Overall, I am really pleasantly surprised to see that my scores were so close to my evaluators. The Communication Anxiety Inventory scores for example, were all within 1 point of each other and indicated I have a low level of communication anxiety when speaking to others.  All of the final scores on the Verbal Aggressiveness Scale were also very close. Each score indicated that I indulge in a moderate level of verbal aggressiveness meaning that I am able to maintain a good balance between respecting and considering others’ viewpoints. Each score also indicates that I am able to argue fairly by attacking the facts of a position rather than the person holding that position and lastly, all of my Listening Style scores are the same. My highest score shows that I am a relationship builder or People-Oriented, first.  Next, I prefer clear, to-the-point communication that outlines a plan of action. Overall, this communication style is efficient and respected but it can also be intimidating and business-like to some who are more sensitive listeners (Rubin, 2009).

O’Hair says that voluntary self-disclosure has more impact or creates more intimacy if it goes below surface information and I am very happy to see that my evaluators see me as I see myself—one who treats others as well as children and their families with the humane kindness, consideration and respect they deserve and one that is committed to getting the job done as an integral part of a qualified team. I see this style as a positive relationship and strength builder of those who, like me, love what they do for children and families and consider themselves to be vested owners in the business rather than just mere staff in the workplace and as such, take pride in setting goals for themselves and the workplace and meeting them in order to be the best they can be (Rubin, 2009).

O’Hair also says those who are sensitive to feedback are susceptible and receptive to information about their abilities. One thing I learned after completing this assignment is that communicating with a flair for treating others as they would like to be treated is paramount to being an effective communicator.  Effective communication is meaningful, expresses feelings and creativity, is symbolic and shares information.  Effective communication can help careers; strengthen relationships, create opportunities and can accomplish goals (O’Hair, 2015).

References

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd ed).  New York: Bedford/St. Martin's.

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

          According to the article entitled “Interpersonal Communication and Diversity: Adapting to Others”, a good first step to becoming an effective intercultural communicator is to identify its causes or barriers. Researchers note that some of the barriers to effective intercultural communication may be influenced by biological predisposition, economical and/or social category or by personal preference within gender, sexual orientation, race, ethnicity, age and/or social class. My intercultural communication goal however, is to honor and respect others by focusing more on and relating to what we may all have in common, rather than on our differences and as an early childhood educator/residential teacher of life skills, I find I enjoy understanding, building, cultivating, supporting and maintaining relationships with my colleagues, children and families from other cultures such as Caucasian, Latino, African and Asian,  based on my own African American cultural upbringing, my own life experiences and personal preference to value individuals and groups from other cultures (Beebe, 2011 ).

After reflecting on this week’s materials, the three strategies I would choose to help me effectively communicate with others from different cultures are:  1) increasing my knowledge of other cultures through seeking information about their cultural life and situations which in turn may help me discover my role in a new/strange place and help me feel more comfortable. 2) asking questions, effectively listening to the answers and creating a “third culture”  by letting go of old ways and experimenting with developing a basis for forming a new relationship based on talking, dialoguing, negotiating, conversing, and/or interacting together for the purpose of constructing a new relationship that is a more mutually beneficial interactive environment when two experiences collide;

another strategy for helping me strengthen my intercultural communication is by accepting others, being patient, being more mindful of what I am doing, thinking and sensing and tolerating uncertainty through avoiding negative judgments about others with other worldviews;  and lastly, 3) observing, responding to, paying close attention to others verbal and nonverbal cues and putting into action all of what I know and want to achieve for building and strengthening a more creative and flexible multitasking skills base that will ultimately bridge established cultural patterns (Beebe, 2011).

One lesson learned is the importance of having and being able to use strategies that will help build effective intercultural communication, especially when a difference in worldviews or established patterns of cultural experiences arises. Another lesson learned are the barriers that can negatively affect intercultural communication and as an educator, I am thrilled to have gained a deeper, more meaningful level of understanding into how the process of communication can work when a serious clash occurs between two individuals or groups of people from other cultures (Beebe, 2011).

Reference

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

                I observed the Rickey Smiley Show on television, mute initially then, I watched it unmuted.

On mute, I noticed three short, separate segments. There were three characters in the first segment. They stood in a semi-circle, in a room. It was not an ordinary room. There was no windows  nor beds in the room. It looked like the characters were taking turns reading from a script and they were animated. Their arms flailed. Their heads bobbed and their legs made their bodies bounce up and down as they were seemingly acted out a scene. It looked like there was some competition happening as the female who was more animated than the others, seemed to smile and laugh as she had won the competition.

            The second segment was very short as a young man sat outside what looked like a café. He was sitting by himself when suddenly a young lady walked up beside him. He immediately hugged her with a loving “I’m happy to see you” hug. Then, they sat down and talked together, looking into each other’s eyes and smiling, while having a cup of coffee or tea. After a short while, both stood up. She walked towards him. He walked stepped beside her and draped his arm around her shoulders and they both lovingly walked down the street together. It looked like they were more than just mutual friends.   

The third segment showed two men approaching a large building that looked like a gym on the inside. There were four characters looking towards them as they entered, talking to one another. A young lady approached them. She and the tallest gentleman began to talk and someone threw him a football. He spoke to her. She darted away running and he threw the football in her direction. She turned to catch the ball but it missed her grip. After a few huddles, runs  and several more tries, the young lady finally caught the football. Then all teamed-up and played a short game of football. The young lady, who had a problem catching the ball before suddenly caught the ball with ease and the football game was immediately over. By this time, I sensed that the gentleman was an experienced football coach who was called in to help the young lady practice catching a football.

Unmuted, I discovered that all of my assumptions were correct. The two male actors were helping the female actress practice for an upcoming audition she desperately wanted to win. The young gentleman invited his girlfriend for coffee so that he could give her the good news about the location of  his future waffle house he wanted and the football coach was helping the young lady practice catching a football so she tryout for the community coed football team.

One insight I learned is how general context information—the who and what may be gathered from observing nonverbal communication. I also learned that one can gather the more detailed or specific information—the when, where and why from listening to verbal communication as O’Hair states that the communication process itself is interactive and depends on at least two people exchanging both verbal and nonverbal messges (O’Hair, 2011).

References

O'Hair, D., Friedrich, G. W., & Dixon, L. D. (2011). Strategic communication in business and

the professions. Boston, MA: Allyn & Bacon