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Character Communication Basics
No matter how we use technology, we still need to communicate face to face.
The Three Steps to More Effective Verbal Communication
1 . Identify the goals of the interaction. What are you trying to accomplish?
2. Know your audience. What do they need to know?
3. Choose an appropriate method. What is the best way to communicate to this audience?
But, first of all, is your audience willing and able to listen and don’t talk when you are upset
Don’t text (or email or facebook) when you are upset
Electronic communication is not private
Some things should be said face to face

Text messaging is destroying our ability to communicate. Every minute of every day young people across the North America and around the world are finding new ways to abbreviate common expressions and words. Text messaging is slowly eating away at the beauty of the English language. Gone are the days of letter writing or even long emails. In the interest of speed, text messaging is encouraging people to transmit their thoughts with strange combinations of letters strung together with no punctuation, grammar or even separation. But how does this impact the accuracy of the intended message sent.
Text messaging is so impersonal. Unfortunately, some people carry it to such an extreme that it takes the place of other contact such as the phone or in-person conversation. Many people totally misunderstood the messages they have received that they have gotten lost, arrived at the wrong time, been angry unnecessarily, and even broken up over text messages. The problem seems to be that you can't see the face of the person who is text messaging you nor can you hear the tone in their voice.

Teenagers will text message during class or try to get away with it because they set their phone on silent or vibrate and believe the teacher won't detect what is going on. What is going on anyway? That's hard to say but a good guess would be it isn't good. First of all, they aren't paying attention in class or doing classwork. Secondly, they could be cheating. Thirdly, they could be simply making social plans but for certain they are being rude to the teacher.

Text messaging was intended to be a good thing. After all, it's quick, relatively cheap, and private (or is it?). On a train for instance, text messaging isn't nearly as annoying as talking on your cell phone. However, there is enough negative to text messaging that it warrants pointing it out.

Interpersonal communication is vital for humans. People use interpersonal communication all the time. But is text messaging use out of control? Text messaging is displacing face-to-face communication. Text messaging is used a lot, especially among students, because of the convenience. Text messaging may even be addicting. Students text in class, on dates, in the movie theatre, at the office, in the mall, in class, eating dinner with their families and even texting while driving.

Text messaging is used for multitasking. However, multi-tasking has negative aspects such as decreased performance and distractions change how we remember information. The focus groups use text messages at work or school anyways, because they are bored. Entertainment is a big reason the males use text messaging. Text messaging is used for entertainment. Plus, students want the distractions, even though they are aware of the decreased performances.
Many students admit that they use text messaging to avoid communication. Text messaging is displacing face-to-face communication. Text messaging is new technology and in the past all new technology has displaced face-to-face communication.

Texting is replacing talking among teens. Teens admit to spending nearly an equal amount of time talking as they do texting each month. The feature is so important to them that if texting were no longer an option 47% of teens say their social life would end or be worsened - that’s especially so among females (54% vs. 40%).
Teens say texting has advantages over talking because it offers more options, including multitasking, speed, the option to avoid verbal communication, and because it is fun - in that order, according to the study.
With more than 1 billion text messages sent each day, it is no surprise that 42% of teens say they can text blindfolded, the study found.
"Teens have created a new form of communication. We call it texting, but in essence it is a reflection of how teens want to communicate to match their lifestyles. It is all about multitasking, speed, privacy and control.

Is Mobile Technology and Social Media taking away what teenagers should be learning during face-to-face Communication?

When I was a teen growing up, I was forced to discuss things with my parents face-to-face….. even the uncomfortable discussions. And, through each of these discussions, as difficult as they were, they each were a learning experience. Could Instant Messaging and Text be robbing our children from learning some social skills?
Teens are breaking up with boyfriends and girlfriends over text…. and this is completely normal. These uncomfortable discussions that all of us hated to have, were all a learning experience. What is learned the most is the ability to employ tact and empathy. Are our children growing up more selfish & cold because they can avoid these conversations entirely?
Teenagers often do not perceive to have as much confidence in themselves as others which makes confrontation much more difficult. The social media platforms and mobile devices available, encourage teens to use them instead of learning how to deal with things.

