Transcript SLB-051 and 052

SLB-055
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Thinking and Communicating
Understanding Effective Communication
“Speaking the Truth in Love, we will in all
things grow up into Him who is the Head,
that is, Christ.” Ephesians 4:15
Dialogue
di·a·logue or di·a·log n
A formal discussion or negotiation, especially between
opposing sides in a political or international context
Talk of any kind between two or more people (formal)
vi
to take part in a conversation, discussion, or negotiation
Encarta® World English Dictionary © 1999 Microsoft Corporation. All rights reserved.
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Think
• 1 Cor 14:20 (2) Brothers, do not be
children in your thinking. Be infants in evil,
but in your thinking be mature.
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Think
• Definition | Concise Oxford English
Dictionary
• think
• v. (past and past part. thought)
• 1
have a particular opinion, belief, or
idea about someone or something.
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Think
• Definition | Concise Oxford
English Dictionary
• think
•2
use one’s mind actively
to form connected ideas about
someone or something.
•†
have a particular mental
attitude.
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Think
• Definition | Concise Oxford English
Dictionary
• think
•†
(think of/about) take into
account or consideration.
•†
(think of/about) consider the
possibility or advantages of.
•†
(think of) call to mind.
•3
(think of) have a specified
opinion of.
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Think
• Rom 12:3 For by the grace given to me I
say to everyone among you not to think of
himself more highly than he ought to think,
but to think with sober judgment, each
according to the measure of faith that God
has assigned.
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Think
• Phil 3:15
Let those of us
who are mature think this way,
and if in anything you think
otherwise, God will reveal that
also to you.
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Know
• 2 Pet 3:17 You therefore, beloved,
knowing this beforehand, take care that
you are not carried away with the error
of lawless people and lose your own
stability.
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Core Thinking Skills
• Thinking - thinking refers to the process of
creating a structured series of connective
transactions between items of perceived
information.
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Thinking skills are relatively specific cognitive operations that
can be considered the "building blocks" of thinking.
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Event
Metacognition
Perception Focusing Skills
Information Gathering Skills
Remembering Skills Appraisal
Representation Generating Skills
Organizing Skills
Analyzing Skills
Integrating Skills
VI
Evaluating
Evaluating
Skills
Skills
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Core Thinking Skills
• Metacognition:
• KNOWING HOW TO THINK, and knowing
which strategies work best, are valuable
skills that differentiate expert thinkers from
novice thinkers.
• Metacognition, or awareness of the process
of thinking, is a critical ingredient to
successful communication.
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Core Thinking Skills
• Metacognition - a dimension of thinking
that involves knowledge and control of self
and knowledge and control of the thinking
process.
• Metacognition refers to awareness and
control of one's thinking, including:
– commitment,
– attitudes and
– attention.
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Core Thinking Skills
• Metacognition:
• Commitment: an aspect of knowledge and
control of self that involves a decision to employ
personal energy and resources to control a
situation.
• Attention: conscious control of mental focus on
particular information.
• Attitudes: personally held principles or beliefs
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Core Thinking Skills
• Metacognition:
• Executive control: evaluating, planning,
and regulating the declarative, procedural,
and conditional information involved in a
task.
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Understanding Effective
Communication
• Metacognition: Executive Control:
• Declarative information: factual information.
• Conditional information: information about the
appropriate use of an action or process important to
a task.
• Procedural information: information about the
various actions or processes important to a task.
• Regulating: checking one's progress toward a
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Core Thinking Skills
• METACOGNITION consists of three basic
elements:
• Developing a plan of action in advance
• Maintaining/monitoring the plan in progress
• Evaluating the plan at conclusion
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Core Thinking Skills
• Metacognition:
• Before - When you are developing the plan
of action, ask yourself:
• What in my doctrinal database will help me
with this particular task?
• What do I want to happen?
• What do I NOT want to happen?
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Core Thinking Skills
• Metacognition:
• During - When you are maintaining/monitoring
the plan of action, ask yourself:
• How am I doing?
• Am I on the right track?
• How should I proceed?
• Am I feeling emotions that could derail my plan?
• Is the other person displaying emotion-led
behavior?
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Core Thinking Skills
• Metacognition:
• During:
• Is the conversation heading off track to side
issues?
• Am I moving towards what I want, or what I
do not want?
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Core Thinking Skills
• Metacognition:
• After - When you are evaluating the plan of action
ask yourself:
• How well did I do?
• Did my particular course of thinking produce more
or less than I had expected?
• What could I have done differently?
• How might I better plan to reopen this
conversation?
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Core Thinking Skills
• Metacognition:
• Metacognition is an important concept in
cognitive theory.
• It consists of two basic processes occurring
simultaneously: monitoring your progress
as you learn, and making changes and
adapting your strategies if you perceive you
are not doing so well. (Winn, W. & Snyder,
D., 1998)
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Core Thinking Skills
• Metacognition:
• Metacognitive Spiritual Communication
skills include taking conscious control of
planning and selecting goals and strategies
for the conversation, monitoring the
progress during the conversation, correcting
errors, analyzing the adherence to Doctrinal
and Spiritual Orientation, and applying
Reckoning and Resisting when necessary.
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Core Thinking Skills
• Metacognition:
• Metacognition refers to higher order
thinking that involves active control over the
thinking processes.
• Activities such as planning how to approach
a given task, monitoring, and evaluating
progress toward the completion of a task
are metacognitive in nature.
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Core Thinking Skills
• Metacognition:
• Most definitions of metacognition include both
knowledge and strategy components.
• Knowledge is considered to be metacognitive if it
is actively used in a strategic manner to ensure
that a goal is met.
