SAQ 3-1
| 1. Communication situation: I pleaded for the consideration of my project no.2, which was our final requirement for MOOC’s Shaping the Way We Teach English course. Stimulus: Failure to submit the Revised Lesson Plan (due to weak internet connectivity brought about by inclement weather) Filter: To earn the certificate of completion was my desire; thus, I really exerted efforts to submit the project on time despite the weak internet connectivity. Message: consideration of my project Medium: email (written) Destination : my professors – Dr. Healey, Dr. Smith and Prof. Magoto 2. Filter, as I never had the idea of my professors’ background besides their being foreigners. I mean we’re not in the same situation so I never had any thought as to how they would take my message. Nevertheless, I concentrated on the content and did what I was capable of doing to make my plea known to them. I composed the message and posted it right after the very moment that the turn in button closed before me. The following day I was notified thru e-mail that the chance to share our work to others was extended to all who were not able to comply with the deadline regardless of the reason. The message was confirmed as I found the page featuring the said space. In this communication situation, filter is apparently beyond my control and had I focused on it I would have wasted time for my perception of the situation could not be imposed upon my professors. The message and the medium were within my control so I put my focus on those and sincerely expressed my intention. As I earned their approval I can say that concentrating on components within our control would make us communicate our message effectively. 3. I consider feedback necessary for communication to take place regardless of the manner it is shown or demonstrated. Communication delivered through recording instruments (i.e., voice or video mails) may not require immediate feedback but as the recipients respond to its content whether seen or unseen by the sender still there is feedback. Presenters or managers may not require answers to rhetorical questions given during a meeting or conference but the mere fact that the listeners or the audience exhibit specific gestures or facial expressions as the message is given, feedback is still evident and regardless of its form the message is still communicated. |
Activity 3-1
| 1.
2. In my case, I basically experience non-verbal barriers to communication. For example, whenever I give instructions to teachers on a paper work to accomplish, I basically find one with his headset on or another who stares at her computer monitor as she is reading an FB post or whatever. To call the person’s attention I tell him/her frankly to look at me and listen to what I say. I sincerely tell them how I feel. So far, I find my means effective as nobody demonstrates the same act anymore every time we confer or meet for something. |
SAQ 3-2
| 1. I participate in all four formal communication networks. For example, downward communication is observed when I,: a. as the school’s academic coordinator, write a memo for the faculty members on the submission of important documents (i.e., unit plans, syllabi, PCOs and others). As the school paper adviser, I communicate to the school paper staff members through posting announcements on the bulletin board concerning seminars, trainings, competitions, deadlines for articles and others. b. I practice upward communication as I write letters to the president of the institution regarding my scholarship, budget for activities, school representatives allowance for in-and off-campus competitions and others. c. Horizontal communication is exercised as I meet with teachers in communication arts and social sciences to discuss learning plan composition, teaching strategies and assessment construction. d. As I deal with my fellow subject coordinators from different subject areas and other administrators during a departmental meeting, I participate in a cross-channel communication. Our gathering and planning for the activities and school development projects fall on the same direction. 2. Differences in interpretation and over abstraction and ambiguity usually challenge our formal communication considering that there are superiors, who seem to be very comfortable about using abstract words in speaking. Thus, by the time the meeting or conference ends misunderstanding of the message surfaces, which is later realized as they share their varied interpretations to fellow teachers or coordinators like me. |
SAQ 3-3
| In our organization, grapevine is slightly observed, maybe because faculty and staff members are spiritually nourished and because we practice transparency in our department and the institution as a whole. |
SAQ 3-4
| 1. I find appropriateness quite challenging in a sense that I have to really think of a medium and a manner as to how I would communicate my message to a certain personality. For example, writing a letter to the chairman of the board is not the same as writing a letter to a fellow teacher or a parent. Words are to be carefully chosen and the format must go with the standard. Punctuation and mechanics matter as well as I don’t want to be interpreted as unprofessional or insensible. 2. I don’t have the idea where my versatility in using communication media is concerned. All I know is that I communicate whenever the need arises. 3. People basically post their thoughts on their Facebook page regardless of their meaning or intention. FB seems to serve as their confidante that instead of confronting or communicating with the person, whom the message is for, they pour out all their emotions on the page, an act which most often than not, intensifies anger rather than repairs differences. This I witnessed when my friend had a conflict with her bestfriend. They did not speak to each other for a week and my friend instead of speaking her mind she regularly posts bible verses on her FB wall. These verses were misinterpreted by her bestfriend, who later on decided to let go of the friendship that they have kept for 15 years. Had my friend initiated a heart-to-heart talk between them instead of posting sarcastic messages (as her bestfriend puts it), she would have been able to repair the negative feelings that they both have for each other and could have kept the friendship. |
Activity 3-3
| 1. reinforcement 2. appropriateness 3. preferences 4. reinforcemnet 5. appropriateness 6. reinforcement 7. appropriateness |
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