With texting teenagers to not have to dive deep into their insecurities and
be brave and start a discussion… Simple texts are so much easier than real words. A girl would no long have to worry about blushing in front of a boy. He wouldn’t even have to know how nervous she was. There is no way via text he could hear her shaky voice, see her knees tap together from nerves or see her blush from fear. This would giver her more confidence to flirt via text.
What learning experience would she have missed out on?
Over the years of pushing through fears of talking to guys, she would build confidence and learn what worked for her and what didn’t work. She would realize that guys thought she was sweet when she blushed. Actually, over the years she wouldn’t be nervous talking to most guys at all. Her confidence would increase enough that she could easily talk to a guy. Would teen develop this confidence if they were doing all interaction between themselves and guys via digital methods?
Maybe you wouldn’t have to succumb to peer pressure. Maybe you would be braver in what you told your peers…. in saying, "No!!". Or, maybe you would have dealt with confrontation in ways that maybe teens are dealing with it now… "text and Instant Messaging." Many of the uncomfortable situations and confrontations we deal with growing up teaches us many things , especially how to interact with each other socially
. No matter how much technology is out there, we still have to interact on a one to one basis that carries the whole message. Remember 80% of communication is non-verbal. How much of the true intended meaning to we receive when we only receive 20% of literal written dialogue that requires a great knowledge of shortforms.

Verbal Communication Tips

Use "I" messages

Say "I felt hurt" Not "You are mean."

Communication Basics

"Body language
people believe your tone more than your words
eye contact
lean forward
Do Not stare down at the floor
Do Not space or zone out

Body Language:

eye contact
lean forward

staring at the floor
spacing or zoning out

Active Listening

Keep an open mind
eliminate distractions (cell phones, television, computer)
keep eye contact
focus on listening
control negative emotions
don’t interrupt

Active Listening

Make a comment
ask a question
restate something

You will now follow the following format and write a 5 paragraph summary.

Writing Summaries

The goal of writing a summary of an article, a chapter, a documentary or a book is to offer as accurately as possible the full sense of the original, but in a more condensed form. A summary restates the author’s main point, purpose, intent, and supporting details in your own words.
The process of summarizing enables you to better grasp the original, and the result shows the reader that you understand it as well. In addition, the knowledge gained allows you to better analyze and critique the original.
First, try to find the main idea in the reading; it’s usually in the first paragraph. Next, skim through the article, glancing at any headings and graphics. Then, read the conclusion. The intent here is both to give yourself a review of the work and t o effectively engage yourself with it.
Now go back and read the original text carefully, jotting down notes on or highlighting the important points. Write the central idea and the author’s reasons (purpose and intent) for holding this viewpoint. Note the supporting elements the author uses to explain or back up her/his main information or claim.
Make an outline that includes the main idea and the supporting details. Arrange your information in a logical order, for example, most to least important or chronological. Your order need not be the same as that in the original, but keep related supporting points together. The way you organize the outline may serve as a model for how you divide and write the essay.
Write the summary, making sure to state the author’s name in the first sentence. Present the main idea, followed by the supporting points. The remainder of your summary should focus on how the author supports, defines, and/or illustrates that main idea. Remember, unless otherwise stated by your instructor, a summary should contain only the author’s views, so try to be as objective as possible.
As you revise and edit your summary, compare it to the original and ask yourself questions such as: Have I rephrased the author’s words without changing their meaning? Have I restated the main idea and the supporting points accurately and in my own words?
If you are asked to write a critical summary or to include a critique, you may want to ask yourself questions such as: Does the author succeed? How and why or why not? What are the strengths, weaknesses? Why? What did the author do well? Not well? Why?