Making Adjustments to Communication

In order to effectively communicate in multiple settings, one must reflect on the various roles in which he or she identifies with (Vuckovic, 2008). For example, I take on many different roles throughout the day: a mother, a teacher, a wife, a director, and more depending on where I am and who I am communicating with. For each role that ensues, I make adjustments to the way that I communicate. "Communication success depends partially on being cognisant of the roles and identities one embodies at a given time and their influence on behavior" (Vuckovic, 2008, p. 56). When I am communicating with students I try to stay positive and friendly while remaining professional, unbiased and open-minded. I try not to reveal many of my personal views but help my students learn about facts and research in order to develop their own personal views. When I am communicating with friends and family I become much more opinionated and informal in my communication.

Similar adjustments must be made when I am communicating with people from different cultures. For example, when I am communicating with someone who does not speak English as their first language, I tend to repeat myself more, check for understanding more, and sometimes even speak louder. I notice myself doing these things without intentionally meaning to. Another example of communication adjustments is when I am interacting with young children. I tend to speak softer and at a higher pitch in more of a sing-song fashion. I also may be closer in proximity to the child and use more hand gestures.

In order to communicate more effectively with various groups of people it is important to keep an open-mind about other people's perspectives, not make assumptions about other people's beliefs or values, and be a good observer during communication. Try to read the nonverbal cues from the other person and make adjustments to communication as necessary.


Reference:

Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.