{"id":1821,"date":"2014-06-05T06:55:04","date_gmt":"2014-06-05T06:55:04","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=150"},"modified":"2024-05-13T18:30:10","modified_gmt":"2024-05-13T16:30:10","slug":"comunicacio-efectiva-a-laula-lhabilitat-descoltar","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2014\/06\/05\/comunicacio-efectiva-a-laula-lhabilitat-descoltar\/","title":{"rendered":"Comunicaci\u00f3 efectiva a l&#8217;aula. L&#8217;habilitat d&#8217;escoltar."},"content":{"rendered":"<h2>Fer-se escoltar<\/h2>\n<p>L\u2019avantatge principal de la comunicaci\u00f3 bidireccional\u00a0\u00e9s la possibilitat de comprovar\u00a0si hi ha comprensi\u00f3 m\u00fatua. <strong>La proximitat\u00a0<\/strong><strong>entre els participants en un di\u00e0leg cara a\u00a0<\/strong><strong>cara permet interpretar tot un codi de signes\u00a0<\/strong><strong>no verbals que indiquen comprensi\u00f3,\u00a0<\/strong><strong>aprovaci\u00f3, dubtes, etc.,<\/strong> a m\u00e9s de la possibilitat\u00a0de pronunciar assentiments i demandes<br \/>\nde manera verbal.<\/p>\n<p>En una situaci\u00f3 de di\u00e0leg cara a cara, a\u00a0part de la capacitat d\u2019interpretar els signes\u00a0del destinatari, unes bones estrat\u00e8gies verbals\u00a0poden facilitar la comprensi\u00f3 al nostre\u00a0interlocutor i afavorir l\u2019efici\u00e8ncia comunicativa.<\/p>\n<p>La llista del quadre presenta una s\u00edntesi de\u00a0recursos per captar l\u2019atenci\u00f3 de l\u2019oient i mantenir-la. N\u2019hi ha alguns que coincideixen\u00a0amb accions aconsellables en el discurs unidireccional, ja que una intervenci\u00f3\u00a0d\u2019una certa durada es pot considerar un\u00a0discurs breu en el qual els fets de comen\u00e7ar, estructurar\u00a0i acabar b\u00e9 t\u00e9 un efecte indiscutible.<\/p>\n<blockquote>\n<h3>RECURSOS PER CAPTAR L\u2019ATENCI\u00d3<\/h3>\n<p>1. Mirar amb naturalitat cap al rostre de la persona a qui ens dirigim, evitant la mirada<br \/>\nintimidadora o massa llarga.<br \/>\n2. Somriure i moure les mans acompanyant el discurs amb gestos curts. (La proximitat fa innecessaris els gestos amplis, m\u00e9s adequats en situacions de dist\u00e0ncia.)<br \/>\n3. Evitar l\u2019exc\u00e9s de crosses i de tics ling\u00fc\u00edstics, perqu\u00e8 sens dubte distreuen l\u2019atenci\u00f3.<br \/>\n4. Introduir la intervenci\u00f3 i concloure-la.<br \/>\n5. Referir-se a realitats o a conceptes que compartim amb els interlocutors. (Atenci\u00f3 amb els exemples\u00a0o les comparacions, si no es trien amb aquest criteri, poden produir un efecte nul.)<br \/>\n6. Usar un llenguatge clar i accessible.<br \/>\n7. Utilitzar recursos d\u2019\u00e8mfasi: variacions de volum o repeticions, per exemple.<br \/>\n8. Variar els moviments, la postura, el volum o el ritme amb els canvis tem\u00e0tics.<br \/>\n9. Suavitzar els missatges desagradables o negatius. Evitar l\u2019imperatiu o matisar-lo.<br \/>\n10. Acabar qualsevol intervenci\u00f3 llarga amb una s\u00edntesi breu o amb la repetici\u00f3 de la<br \/>\nidea m\u00e9s important.<\/p><\/blockquote>\n<p>Podeu accedir a aquest article fent clic<strong><a href=\"http:\/\/guix.grao.com\/revistes\/guix\/399_400-formacio-per-a-la-practica-de-competencies-linguistiques\/comunicacio-efectiva-a-l-aula-l-habilitat-d-escoltar\" target=\"_blank\" rel=\"noopener\"> aqu\u00ed.<\/a><\/strong><\/p>\n<p><strong>Font:\u00a0<\/strong>Revista GUIX, n\u00fam. 399. Gra\u00f3, 2013<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Escoltar i sentir s\u00f3n dues activitats diferents. Sentir \u00e9s un proc\u00e9s f\u00edsic, que pot ser involuntari. Escoltar, en canvi, \u00e9s una activitat volunt\u00e0ria, un proc\u00e9s mental que requereix determinades condicions, com ara calma, inter\u00e8s i atenci\u00f3. Per escoltar activament, hem de centrar la vista, l\u2019o\u00efda i la ment en els sons i en els gestos de qui parla.<\/p>\n","protected":false},"author":530,"featured_media":162,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[127],"tags":[125,126,128,129],"tipo":[],"class_list":{"0":"post-1821","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-comunicacio-no-verbal","8":"tag-comunicacio","9":"tag-comunicacio-docent","10":"tag-comunicacio-no-verbal-2","11":"tag-escolta-activa"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Comunicaci\u00f3 efectiva a l&#039;aula. 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