The achievement of effective communication and collaboration has been a challenge in learning and personal spectrum. However, an application of learning styles such as bodily kinesthetic, intrapersonal and naturalistic remain effective in the realization of this objective. Bodily-kinesthetic involves the capacity to skilfully handle objects and remain in touch with the body. To achieve effective communication and collaboration through bodily-kinesthetic style, getting hands on real objects, role playing, and building things.

These are geared towards ensuring that learners not only learn but also have the capacity to remember. The link between emotional response and kinesthetic awareness is the focal point of learning through this style. According to Carter, Bishop and Kravits (1999), “we know our emotions through intelligence of the body; any writer who wants to affect the way readers feel must find a way to touch the kinesthetic intelligence with words.” Getting hands on real objects enable learners to connect the words and the real objects.

This reinforces a learner’s ability to remember the objects. Intrapersonal communication refers to personal communication within an individual and the societal impacts and relies on personal perceptions. Whereas it remains a challenge because of variations arising from a moment, it remains the foundation of all communication. Differences that arise in the manner in which we perceive situations are influenced by the law of closed forms, law of common movement and law of experience. Strategies for effective intrapersonal communication include the application of learning softwares, and application of intrinsically creative abilities. Naturalistic learning style refers to the ability to understand features of environment and surrounding. These are learners who feel motivated and engrossed in their learning when connected to nature. Approaches to effective naturalistic learning include exploring specific areas in nature that arouses the highest levels of interest, making connection between abstract information to something concrete in nature and taking study outside.

The understanding is that learning is easier and interesting when there is a passion for it. Naturalistic learners feel energized in the presence of nature and such are best should be exposed to something they love within nature. Personality types have also been pointed out as a tool in the achievement of effective communication and collaboration. The giver, the organizer, and the adventurer all have similar characteristics of personalities in groupings but will have a specific and stronger personality type.

The achievement of effective communication and collaboration revolves around the understanding that these unique personality types enable one to recognize and expand upon shared characteristics with those around them. Both the giver and the adventurer enjoy working with groups that provide the platform for sharing and adventuring. The giver takes the role of the “peace keeper” in group settings because they are not only good communicators and negotiators; they also dislike conflicts within a group (Carter, Bishop and Kravits, 2007). The organizer on the other hand a strategic individual who studies the group dynamics and drops flash cards to the giver who capitalizes on group traits. In conclusion, the ability to achieve communication and collaboration within learning and personal spectrum provides a learner with myriad benefits. It not only prevents engaging in problematic communication situations, it also sharpens skills of relating to the world and making smarter choices. Furthermore, the ability to learn and look for environments that suits one best is reinforced. This enables one to target specific areas that need improvement in communication by bringing in focus on weaker learning-style areas.


Carter, C., Bishop, J., & Kravits, S. (1999).

Keys to study Skills: Opening doors to learning. Upper Saddle River, NJ: Pearson Prentice Hall Carter, C., Bishop, J., & Kravits, S. (2007). Keys to college studying: Becoming an active thinker (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.


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