Ббк международный научно-образовательный

 

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ФИО автора:
Rahimova Muhabbat – Practical psychologist of school No 3 of 
Urgench district of Khorezm region

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Название публикации:
«COMMUNICATION IS A REAL LIFE SKILL»
Effective communication sounds like it should be instinctive. But all too 
often, when we try to communicate with others something goes astray. We say one 
thing, the other person hears something else, and misunderstandings, frustration, and 
conflicts ensue. This can cause problems in your home, school, and work 
relationships. For many of us, communicating more clearly and effectively requires 
psychic some important skills. Whether you’re trying to improve communication 
with your spouse, kids, boss, or coworkers, psychic these skills can deepen your 
connections to others, build greater trust and respect, and improve teamwork, 
problem solving, and your overall social and emotional health. Effective 
communication is about more than just exchanging information. It's about 
understanding the emotion and intentions behind the information. As well as being 
able to clearly convey a message, you need to also listen in a way that gains the full 
meaning of what’s being said and makes the other person feel heard and understood. 
More than just the words you use, effective communication combines a set of skills: 
Active Listening, Eye contact, Posture, Simple Psychology, Questioning Skills
1.ACTIVE LISTENING When communicating with others, we often focus on what 
we should say. However, effective communication is less about talking and more 
about listening. Listening well means not just understanding the words or the 
information being communicated, but also understanding the emotions the speaker 
is trying to communicate. There’s a big difference between engaged listening and 
simply hearing. When you really listen—when you’re engaged with what’s being 
said—you’ll hear the subtle intonations in someone’s voice that tell you how that 
person is feeling and the emotions they’re trying to communicate. When you’re an 
engaged listener, not only will you 287 better understand the other person, you’ll 
also make that person feel heard and understood, which can help build a stronger, 
deeper connection between you. 
2. EYE CONTACT is a form of body psychology which is important during 
communication. Our eyes reflect our sincerity, integrity and comfort when 

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communicating with another person. That is why having good eye contact while 
conversing is the indication that the communication has gone on well.
3. POSTURE is a type of Non –Verbal Communication. It is the position in which 
you hold your body when standing or sitting. Posture is a vital part of understanding 
and communication. It may reflect an individual’s degree of confidence, status or 
receptivity to another person.
4. SIMPLE PSYCHOLOGY leaves little opportunity for confusion, and that means 
much more effective –and authentic-communication. 
5.QUESTIONING SKILL is a fundamental skill in effective communication. 
Psychic to ask powerful questions will help you augment your personal and business 
communication While these are learned skills, communication is more effective 
when it becomes spontaneous rather than formulaic. A speech that is read, for 
example, rarely has the same impact as a speech that’s delivered (or appears to be 
delivered) spontaneously. Of course, it takes time and effort to develop these skills. 
The more effort and practice you put in, the more instinctive and effective your 
communication skills will become. Common barriers to effective communication 
include: Stress and out-of-control emotion. When you’re stressed or emotionally 
overwhelmed, you’re more likely to misread other people, send confusing or 
offputting nonverbal signals, and lapse into unhealthy knee-jerk patterns of 
behavior. To avoid conflict and misunderstandings, you can learn how to quickly 
calm down before continuing a conversation. Lack of focus. You can’t communicate 
effectively when you’re multitasking. If you’re checking your phone, planning what 
you’re going to say next, or daydreaming you’re almost certain to miss nonverbal 
cues in the conversation. To communicate effectively, you need to avoid distractions 
and stay focused. 288 Inconsistent body psychology. Nonverbal communication 
should reinforce what is being said, not contradict it. If you say one thing, but your 
body psychology says something else, your listener will likely feel you’re being 
dishonest. For example, you can’t say “yes” while shaking your head no. Negative 
body psychology. If you disagree with or dislike what’s being said, you may use 

