Group Communication

Group Communication

I conducted my group communication at Ysgol Bryn Castell, Cefn Glas.

I chose to do it there because it was convenient to conduct group

interaction in a school, as there is always opportunity for this type

of interaction in such a setting.

For the interaction I read a simplified version of ‘Romeo and Juliet’

out to a class of six children, and then had a question and answer

session to check that the children had understood the play properly

and to find out what their views were on it. The children sat around

me on their chairs in a semi circle. They were seated this way so

that they could all see me, my facial expressions, body movements and

gestures. This seating arrangement also allowed all the children to

hear me properly and for me to check that they were all paying

attention and were interested in the story.

Communicating in these group situations is different from one-to-one

communication. People have to take turns to speak and this can be

more difficult to do in a group than when there is only one other

person to converse with. People are easily influenced in group

situations and don’t give their full opinion or, if the group is

large, some people may not contribute at all.

Skill Used

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Comment

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Body language

I used open and friendly body language towards the children and didn’t

cross my arms or anything so that I didn’t come across as

intimidating. This is because body language makes a great impact on

interaction.

Gestures

I regularly used hand gestures to emphasis what I was saying and also

to help children with hearing difficulties t...

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...tive listening to check that I had properly

understood what the children were trying to say. I also could not be

sure that the children could hear what I was saying all the time, so I

had to heavily use appropriate body language and facial expressions,

so not to confuse them, and I also spoke slowly and clearly.

Action plan for improvement

I could:

o arrange for my interactions to be videoed so that I could then

analyse and improve my verbal and non-verbal skills

o have practiced reading the story out loud to myself or others before

the interaction so that I knew the story and had no difficulty

pronouncing words to the children, as I would have already practiced

them

o have watched the children’s teacher do a similar interaction with

them so that I could pick up some techniques from a professional.