“At TEC Walcheren, we work with newcomers: students who have just arrived in the Netherlands and do not yet speak the language,” says Lyla Taha, Director of TEC Walcheren. “These are children of expats or refugees, for example, who stay at our school for a maximum of one and a half years. This demands a lot from our team. We work together intensively, coordinate constantly, and also deal with trauma-sensitive education.”
With a team of over thirty employees, often in job-sharing or part-time positions, good communication is essential. “We were already doing a lot right. People connected, consulted, and worked hard. But it often remained superficial. Whereas our work actually demands depth and genuine mutual understanding.”
That need led Lyla to the Process Communication Model®, or PCM. “I was looking for something that could help us better understand how we communicate. Not just what someone says, but also why someone says something in a certain way.”
Since the start of the program – and several training sessions later – she sees clear changes. “Colleagues have much more insight into each other’s qualities and their preferred way of communicating. Where clashes could occur before, for example between different personality types, you now see that people better understand where behavior comes from.”
This is particularly evident in practice. “For example, we had colleagues who found it difficult to engage in conversation with colleagues who readily express their opinions. This led to frustration or the avoidance of the conversation. Now we see that they are adjusting their approach. Instead of diving straight into the content, they start, for example, with: 'Would you like to brainstorm with me?' That different opening line alone is sometimes enough to get someone on board and ensure the conversation actually succeeds.”
She also notices a change on a practical level. “You even see it reflected in email correspondence. Where one person needs structure and clarity, another writes more from feeling. Teams are now making agreements about this together: what is important to you and what do I need, so that we understand each other better.”
What Lyla particularly appreciates is the growing awareness within the team. “There are also many aha moments involved. People recognize themselves better; they see when they react differently under pressure and can spot this in colleagues as well. Instead of taking behavior personally, more understanding emerges. We now regularly hear that colleagues consciously prepare their conversations differently because they know what the other person needs. That creates calm and trust.”
Although the final step – translating this to the students – is yet to come, she already sees movement there. “We are becoming increasingly aware of how behavior and communication work. