Soft Skills for Effective Education Provision 1

Welcome to Module 5 of the Just Her! online/blended course, "Soft Skills for Effective Education Provision". This Module is designed specifically for adult educators who work with migrant and refugee women.

In today's increasingly interconnected world, the ability to connect, communicate clearly, and resolve challenges constructively is crucial. For migrant women, who often face the added challenges of new languages, cultures, and complex life circumstances, making a supportive and understanding learning environment is vital.

This module will equip you with essential soft skills -- empathy, communication coaching, conflict resolution, and emotional intelligence. You'll discover how these interconnected abilities can unlock potential, build trust, and develop an inclusive effective educational experience. By increasing your ability to understand, guide, and support, you will deliver knowledge and empower migrant women to thrive and contribute confidently to their new communities.

We will delve into Empathy, communication and coaching skills including the three key types of empathy, verbal and nonverbal communication and effective approaches for coaching. Module five will also cover conflict resolution strategies, restorative practices and emotional intelligence for group dynamics.

Subtopic 1: Communication & Coaching for Empowerment and Effective Learning

Subtopic 1 will include factors like verbal and nonverbal communication, facilitating empowerment and even cultural sensitivity in communication. These will equip educators and learners with skills for confident collaboration while helping build new skills for learners and enabling the teacher to genuinely connect with their students which motivates learners and allows an element of trust between both.

Subtopic 2: Developing Effective Classroom Relationships Through Empathy and Emotional Intelligence

Through this subtopic we will look at what empathy and emotional intelligence are, and why they are vital to learners to help connect with educators and support positive outcomes. Daniel Golemans Theory will help explain the key components of emotional intelligence. And practical strategies will assist while delivering this module as well as the full course.

Upon completing this module, you will be able to:

• Identify the three key types of Empathy
• Understand what Emotional Intelligence is
• Use Practical strategies for Developing Empathetic understanding
• Facilitate empowerment
• Manage conflict in the classroom

What is Empathy?

Empathy is often confused with sympathy, but they differ. Sympathy is feeling for someone, Empathy, however, is feeling with someone. It's the ability to understand and share the feelings of another person. Imagine stepping into their shoes and seeing the world from their viewpoint. To be an effective educator you need more than just subject knowledge you need to connect with your learners on a deeper level. There are three key types of "Empathy":

• Cognitive Empathy (The Head) -- intellectually understanding another person's point of view and why they may feel a certain way.
• Emotional Empathy (The Heart) -- genuinely feeling the emotions of another as if they were your own feelings, whilst not actually shouldering their burden or emotion you can sense their, frustration/sadness/joy.
• Compassionate Empathy -- It's not just understanding the emotion but wanting to be proactive in wanting to support the person, for example: a learner is struggling with a task in class, instead of observing and understanding, compassionate empathy drives you to offer more bespoke support for them.

Communication & Coaching for Empowerment and Effective Learning

How you communicate can have a profound effect on a learner's motivation, confidence and understanding. When working with a learner navigating a new language clear communication is vital. Here are some tips:

• Plain Language: Use short simple sentences spoken clearly with good articulation at a moderate pace. Avoid using jargon, local vernacular, acronyms or common idioms that are used in everyday life that may not translate easily, e.g. "Let's touch base" could be phrased in a more clear and direct fashion that removes any possibility of mistranslation such as "Let's talk"
• Tone, Pitch, Volume, and Pace -- Speak clearly and at a moderate pace, vary your tone to encourage engagement consistently using a calm encouraging voice. Do not use or tolerate raised voices in the classroom.
• Checking for Understanding: Use open ended questions to assess for understanding such as "Could you tell me in your own words what we have just discussed?" this avoids a yes/no answer where it is difficult to truly assess for understanding. Break information into small pieces and pause for understanding before moving on to the next piece to avoid an overload of information being placed on the learner.
• Use examples: you can contextulise the information being communicated by using examples. Relate the information to real-life scenarios, use visual aids to assist clear communication.
• Be Consistent: Use the same words for the same concepts to provide reinforcement of the language and avoid synonyms. Repeat important points more that once. And rephrase when unclear.
• Summarise: recap on what has been covered before moving on to a new topic.
• Validate: celebrate all attempts to try and communicate in the language of your country.
• Effective Questioning Techniques: strategic questioning encourages critical thinking, problem solving and self-evaluation empowering your learners to find their own answers, techniques such as open-ended, probing, solution focused and reflective questions work particularly well for this.

Non-Verbal Communication

Much of our communication is non-verbal. Consciously managing your body language, tone, and use of space can increase your connection with your learners and create a welcoming atmosphere.

Figure 1: Non-Verbal Communication (source: canva.com)

• Body Language - use an open posture (uncrossed arms), maintain appropriate eye contact, lean towards your learner (maintaining an appropriate distance) when speaking and convey warmth and understanding through facial expressions.
• Use of Space --Being mindful of personal space is of utmost importance when working in a culturally diverse environment. Levels of comfort can vary vastly. Arrange your seating to encourage interaction place in a circle or U-shape for discussions, rather than traditional rows, to encourage eye contact and a sense of equality among learners. When teaching, occasionally move away from the front of the room and walk among the learners, or sit down with a small group, to reduce the perceived power distance and create a more informal, collaborative atmosphere.
• Nodding and Affirmations: Small, gentle nods show you're actively listening and following along. These non-verbal affirmations encourage the speaker to continue.
• Matching and Pacing: Matching your learner's nonverbal cues can help with building a rapport, for example, if they lean forward you could too, match their energy level but take care not to mimic them as this could be perceived as insincerity.

In Resolving Conflict and Managing Group Dynamics, we move from individual interactions to the complex world of group relationships. You'll learn to see conflict not as a problem, but as a normal and manageable part of a learning environment. We will equip you with practical skills for de-escalation and mediation, helping you to address disagreements constructively and fairly. Finally, we'll explore advanced emotional intelligence for managing challenging group dynamics and creating a classroom culture of psychological safety, where every learner feels a strong sense of belonging and respect.

Understanding Conflict in the Learning Environment

What is Conflict? A disagreement or clash between individuals or groups due to differing opinions, values, or needs.

Sources of Conflict with Migrant Women Learners:

• Misunderstandings: Due to language barriers, cultural differences, or differing expectations.
• Stress and Trauma: Learners may be experiencing high levels of stress, leading to irritability or withdrawal.
• Differing Learning Styles: Clash between trainer's approach and learner's preferred method.
• Interpersonal Dynamics: Personality clashes, group formation issues.
• External Pressures: Family obligations, financial stress, immigration status.
• Cultural Clashes within the Group: Between learners from different cultural backgrounds.

Positive Aspects of Conflict: When managed well, conflict can lead to deeper understanding, stronger relationships, and innovative solutions.

Problem-Solving Approaches:

Once emotions have settled, you can move toward finding a solution. Your role here is as a mediator---a neutral third party guiding the conversation, not a judge making a ruling.

• Identify the Core Issue: Go beyond the surface-level anger to uncover what is truly at stake. Ask open-ended questions like, "What do you need to happen to feel like this is resolved?" or "What is most important to you in this situation?"
• Brainstorm Solutions: Encourage all parties to contribute ideas for a solution, no matter how small or seemingly unworkable. Write them all down to show they are being considered.
• Focus on Shared Interests: Look for common ground. Often, people in conflict share a core goal, such as a respectful classroom or a successful group project. Highlighting this shared interest can help bridge the divide. "It sounds like both of you want to make sure this project is successful. How can we work together to achieve that?"
• Negotiation: Guide the group toward a solution that all parties can agree to. This may require compromise. "What is one small thing you would be willing to do differently?"
• Mediation: Trainer acts as a neutral third party to facilitate dialogue and agreement.
• Role-Play: Practicing mediating a conflict between two learners.

Restorative Practices:

This approach focuses on repairing harm and building community, rather than assigning blame. It involves asking questions like, "Who has been affected by this?" and "What do we need to do to make things right?"

• Focus on Repairing Harm: What needs to happen to make things right?
• Building Community: Emphasising shared responsibility and collective well-being.
• Dialogue Circles: Structured conversations to discuss issues and find solutions as a group.

Effective conflict resolution is not just about solving the immediate problem; it's about building a learning community that is resilient, respectful, and inclusive. By modelling these skills and giving learners the tools to resolve their own disagreements, you empower them with life skills that extend far beyond the classroom.

Developing Effective Classroom Relationships Through Empathy and Emotional Intelligence

What is Emotional Intelligence?

Emotional intelligence is our ability to understand and manage our own emotions, and to understand and influence the emotions of others. It's a crucial skill for navigating complex social interactions, especially in a diverse learning environment.

Daniel Goleman's theory of emotional intelligence (EQ) outlines five key components.

Self-Awareness: This is the cornerstone of EI. It's your ability to recognise and understand your own emotions, strengths, weaknesses, values, and goals. It means knowing how your feelings affect your thoughts and actions. For a trainer, this might involve noticing when you're feeling impatient or stressed and understanding how that could impact your teaching style.

Figure 2: Empathy & EI (source: canva.com)

Developing Effective Classroom Relationships Through Empathy and Emotional Intelligence

1. Self-Regulation: Once you're aware of your emotions, self-regulation is your ability to manage them. It's about controlling your impulses, thinking before you act, and adapting to changing circumstances. If a lesson isn't going as planned, self-regulation allows you to stay calm and adjust your approach rather than becoming flustered.
2. Motivation: This goes beyond external rewards. It's about being driven by an internal desire to achieve, a passion for your work, and resilience in the face of setbacks. For a trainer, this means being genuinely committed to empowering your learners, even when challenges arise.
3. Social Awareness (Empathy): This is where empathy fits directly into EI. It's the ability to understand the emotions, needs, and concerns of others. It involves reading social cues, understanding group dynamics, and truly listening to what people are saying, and sometimes, what they're not saying.
4. Relationship Management: This is the culmination of the other components. It's your ability to build and maintain good relationships, to influence and inspire others, and to manage conflict constructively.

Subtopic 1: How do you understand and apply the three key types of empathy---cognitive, emotional, and compassionate---in your interactions with learners? How do your communication and coaching skills, including verbal and nonverbal cues and cultural sensitivity, empower students and create an effective learning environment? Reflecting on these questions can help deepen your ability to connect, motivate, and support learners in

Subtopic 2: How do you define conflict, and what strategies do you use for resolving it constructively in your classroom? How do problem-solving approaches and restorative practices help repair relationships and foster a positive learning environment? What role does emotional intelligence play in managing group dynamics, and how do you promote empathetic understanding and social awareness in your students?

The entire module is developed to support trainers.

Empathy involves three key concepts: cognitive, emotional, and compassionate. Cognitive empathy is the ability to intellectually understand another person's thoughts and perspective without necessarily feeling their emotions. Emotional empathy means sharing and feeling another's emotions deeply, creating a visceral connection. Compassionate empathy goes a step further---it combines understanding and feeling with a genuine desire to help and support. Effective communication and coaching amplify empowerment and learning by combining verbal and nonverbal skills with cultural sensitivity. When educators communicate empathetically, respecting cultural differences and using clear, supportive coaching, they create a safe space that motivates learners, strengthens trust, and fosters meaningful growth and confidence

Conflict is a natural part of human interaction, arising when individuals or groups have differing needs, values, or goals. Effective conflict resolution in education involves strategies such as active listening, open communication, collaboration, and mediation to address issues constructively and maintain a positive learning environment. Problem-solving approaches focus on understanding all perspectives, brainstorming solutions, and reaching compromises that benefit everyone involved. Restorative practices emphasize repairing harm, restoring relationships, and fostering mutual respect to strengthen the community.

Emotional intelligence is the ability to recognize, understand, and manage one's own emotions and those of others. In group dynamics, it helps individuals navigate social interactions, reduce misunderstandings, and build empathy and trust. Strategies to promote empathetic understanding and social awareness include encouraging perspective-taking, practicing active listening, and fostering a culture of respect and inclusion. Together, conflict resolution and emotional intelligence skills equip educators and learners to create supportive, collaborative, and effective educational environments

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Spencer-Oatey, H. (2008). Culturally Speaking: Culture, Communication and Politeness Theory. Continuum.

Patterson, K., Grenny, J., McMillan, R. and Switzler, A. (2011) Crucial Conversations: Tools for Talking When Stakes Are High. 2nd edn. New York: McGraw-Hill.

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SAMHSA (Substance Abuse and Mental Health Services Administration). (2014). Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration. Retrieved from [Insert specific URL if available, e.g., https://store.samhsa.gov/product/Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884]

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• Active Listening: A communication technique where the listener fully concentrates, understands, responds, and remembers what is being said. It involves both verbal cues (like asking clarifying questions) and non-verbal cues (like nodding).
• Coaching Mindset: A shift from a traditional "expert" role to one of a facilitator, guiding learners to discover their own solutions and build self-reliance.
• Emotional Intelligence (EI): The ability to recognize, understand, and manage your own emotions, and to recognize, understand, and influence the emotions of others. It's often broken down into four key areas: self-awareness, self-management, social awareness, and relationship management.
• Empathy: The ability to understand and share the feelings of another person. It involves putting yourself in someone else's shoes to grasp their perspective and emotional state.
• Microaggressions: Subtle, often unintentional, expressions of prejudice or bias that can be hurtful and create a hostile or unsafe environment for a person from a marginalized group.
• Psychological Safety: A state where individuals feel safe to speak up, ask questions, and make mistakes without fear of being embarrassed, shamed, or punished. It's essential for open communication and learning.
• Rapport: A close and harmonious relationship in which the people or groups concerned understand each other's feelings or ideas and communicate well. It's built on trust and mutual respect.
• Self-Management: The ability to control or redirect your emotions and impulses and adapt to changing circumstances. It's a key component of emotional intelligence.
• Trauma-Informed Approach: A framework that recognizes the widespread impact of trauma and understands potential paths for recovery. In a training context, it means creating a safe environment and avoiding practices that could re-traumatize learners.