Supportive communication in teacher leadership and school relationships

Supportive Communication Why is supportive communication an important aspect of teacher leadership? Supportive communication is a significant element of teacher leadership because it is not person oriented but instead is problem oriented. The inference of this is that supportive communication lays emphasis on problems and how they can be resolved instead of focusing on individual traits. With regard to leadership, a teacher is expected to educate the students in a fitting manner devoid of taking any personal issues with the students. Through supportive communication, both the students and the teacher are able to delineate problems. For instance, rather than stating one is insensitive, supportive communication brings it out clearly by outlining that the two individuals do not seem to perceive things in the same manner (Whetten and Cameron,. 1993). Secondly, supportive communication is more of descriptive rather than evaluative. Through this kind of communication, the teacher is able to objectively delineate the behavior or circumstance, lay emphasis on the behavior and the response and not the individual’s traits and lastly concentrate on solutions. Moreover, teachers are expected to motivate and build up students instead of breaking them down in the process of education. Supportive communication validates a person instead of invalidating them. It is imperative to note that invalidating communication generates negative feelings regarding self-esteem and character. This can cause the students to feel worthless and dwindle their performance. However, through validating communication, the teacher is able to make the students feel acknowledged, understood, accepted and also valued (Whetten and Cameron, 1993). What effect did this communication have on your relationships within the school? Supportive communication had a constructive impact on my relationship within the school. Imperatively, supportive communication facilitated efficacious relationships with the students. It has enabled me to incorporate more listening with the students rather than rendering a one-way form of communication. This has made it possible to not only listen but also respond in an effective manner to the students’ statements. In addition, through this form of communication, it has facilitated two way respect by treating other individuals as being valuable, capable, and understanding and laying emphasis on cooperative problem solving instead of a superior position. In addition, it allows flexibility, and this implies that communication is done with pure humility as well as candidness to new comprehension. In addition, it has made it possible for others to express their opinions and have proper communication between me and the other party. Reflection Response Post The article by de Nobile (2013), seeks to examine upward supportive communication for school principals. There are important elements that I have learnt and gained insight from contained within the article. It has been noted that upward supportive communication is a relevant and quantifiable feature of organizational communication in schools. Equated with other kinds of supportive communication, namely downward and horizontal supportive communication, upward supportive communication was the least noticeable generally irrespective of school sector. I have also learnt that upward support can be conveyed in different manners. Affirmation, which is done verbally, is the most common one.