• Metacognition is often referred to as "thinking
about thinking" and can be used to help
students “learn how to learn.”
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Core Thinking Skills
• Metacognition:
• Cognitive strategies are used to help achieve a
particular goal while metacognitive strategies are
used to ensure that the goal has been reached.
• Our metacognition strategy is, first, “to love the
Lord your God with all your heart, with all your
soul, with all your strength, and with all your mind.
• And 2nd - And you must love your neighbor as
yourself.”" (Luke 10:27, ISV)
• This defines our Spiritual Metacognition.
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Core Thinking Skills
• Metacognitive strategies are sequential processes
that one uses to control cognitive activities, and to
ensure that a cognitive goal (e.g., “Speaking the
Truth in Love”) has been met.
• These processes help to regulate and oversee
every thought process, and consist of planning
and monitoring cognitive activities, as well as
checking the outcomes of those activities.
• Metacognition requires Confidence, Humility and
Skills.
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Understanding Effective
Communication
• "For by these He has granted to us His precious
and magnificent promises, so that by them you
may become partakers of the divine nature,
having escaped the corruption that is in the world
by lust. Now for this very reason also, applying all
diligence, in your faith supply moral excellence,
and in your moral excellence, knowledge, and in
your knowledge, self-control, and in your selfcontrol, perseverance, and in your perseverance,
godliness," (2 Peter 1:4-6, NASB95)
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Understanding Effective
Communication
• Psalm 139:4 (NASB95) Even before there
is a word on my tongue, Behold, O Lord,
You know it all.
• "and we toil, working with our own hands;
when we are reviled, we bless; when we
are persecuted, we endure; when we are
slandered, we try to conciliate; we have
become as the scum of the world, the dregs
of all things, even until now." (1 Corinthians
4:12-13, NASB95)
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Understanding Effective
Communication
• "If any one think himself to be religious, not
bridling his tongue, but deceiving his heart,
this man’s religion is vain." (James 1:26,
DARBY)
• "He who guards his mouth and his tongue,
Guards his soul from troubles." (Proverbs
21:23, NASB95)
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Understanding Effective
Communication
• "Let the words of my mouth and the
meditation of my heart Be acceptable in
Your sight, O Lord, my rock and my
Redeemer." (Psalm 19:14, NASB95)
• "So then we pursue the things which make
for peace and the building up of one
another." (Romans 14:19, NASB95)
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Understanding Effective
Communication
• “We all make mistakes, but those who control
their tongue can also control themselves in every
other way.” Jas 3:2 (NLT)
• “Be gracious in your speech. The goal is to bring
out the best in others in a conversation, not to put
them down, not cut them out.” Col. 4:6 (Message)
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Understanding Effective
Communication
• “‘Crucial’ conversations are interpersonal
exchanges at work or at home, that we
dread having but know we cannot avoid.
How do you say what needs to be said
while avoiding an argument? Day-to-day
conversations and interactions affect your
life. Crucial conversations can have a
profound impact on your career, your
happiness, and your future.”
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Understanding Effective
Communication
• “Underneath these topics run the same
main point - think twice before speaking.
• Care and thought are needed to make a
crucial conversation work.”
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Understanding Effective
Communication
• “When stakes are high, opinions vary, and
emotions run strong, you have three
choices:
• Avoid a crucial conversation and suffer the
consequences;
• handle them poorly and suffer the
consequences; or
• handle them well … and discover how to
communicate when it matters the most.”
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Understanding Effective
Communication
• “If you normally handle tense situations by
running the other way, screaming or
slamming the door, this book will help you
develop constructive habits that will leave
you feeling better about yourself. With the
skills, you learn in this book, you'll never
have to agonize about the outcome of a
crucial conversation again.”
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My Style Under Stress
• 1. At times I avoid situations that might bring me
into contact with people I’m having problems with.
• 2. I have put off returning phone calls or e-mail
because I simply didn’t want to deal with the
person who sent them.
• 3. Sometimes when people bring up a touchy or
awkward issue, I try to change the subject.
• 4. When it comes to dealing with awkward or
stressful subjects, sometimes I hold back rather
than give my full and candid opinion.
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My Style Under Stress
• 5. Rather than tell people exactly what I
think, sometimes I rely on jokes, sarcasm, or
snide remarks to let them know I’m
frustrated.
• 6. When I’ve got something tough to bring
up, sometimes I offer weak or insincere
compliments to soften the blow.
• 7. In order to get my point across, some
times I exaggerate my side of the argument.
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My Style Under Stress
• 8. If I seem to be losing control over
conversation, I might cut people off or
change the subject in order to bring it back
to where I think it should be.
• 9. When others make points that seems to
stupid to me, I sometimes let them know
what without holding back at all.
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My Style Under Stress
• 10.When I am stunned by a con man,
sometimes I say things that others might
take less forceful or attacking and –
comments such as “give me a break!” Or
“that’s ridiculous!”
• 11.Some times when things get heated, I
move from arguing against others points to
saying things that might hurt them personally
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My Style Under Stress
• 12.If I’d get into a heated discussion, I’ve
been known to be tough on the other person.
In fact, the person might feel a bit insulted or
hurt.
• 13.When I am discussing an important topic
with others, sometimes I move from trying to
make my point to trying to win the battle.
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My Style Under Stress
• 14.In the middle of a tough conversation, I
often get so caught up in arguments that I
don’t see how I’m coming across to others.
• 15.When talking gets tough and I do
something hurt full, I am quick to apologize
for mistakes.
• 16. When I think about a conversation that
took a bad turn, I tend to focus first on what I
did that was wrong rather than focus on
others mistakes.
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