask and answer questions. Furthermore, it has also been used as a technique to keep children engaged while gaining new information during class time. This is backed up by further research by Manni, (2008) who found that when 28 teachers were observed for 400 hours a total of 5808 questions were recorded. However (Dillon, 1982) found that pupils as a while only ask around two questions per hour.
Reference: Hargie, Owen. (2001) Skills Interpersonal communication Research, Theory and Practice [Online] Routledge. Available: https://moodle.uws.ac.uk/pluginfile.php/33293/mod_resource/content/1/Chapter%20Five.pdf Accesses: 25 January 2020
Group and Leadership
- There was a leader of the group who took control and was able to help and encourage the rest of the group. This was due to past experience they had from scouts.
- The group leader was not chosen. They naturally became the leader of the group as they has more knowledge surrounding the task and had more experience therefore, were able to help the rest of the group.
- i can identify them as the leader of the group as they were more hands on and knew what they were doing. However they also used there knowledge and shared it with the group to help and encourage the whole team.
- I don’t feel that anyone resented the group leader as they tried to include everyone and everyone got involved with some aspect of building the den.
- There were little challenges with working with this group as it worked out we all knew each other. However it took a few minuets to get into our roles within the group and ensure we all knew what vision we were trying to achieve for the den.
- i think we communicated very well as a group and let everyone share their thoughts and ideas.
- This was clear as we all had a chance to speak and listen to each other to ensure we all knew the task.
- One of the five p’s i think we may have missed out or spent little time on was the presentation. We did not clearly explain how we constructed the den and gave little information about the layout or why we built it they way we did.
- I don’t feel that the environment made many changes to the way we communicated in terms of the volume or tone.
- As it was a small group and we were in a huge space (outdoors) we were always close together when talking as a group to ensure we could all listen and take part in the discussion.
- It was quite quiet outside and nit many background noises, however as i stated above it is helpful to communicate when you are close together instead of trying to shout above the noise.
- i personally didn’t feel distracted by the sounds outdoors.
- Our negotiations were partially successful as we were able to exchange some resources for others. However, some of the new resources we got weren’t very useful.
- The most challenging part of negotiating was trying to get new resources after everyone had already built there den as it meant they has to make changes and there were less things available.
Today is the start of my student blog, which I will post different events that take place throughout my experience becoming a Primary teacher. I have just found out where my first ever placement will be, and i am very excited to get started!
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