by Sarah Logan, SPS Professional Learning Specialist
Standard 6: Utilizing Effective Communication
Quality Indicator #1: Verbal and Nonverbal Communication
Superheroes are best known for their extraordinary abilities, exceptional courage, and exceedingly magical powers. Teachers certainly possess a number of qualities that meet the eligibility requirements for becoming a superhero. One of a teacher’s magical powers is the ability to navigate communication with a multitude of customers. One specific communication tool available achieves immeasurable results time and time again. This single tool illuminates and shapes thinking, while enhancing relationships. This tool is paraphrasing. The power of a paraphrase is unlike anything else known to man.
In the words of a former 5th grade student, paraphrasing is “saying the same thing without saying the same thing.” Whereas there is truth to this explanation, a paraphrase can be much more. As a listening tool, a paraphrase demonstrates that you are seeking to understand, that you are interested in hearing what a person has to say. A paraphrase invites the speaker to clarify and refine his thoughts.
Three types of paraphrasing allow teachers to demonstrate superhero qualities:
X-Ray Vision (Acknowledge & Clarify)
In an acknowledging and clarifying paraphrase, you simply offer an emotion or reflection of the person’s thinking. To a student, you might say, “You’re disappointed that your idea ...” To a parent, you might offer, “You’re concerned because your child ...” To a colleague, you could say, “You’re wondering how we can ...” The key to crafting this type of paraphrase is to look for the message beneath the words you’ve heard.
Leaping Tall Buildings in a Single Bound (Summarize & Organize)
Oftentimes, people will give you a lot of verbal information at one time, especially when they are processing complex subjects. When this occurs, it may be helpful to use a summarizing and organizing paraphrase. A summary of key points or organizational framework of ideas may help someone synthesize their thoughts. With a student you could say, “You’re thinking the first step is to _____and from there you would ____.” With a parent it might sound like, “So the goals you have in mind for your child are _____, _____, and _____.” When speaking with a colleague, you might say, “On one hand, we want to _______, but on the other hand, we need to ______.” This type of paraphrase allows you to capture a great deal of information in a succinct way.
Elasticity (Abstracting)
An abstracting paraphrase can identify a particular value or belief underlying a person’s thinking, or it can give a concept label to a recurring pattern of thought. If you’re speaking to a student, it might sound like, “You’re a person who believes that……” If you’re talking with a parent, you could say, “An important value for your family is……” When interacting with a colleague, you might say, “An assumption you’re operating from is that……” The power of an abstracting paraphrase is that it stretches thinking by inviting a different perspective.
When combined with pausing and nonverbal signals that you’re actively listening, a paraphrase just might be one of the most powerful communication tools you can use in your role as a superhero-like educator. (The cape is optional.)
For more information about paraphrasing, please refer to Cognitive Coaching Seminars® Foundation Training Learning Guide 9th ed.by Arthur L. Costa and Robert J. Garmston and Jane Ellison and Carolee Hayes. (2012). Center for Cognitive Coaching
