Sebastian Quintana - Reflection

Speaking Through Discovery: What I Didn't Expect to Learn? 

I didn’t walk into this assignment thinking I’d have much to say afterward. To be honest, I expected to skim the chapters, write a few lines, and move on to the next task. But once I actually spent time with Chapters 3, 9, and 10, I realized this was more than just another school task—it was an opportunity to pause and observe how I interact with others, and more importantly, why communication sometimes doesn’t go the way I expect it to.

Instead of memorizing bullet points for a grade, I found myself replaying moments in my head—awkward conversations, tense group projects, and those situations where I could’ve spoken up, but didn’t. I started asking myself questions I’d never really thought about. Was I clear in what I was saying? Did I listen with the intent to understand or just to reply? Was my tone supportive, or did it make someone feel dismissed?

This wasn’t just a class about speech or presentations. It became a kind of mirror, one that made me reflect on how I speak, listen, and connect with others in ways I hadn’t fully understood before.

Chapter 3 – Miscommunication Happens When We Assume

Chapter 3 was the first wake-up call. I never realized how much I confuse talking with communicating. I tend to assume people just “get” what I mean. I don’t often stop to consider how much more is going on in the background—what the other person is thinking, feeling, or experiencing in that moment.

The breakdown of the communication process—sender, message, channel, receiver, noise, feedback—put things in perspective. What seems like a simple exchange is actually full of potential for misunderstanding. This helped me look back at times when a short text message turned into a full-blown misunderstanding. It wasn’t necessarily what I said, but how I said it, when I said it, or what the other person was going through when they received it.

Reading this helped me stop placing blame so quickly. Instead of thinking, “They misunderstood me,” I’m learning to ask, “Did I communicate clearly enough?” It’s made me more intentional about timing, word choice, and especially tone. I also started to realize that communication isn’t finished when I finish speaking. That’s just the beginning. Real communication includes how the message lands, how the other person responds, and how I handle that feedback.

Even body language and facial expressions—things I didn’t pay much attention to—now seem critical. A simple crossed arm or raised eyebrow might say more than a sentence. This chapter made me realize that assumptions are shortcuts, and shortcuts don’t always lead to understanding.

Chapter 9 – Teaching Without Overwhelming

I’ve never thought of myself as a teacher, but Chapter 9 made me realize that any time I explain something to someone—whether it’s a classmate, friend, or family member—I’m stepping into that role.

Before, I thought the goal of explaining something was to unload all the information I had as quickly as possible. But this chapter showed me how that approach can overwhelm rather than enlighten. It’s not about showing what you know—it’s about helping someone else gain that knowledge.

I started reflecting on the times I’ve tried to explain a process or concept and saw the other person’s eyes glaze over. I used to think that was on them. Now, I see that if someone doesn’t understand me, I may be the one who needs to slow down, simplify, or use better examples.

The chapter’s advice on organizing content—starting with what’s familiar, moving toward what’s new, and repeating key points—really resonated with me. I began to see how a little structure can make a big difference. Even in casual conversations, sequencing my thoughts and checking in with the listener makes communication smoother.

This chapter also made me want to become a better listener. If I expect others to understand me, then I owe them the same courtesy. Teaching isn’t just about what I say—it’s about how I adapt when I realize someone isn’t following.

 Chapter 10 – Leading Isn’t Always Loud

Chapter 10 challenged one of my long-held assumptions: that leadership belongs to the loudest person in the room. I’ve never been that person, so I assumed I wasn’t a leader. But this chapter introduced a different kind of leadership—quiet, steady, inclusive.

The idea that leadership can show up in the way you support a group, keep people focused, and encourage participation really spoke to me. It helped me realize that in group settings, I do take on that role more often than I thought. I may not give the final speech or make all the decisions, but I help connect the dots. I ask the quiet person what they think. I keep the group on track. That counts.

I was especially drawn to the section on persuasive speaking. Before, I thought persuasion was mostly about proving a point. But now I see it’s more about building trust (ethos), appealing to emotion appropriately (pathos), and backing it all up with clear facts (logos). It’s not about winning an argument. It’s about connecting with others in a way that encourages mutual understanding and action.

This chapter made me realize that leadership isn’t about control—it’s about contribution. It’s about being someone who helps move the group forward, not someone who stands above it.

Closing Thoughts – What Stayed With Me

I didn’t expect this assignment to leave a mark. But it has. I’ve started to notice how I speak differently—slower, more intentionally. I ask more questions. I pay attention to how people respond, not just to my words but to the way I say them. I notice when someone doesn’t feel heard, and I try to make space for them. That’s a shift.

What stuck with me most is the idea that communication is not just a skill—it’s a relationship. It’s not something you check off a list. It’s alive, active, and deeply human. Whether I’m giving a presentation, helping a classmate, or talking with a friend, there’s always an opportunity to be a little clearer, a little kinder, and a little more aware of the other person’s experience.

And that’s a skill I want to keep growing—not just for a class, but for the rest of my life.