4 poor communication skills (and what to do about them)
How to help your students improve their general listening, speaking and understanding
Do your students ever display poor communication skills?
Most teachers will answer with a resounding ‘yes’. In fact, communication skills do not always come naturally to many people. Let’s look at some of the most common and egregious errors people make when speaking and listening to each other. I’ll also give you some valuable ways to help your students improve.
1. They don’t even stop to breathe
If you find one student doing a LOT of talking, it’s probably because no one else can get a word in edgeways. It can be tempting to assume that this is because the chatty student thinks their ideas are better than anyone else’s, but, in fact, it is often a sign of nerves.
Look more carefully and see if they appear breathless or anxious. Whatever the reason, this kind of student may benefit from a more structured approach where students are given time to prepare what they are going to say, and everyone is expected to contribute equally. Or make it into a game where students have to make sure that they speak for 50% of the time each, as would be expected in an exam situation.
2. They aren’t really paying attention to each other
Whether your students are looking at their phones, staring out of the window or can’t wait to interrupt each other, poor listeners make poor communicators. Deal with this by always requiring the listener in any pair to do something specific. For example, tell them they will need to summarise what their partner said, or they have to think of three questions to ask their partner at the end.
We usually have a reason to listen in real-life communication, so make sure you give them one. Otherwise, they may assume that only the teacher needs to pay attention when another student is talking.
3. They ramble and it’s difficult to follow what they’re saying
Students may ramble because they are unconfident about the target language. It’s fine for students to struggle a bit to communicate, but it’s sensible to set achievable tasks, or they may give up.
It could also be that they would benefit from more rehearsal and practice. Being able to speak fluently ‘off the cuff’ is very challenging, particularly in front of an audience. Try giving students time to plan what they are going to say first. They shouldn’t be reading off the page, but writing it first can help with confidence and fluency.
Repetition is also invaluable in building fluency. Try doing speaking tasks more than once, and see how the quality and quantity improves each time. You can ring the changes by swapping partners or changing the format from pairs to small groups, to the whole class.
4. They don’t treat others’ feelings with respect
This can show itself in different ways. Maybe your students just completely ignore the feelings the other person is demonstrating or telling them about. Or maybe they dismiss them in other ways, ‘Oh, exactly the same thing happened to me! I was just walking along…’
You can model better ways to respond yourself. For example, “It sounds as if you feel quite angry about that?”, “That must have been really difficult.’
This teaches students the kind of phrases they can use to validate, empathize and talk about emotions.
If you can deal with these problems, your students will be well on the way to becoming master communicators.
