Voice 006

Kirstie Smyth reflects on using Driscoll's Model of Reflection during a lecture preparing for a staff student committee meeting. She took on the role of vice president to assess communication block improvements for the PDP. Kirstie used the Three Before Me technique, encouraging others to speak before her. This approach led to more structured discussions and increased participation. Kirstie gained confidence and learned the importance of promoting independence and critical thinking while ensuring all voices are heard in group discussions. She aims to continue using this technique to support her leadership role and build confidence in future conversations. Hello, I'm Kirstie Smyth and I'm going to do Reflection and Communication Skills using Driscoll's Model of Reflection on a recent lecture I had where we were preparing for a staff student committee meeting. What? The task we were given, where I took on role of vice-president, was to decide whether the communication block of our PDP needed any improvements or whether we wanted to change any elements of the block for the following year to make it better. We touched on a lot of ideas but two main ones people discussed most was including an ice-breaker at the beginning of the term and suggesting that the block should be moved into the middle of the PDP rather than it being at the end. The communication tool I decided to use was Three Before Me, allowing others to speak and put their voice before mine. I found this to be a great tool due to the role of vice-president. It allowed other peers to voice their opinions that wouldn't normally speak up in front of the class and it allowed me time to think of ideas to put forward that they may appreciate. Also, I noticed that doing this technique other people were doing the same as if I was acting like a role model for others so this made the discussion more structured, organised, no one was ever over-spoken and everyone was patient. It was mad to see that when Duncan the lecturer was in the room only four or five people were contributing to the discussion but when he left the room to allow us to continue amongst ourselves everyone had a voice and was turn-taking, there was a good conversation going. Personally, I would say that this was due to reduced pressure. I personally feel more comfortable making these kind of group decisions without the main person of authority involved, similar to a child being more open to their parent rather than someone they've just met. Although through my own self-efficacy I've used them three before me, I felt it was being learnt socially and it influenced others' motivation to perform a similar behaviour. During the discussion there was a time I found it difficult to use this technique. This was when I made a suggestion that during the week we have our coaching meeting that we should all meet up to help each other with the technical side of the course but after only one person commenting on this there was just silence. I felt like I was left with no choice but to be the next person to speak. So in that moment the technique made the room feel slightly awkward and to reduce the risk of losing the natural flow of interaction and conversation we were having I felt like it was my cue to talk. Another moment within the discussion where I wasn't able to follow this technique was when I had a disagreement with something that someone had said. I felt as though instead of talking before my intended cue to avoid that awkward silence, this time when it was my cue to talk I didn't because I felt I could have caused an argument or it may have got out of hand but luckily someone was ready to speak so I carried on actively listening. So what this reflection revealed to me that I have more confidence within myself than I actually realised and being vice president was a good role to reveal this. I wanted to see if I could put myself into a main role and actively actually communicate with the whole class without panicking and causing myself too much anxiety. What also helped me come to this decision was when other peers praised me for the work I did and told me that I spoke really well. Comparing this lesson to one where we did a class group budget cut for a charity fair I can honestly say I felt more relaxed and comfortable. I wasn't nervous about talking in front of the group. I communicated far more this time around. For me personally the charity fair session I found people were less considerate and weren't allowing everyone's voices to be heard and when they did say something their voice wasn't appreciated so I decided I didn't feel comfortable to talk so I just took a side seat, kept quiet and carried on actively listening for the rest of the lesson. Right now in future discussions I will continue to use the three before me as it is a skill that promotes independence and critical thinking but taking on a more leadership role. For moments like when I feel people aren't being heard that should be to make the decision fair to all those involved that way I can continue to help myself build on my confidence. In future discussions I will be more mindful to people's opinions and allowing all voices to be heard, inspiring those taking a back seat to get more involved, encourage turn-taking and support peers who may be hesitant to speak. As highlighted in the Journal of Humanities and Social Science the development of conversational skills is closely linked with the skill of turn-taking and I believe that this is essential for effective group communication. Thank you for listening to my reflection.