A social interaction study was conducted within the Tyndale Christian Junior School that involved teaching two focus groups of five students how to make masquerade masks. The groups included both males and females within the ages of four to six.
Upon the completion of this study, I learnt that while I communicate with people I change the way that I speak depending on who I am conversing with. When I spoke to the younger children my tone sounded much higher and I spoke at a slower and clearer pace than I usually would. This is so I am very easy to comprehend and to avoid the children becoming confused. While I spoke with adults, such as teachers, I found that I utilised manners generously and phrases such as “thank you” and “please”, this is out of respect for their authority.
Prior to meeting with and teaching the students I had complied some questions to ask the children to keep them interested in their task and keep their attention towards me. I had chosen animal themed masks for them to decorate and decided to ask them …show more content…
If they understood the question, their eyes would open wider and they would begin to answer very quickly, if the student didn’t understand the question I noticed they would stay quiet until I clarified further. Younger students used an indirect form of communication to convey that they were confused, compared to speaking with their home group teacher who answered me directly when she didn’t understand. For example, I asked the teacher “Could I please borrow some Popsicle sticks?” She did not hear me clearly and asked me immediately if I could repeat myself. The teacher I spoke with used a very direct question to clarify any confusion before answering me. The way that people responded to being confused by communication was the biggest difference that I noticed between different aged people and the way that they
Upon the completion of this study, I learnt that while I communicate with people I change the way that I speak depending on who I am conversing with. When I spoke to the younger children my tone sounded much higher and I spoke at a slower and clearer pace than I usually would. This is so I am very easy to comprehend and to avoid the children becoming confused. While I spoke with adults, such as teachers, I found that I utilised manners generously and phrases such as “thank you” and “please”, this is out of respect for their authority.
Prior to meeting with and teaching the students I had complied some questions to ask the children to keep them interested in their task and keep their attention towards me. I had chosen animal themed masks for them to decorate and decided to ask them …show more content…
If they understood the question, their eyes would open wider and they would begin to answer very quickly, if the student didn’t understand the question I noticed they would stay quiet until I clarified further. Younger students used an indirect form of communication to convey that they were confused, compared to speaking with their home group teacher who answered me directly when she didn’t understand. For example, I asked the teacher “Could I please borrow some Popsicle sticks?” She did not hear me clearly and asked me immediately if I could repeat myself. The teacher I spoke with used a very direct question to clarify any confusion before answering me. The way that people responded to being confused by communication was the biggest difference that I noticed between different aged people and the way that they