Communication: Which Styles Communication: Which Styles Do I Need?Do I Need?

Discussion, Engagement, Discussion, Engagement, Accommodation, DynamicAccommodation, Dynamic

Shandy Hauk, WestEd, Mark Davis and Nissa Shandy Hauk, WestEd, Mark Davis and Nissa Yestness, UNCYestness, UNC

MathTLC Seminar, 4/29/2010

PlanPlanDefine some termsDefine some terms

Give a few examplesGive a few examples

State main result/ideasState main result/ideas

Identify some applications of main Identify some applications of main resultresult

Talk about future directionsTalk about future directions

A Definition of A Definition of CultureCulture

A “dynamic social system,” A “dynamic social system,” containing the values, beliefs, containing the values, beliefs, behaviors, and norms of a behaviors, and norms of a “specific group, organization, “specific group, organization, society or other collectivity” society or other collectivity” learned, shared, internalized, learned, shared, internalized, and changeable by all and changeable by all members of the society.members of the society.

DIRECT

INDIRECT

Message Message ApproachApproach

DirectDirectMessage direct through precise, explicit Message direct through precise, explicit languagelanguage

Focus on facts and details/evidence (not on Focus on facts and details/evidence (not on maintaining/repairing relationships) maintaining/repairing relationships)

Face-to-face/one-on-one interaction preferredFace-to-face/one-on-one interaction preferred

Differences of opinion offered/acceptedDifferences of opinion offered/accepted

Convincing others to agree (or agree to Convincing others to agree (or agree to disagree) a prioritydisagree) a priority

Logico-deductive reasoning used to persuadeLogico-deductive reasoning used to persuade

IndirectIndirect

IndirectIndirectMessage implied through metaphorical Message implied through metaphorical languagelanguage

Focus on maintaining/repairing Focus on maintaining/repairing relationships (not on facts or details)relationships (not on facts or details)

Mediators preferredMediators preferred

Harmony importantHarmony important

Face (self-definition) preservation a priorityFace (self-definition) preservation a priority

Agreement/acquiescence may be verbalized Agreement/acquiescence may be verbalized directly but may not represent view of directly but may not represent view of speakerspeaker

“Say what you mean and mean what you say.” – English proverb

“It is good to know the truth, but it is better to speak of palm trees.”

– Arabic proverb

“Hear one and understand ten.” – Japanese proverb

“Nothing done with intelligence is done without speech.” – Greek

proverb

DIRECT

INDIRECT

Message Message ApproachApproach

EXPRESSIVERESTRAINED

Emotional Emotional ApproachApproach

Emotionally Emotionally RestrainedRestrained

Concern that displaying emotion will hurt Concern that displaying emotion will hurt othersothers

Emotions are controlled by keeping them in Emotions are controlled by keeping them in (verbal and non-verbal behaviors)(verbal and non-verbal behaviors)

Even tone and calm, quiet speech used to Even tone and calm, quiet speech used to convey intellectual investment in topic(s)convey intellectual investment in topic(s)

Commitment, trust, credibility, sincerity, Commitment, trust, credibility, sincerity, degree of personal involvement shown by degree of personal involvement shown by avoiding the display of strong emotionavoiding the display of strong emotion

Negative response to requests to express Negative response to requests to express feeling(s)feeling(s)

Emotionally Emotionally ExpressiveExpressive

Concern that hiding emotion will hurt othersConcern that hiding emotion will hurt others

Emotions are controlled by getting them out Emotions are controlled by getting them out (verbal and non-verbal behaviors), often (verbal and non-verbal behaviors), often through humorthrough humor

Variation in pitch, loudness, and speed of Variation in pitch, loudness, and speed of speech used to convey intellectual investment speech used to convey intellectual investment in topic(s)in topic(s)

Commitment, trust, credibility, sincerity, Commitment, trust, credibility, sincerity, degree of personal involvement shown through degree of personal involvement shown through amount of emotion displayedamount of emotion displayed

Negative response to requests to restrain Negative response to requests to restrain display(s)display(s)

“Silence produces peace, and peace produces safety.” – Swahili proverb

“What is nearest the heart is nearest the mouth.” – Gaelic

proverb

“The first to raise their voice loses the argument.” – Chinese proverb

“After a storm, fair weather; after sorrow, joy.” – Russian proverb

EXPRESSIVERESTRAINED

Emotional Emotional ApproachApproach

DISCUSSION

U.S. (Anglo American), Canada, England, Sweden, Norway, Germany, Australia, …

EXPRESSIVERESTRAINED

DIRECT

INDIRECT

ENGAGEMENT

U.S. (African American), France, Greece, Italy, Spain, Cuba, Russia, Israel, …

ACCOMMODATION

U.S. (Native American), Mexico, Costa Rica, Peru, China, Japan, Indonesia, Malaysia, …

DYNAMIC

U.S. (Arab American), Saudi Arabia, Palestine, Lebanon, Pakistan, Iraq, Egypt…

DISCUSSION

EXPRESSIVERESTRAINED

DIRECT

INDIRECT

ENGAGEMENT

ACCOMMODATION DYNAMIC

“Research is formalized curiosity – it is poking and prying with quiet purpose.” – Researcher proverb