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negative body psychology to rebuff the other person’s message, such as crossing 
your arms, avoiding eye contact, or tapping your feet. You don’t have to agree, or 
even like what’s being said, but to communicate effectively and not make the other 
person defensive, it’s important to avoid sending negative signals. 1.2 
Communicative Approach and Psychology Teaching Communication is the process 
of transferring signals/ messages between a sender and a receiver through various 
methods (written words, nonverbal cues, spoken words). It is also the mechanism 
we use to establish and modify relationships. Developing advanced communication 
skills begins with simple interactions. Communication skills can be practiced every 
day in settings that range from the social to the professional. Each time you use your 
communication skills, you open yourself to opportunities and future partnerships. It 
would be fair to say that if there is any one "umbrella" approach to psychology 
teaching that has become the accepted "norm" in this field, it would have to be the 
Communicative Psychology Teaching Approach. This is also known as CLT. The 
Communicative approach does a lot to expand on the goal of creating 
"communicative competence" compared to earlier methods that professed the same 
objective. Teaching students how to use the psychology is considered to be at least 
as important as psychic the psychology itself. Brown (1994) aptly describes the 
"march" towards CLT: "Beyond grammatical discourse elements in communication, 
we are probing the nature of social, cultural, and pragmatic features of psychology. 
We are exploring pedagogical means for 'real-life' communication in the classroom. 
We are trying to get our learners to develop linguistic fluency, not just the accuracy 
that has so consumed our historical journey. We are equipping our students with 
tools for 289 generating unrehearsed psychology performance 'out there' when they 
leave the womb of our classrooms. We are concerned with how to facilitate lifelong 
psychology psychic among our students, not just with the immediate classroom task. 
We are looking at learners as partners in a cooperative venture. And our classroom 
practices seek to draw on whatever intrinsically sparks learners to reach their fullest 
potential." CLT is a generic approach, and can seem non-specific at times in terms 
of how to actually go about using practices in the classroom in any sort of systematic 

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way. There are many interpretations of what CLT actually means and involves. From 
the remarks already made, it should be obvious that the current interest in tasks stems 
largely from what has been termed 'the communicative approach' to psychology 
teaching. In this section I should like to briefly sketch out some of the more 
important principles underpinning communicative psychology teaching. Although it 
is not always immediately apparent, everything we do in the classroom is 
underpinned by beliefs about the nature of psychology and about psychology 
psychic. In recent years there have been some dramatic shifts in attitude towards 
both psychology and psychic. This has sometimes resulted in contradictory 
messages to the teaching profession which, in turn, has led to confusion. Among 
other things, it has been accepted that psychology is more than simply a system of 
rules. Psychology is now generally seen as a dynamic resource for the creation of 
meaning. In terms of psychic, it is generally accepted that we need to distinguish 
between 'psychic that' and 'knowing how'. In other words, we need to distinguish 
between knowing various grammatical rules and being able to use the rules 
effectively and appropriately when communicating. This view has underpinned 
communicative psychology teaching (CLT). A great deal has been written and said 
about CLT, and it is something of a misnomer to talk about 'the communicative 
approach' as there is a family of approaches, each member of which claims to be 
'communicative' (in fact, it is difficult to find approaches which claim not to be 
communicative!). What Breen is suggesting is that, with communication at the 
centre of the curriculum, the goal of that curriculum (individuals who are capable of 
using the target 290 psychology to communicate with others) and the means 
(classroom activities which develop this capability) begin to merge; the syllabus 
must take account of both the ends and the means. What then do we do with our 
more formal approaches to the specification of structures and skills? Can they be 
found a place in CLT? We can focus on this issue by considering the place of 
grammar. For some time after the rise of CLT, the status of grammar in the 
curriculum was rather uncertain. Some linguists maintained that it was not necessary 
to teach grammar, that the ability to use a second psychology (knowing 'how') would 

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develop automatically if the learner were required to focus on meaning in the process 
of using the psychology to communicate. In recent years, this view has come under 
serious challenge, and it now seems to be widely accepted that there is value in 
classroom tasks which require learners to focus on form. It is also accepted that 
grammar is an essential resource in using psychology communicatively. This is 
certainly Littlewood's view. In his introduction to communicative psychology 
teaching, he suggests that the following skills need to be taken into consideration: 
— The learner must attain as high a degree as possible of linguistic competence. 
That is, he must develop skill in manipulating the linguistic system, to the point 
where he can use it spontaneously and flexibly in order to express his intended 
message. — The learner must distinguish between the forms he has mastered as part 
of his linguistic competence, and the communicative functions which they perform. 
In other words, items mastered as part of a linguistic system must also be understood 
as part of a communicative system.