Matching Your Message to the Audience provides school administrators with principles and practical steps for creating messages that encourage a positive response. The reader learns strategies for matching the structure, language, and tone of the written or spoken message to each reader or listener to encourage teachers, parents and others to be open during the conversation with the administrator.
Matching Your Message to the Audience provides school administrators with principles and practical steps for creating messages that encourage a positive response. The reader learns strategies for matching the structure, language, and tone of the written or spoken message to each reader or listener to encourage teachers, parents and others to be open during the conversation with the administrator.
Robert A. Pauker is an educational consultant who has worked with administrators and teachers for over thirty years. Dr. Pauker is the author of the Structured Writing and Thinking Program, as well as numerous publications, including Teaching Thinking and Reasoning Skills from the American Association of School Administrators. Mike Hibbard earned his PhD from Cornell University, taught science, served as a school and district level administrator for 37 years, and s currently the Assistant Superintendent for Instruction and Human Resources in the North Salem Central School District, North Salem, New York. Mike has published and consulted widely in the United States and abroad on Performance Assessment and is currently innovating Twenty-First Century Problem-Solving strategies that link the classroom with the community.
Inhaltsangabe
Preface PART I: UNDERSTANDING THE AUDIENCE OF THE MESSAGE Chapter 1: Creating A Communication Match Introduction Thinking about the Audience Exercises To Increase Understanding and Promote Discussion Thinking about the Message Tone Thinking about Communication Matches (Three basic questions) Exercises To Increase Understanding and Promote Discussion Chapter 2: Choosing The Right Langauge Using Language to Think About the Recipient Applying the Understanding to the Classroom Using The Administrator's Analysis to Maximize Communication Analysis of a Second Chart Here's The Point Chapter 3: Thinking More About The Message Recipient Applying What We Have Learned-A New Case Study In Short, the bottom line Learning about the Right Approach Chart Comparing Approaches Thinking About an Indirect Approach Summary Chapter 4:Applying What You Have Learned Exercises To Increase Understanding And Promote Discussion Creating Your Own Case Study Analyzing Your Case Study PART II: USING THE STUCTURAL PYRAMID TO GET YOUR POINT ACROSS Chapter 5:Using The Subject As The Filter Of Your Message Introduction To Structural Pyramid The Structural Pyramid Category 1: Thinking About The Subject Of The Sentence Using "It" As The Subject Asking The Recipient "Why" Avoid Implying Criticism Exercises To Improve Understanding Case Study To Improve Understanding Case Study Analysis Chapter 6:Making The Verb The Engine Of Your Message Category 2: The Power Of The Verb Case Study Showing The Filter The Verb As An Engine Exercises To Increase Understanding And Promote Discussion Using The Verb To Encourage Problem-Solving Case Study - Language Leading To Collaborative Decision-Making Principal's Flexibility Introductory Words That Show The Point Exercise To Show The Point Further Analysis of Principal's Message Further Sentence Analysis A Decision-Making Plan Chapter 7:Organizing Your Message With The Proper Perspective Category 3: Asking The Right Questions Analysis Of Principal's Message With Framing A Case Study To Reflect On The Process A Second Case Study To Reflect The Process Exercises To Increase Understanding And Promote Discussion Chapter 8:Deciding Which Part Of Your Statement To Emphasize Category 4: Choosing The Right Clauses And Approach The Principal Decides What To Do Exercise- A Case Study To Explain Bibliography
Preface PART I: UNDERSTANDING THE AUDIENCE OF THE MESSAGE Chapter 1: Creating A Communication Match Introduction Thinking about the Audience Exercises To Increase Understanding and Promote Discussion Thinking about the Message Tone Thinking about Communication Matches (Three basic questions) Exercises To Increase Understanding and Promote Discussion Chapter 2: Choosing The Right Langauge Using Language to Think About the Recipient Applying the Understanding to the Classroom Using The Administrator's Analysis to Maximize Communication Analysis of a Second Chart Here's The Point Chapter 3: Thinking More About The Message Recipient Applying What We Have Learned-A New Case Study In Short, the bottom line Learning about the Right Approach Chart Comparing Approaches Thinking About an Indirect Approach Summary Chapter 4:Applying What You Have Learned Exercises To Increase Understanding And Promote Discussion Creating Your Own Case Study Analyzing Your Case Study PART II: USING THE STUCTURAL PYRAMID TO GET YOUR POINT ACROSS Chapter 5:Using The Subject As The Filter Of Your Message Introduction To Structural Pyramid The Structural Pyramid Category 1: Thinking About The Subject Of The Sentence Using "It" As The Subject Asking The Recipient "Why" Avoid Implying Criticism Exercises To Improve Understanding Case Study To Improve Understanding Case Study Analysis Chapter 6:Making The Verb The Engine Of Your Message Category 2: The Power Of The Verb Case Study Showing The Filter The Verb As An Engine Exercises To Increase Understanding And Promote Discussion Using The Verb To Encourage Problem-Solving Case Study - Language Leading To Collaborative Decision-Making Principal's Flexibility Introductory Words That Show The Point Exercise To Show The Point Further Analysis of Principal's Message Further Sentence Analysis A Decision-Making Plan Chapter 7:Organizing Your Message With The Proper Perspective Category 3: Asking The Right Questions Analysis Of Principal's Message With Framing A Case Study To Reflect On The Process A Second Case Study To Reflect The Process Exercises To Increase Understanding And Promote Discussion Chapter 8:Deciding Which Part Of Your Statement To Emphasize Category 4: Choosing The Right Clauses And Approach The Principal Decides What To Do Exercise- A Case Study To Explain Bibliography
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