“When am I ever going to use this?!?.” – Student proverb

“In teaching you cannot see the fruit of a day's work; it is invisible and remains so, maybe for twenty years.” – Teacher proverb

“We are excited about the seeds being planted today and look

forward to harvesting the fruit of education!” – Administrator

proverb

Discussion StyleDiscussion StyleDirect, Emotionally RestrainedDirect, Emotionally Restrained

Self-perceived strengths:Self-perceived strengths:Confronts problemsConfronts problems

Elaborates argumentsElaborates arguments

Maintains calmMaintains calm

Weaknesses as perceived by other Weaknesses as perceived by other styles:styles:

Blind to nuanceBlind to nuance

Logical but unfeelingLogical but unfeeling

CondescendingCondescending

Engagement StyleEngagement StyleDirect, Emotionally ExpressiveDirect, Emotionally Expressive

Self-perceived strengths:Self-perceived strengths:Provides detailed explanations and Provides detailed explanations and instructionsinstructions

Expresses opinions clearlyExpresses opinions clearly

Shows feelingsShows feelings

Weaknesses as perceived by other Weaknesses as perceived by other styles:styles:

Blind to nuanceBlind to nuance

Dominating and rudeDominating and rude

Over-confidentOver-confident

Accommodation Accommodation StyleStyleIndirect, Emotionally RestrainedIndirect, Emotionally Restrained

Self-perceived strengths:Self-perceived strengths:Considers multiple meanings and Considers multiple meanings and alternate messagesalternate messages

Self-possessed, diplomaticSelf-possessed, diplomatic

Sensitive to feelings of othersSensitive to feelings of others

Weaknesses as perceived by other Weaknesses as perceived by other styles:styles:

AmbiguousAmbiguous

Uncommitted and dishonestUncommitted and dishonest

Hesitant and timidHesitant and timid

Dynamic StyleDynamic StyleIndirect, Emotionally ExpressiveIndirect, Emotionally Expressive

Self-perceived strengths:Self-perceived strengths:Considers multiple meanings and alternate Considers multiple meanings and alternate messagesmessages

Uses third parties to gather information, Uses third parties to gather information, mediatemediate

Skilled at noting change in non-verbal Skilled at noting change in non-verbal behaviorbehavior

Weaknesses as perceived by other styles:Weaknesses as perceived by other styles:AmbiguousAmbiguous

Unreasonable and deviousUnreasonable and devious

BrashBrash

DISCUSSION

EXPRESSIVERESTRAINED

DIRECT

INDIRECT

ENGAGEMENT

ACCOMMODATION DYNAMICConsiders Considers multiple/alternate multiple/alternate meanings; diplomatic; meanings; diplomatic; Self-possessed; Sensitive Self-possessed; Sensitive to feelings of othersto feelings of othersWeaknesses perceived Weaknesses perceived by other styles: by other styles: Ambiguous; Ambiguous; Uncommitted /dishonest; Uncommitted /dishonest; Hesitant / timidHesitant / timid

Confronts problems; Confronts problems; Elaborates arguments with Elaborates arguments with logical reasoning; Maintains logical reasoning; Maintains calmcalmWeaknesses perceived by Weaknesses perceived by other styles: Blind to nuance; other styles: Blind to nuance; Logical but unfeeling; Logical but unfeeling; CondescendingCondescending

Considers Considers multiple/alternate multiple/alternate meanings; Use of 3meanings; Use of 3rdrd parties to gather parties to gather info/mediate; Skilled at info/mediate; Skilled at noting non-verbal noting non-verbal behaviorbehaviorWeaknesses perceived Weaknesses perceived by other styles: by other styles: Ambiguous; Ambiguous; Unreasonable / devious; Unreasonable / devious; BrashBrash

Provides detailed Provides detailed explanations; Expresses explanations; Expresses opinion clearly; Shows opinion clearly; Shows feelingsfeelingsWeaknesses perceived by Weaknesses perceived by other styles: Blind to other styles: Blind to nuance; Dominating / nuance; Dominating / rude; Over-confidentrude; Over-confident

Mathematical Mathematical DiscourseDiscourse

What might “good” mathematical What might “good” mathematical discourse look like in each quadrant?discourse look like in each quadrant?

What might “good” mathematical What might “good” mathematical discourse look like for each of several discourse look like for each of several different collectives involved in this different collectives involved in this project: teachers, students, project: teachers, students, mathematicians, mathematics mathematicians, mathematics education researchers…?education researchers…?

AssessmentAssessmentContexts – How can we use knowledge Contexts – How can we use knowledge of communications styles to revise/edit of communications styles to revise/edit items to elicit student understandings items to elicit student understandings in math?in math?

Situations – Might we create problem Situations – Might we create problem situations that include third-party situations that include third-party mediation or group consensus building mediation or group consensus building as a viable solution strategy?as a viable solution strategy?

DiscussionDiscussionEducator/Researcher partnerships: How Educator/Researcher partnerships: How might we use the ideas of discourse might we use the ideas of discourse styles in thinking about and shaping styles in thinking about and shaping collaboration?collaboration?

Courses/Assessments: How might we Courses/Assessments: How might we use the ideas of discourse styles in use the ideas of discourse styles in thinking about and shaping materials thinking about and shaping materials and assignments? and assignments?