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How to improve communication with the students

Faculty and the staffing request to support students in need, but students can have difficulty communicating their needs. The students like to be self-confidence to approach a professor or employee, and may feel uncomfortable or embarrassing to express their concerns. The purpose of this section is to highlight a few communication capabilities that can be helpful in their interactions with students.

Helpful communication capabilities

the physical setting in which the interaction occurs can improve or disturb communication. Through the active deflections of deflections, the student can teach your interest in them. Likewise reduce items such as chairs or tables between them, reduces communication.
short initial sentences lead the student for discussion, z. B. "I have time to talk now if you want." "I'm interested in hearing more about it."
open questions Relief of the conversation also just "yes" or "no" answers, z. "What's in your head?" "How do you usually act with this kind of problem?" "What does that seem hard to be?"
short phrases help to keep discussed, z. B. "I see." "I understand." "Tell me more."
paraphrasing , or the content is rubbed in its own words, conveys the student you hear to properly make the message and promote further development. You can write down with lead-ins, such as: "Let me understand", so what happened? "" So what you say is "
clarifying often goes along with the paraphrasing to get more from the image of a vague or unclear explanation. Ask with "say that?" Or "Do you mean that?" Followed by a transformation of the message to check the accuracy of what you hear how the student said.
Feeling Description or repame the affective part of the message, answers the feelings of the student to understand the understanding, z. B. "They (seem, feel, feel) angry, hurt, fear etc." The use of descriptive phrases can be helpful: "They have the feeling that the wind was knocked out of them." "You feel like running out of the room."
offer feedback by sharing your reactions and feelings that does not help judicially help the student to clarify the situation. The feedback is best given as soon as you understand communication, after you collect paraphrasing and clarification. It is helpful to specify your real response in a supportive way, z. B. "There are still some things you can work on, but I think you make progress."

What to do is: first contact with the student

Apply openly to the students that they are aware of their need that they are sincerely worried about their well-being, and that they are ready to help them explore their alternatives, can have a deep effect. We recommend whenever possible to speak directly with the student if you feel that he / she is in academic and / or personal need. When initiating the contact with a student, over which you are worried:

please to see the student in private.
recognize your observations and perceptions of your situation briefly and express your concerns directly and honestly.
listen attentively to what the student is worried and see the issue (s) from their point of view, without necessarily agreeing or not to vote.
strange and inappropriate behavior should not be ignored. The student can be informed that such behavior is distracting and inappropriate.
Your receptivity for a estranged student allows you to react more effectively to your concerns.
involve only as far as you want. Sometimes, in an attempt to achieve or help a troubled student, you can be more supervised as a time or capability permit. Expanding to others, there is always a lot of risk, but may be a pleasing experience if they are kept in realistic limits.

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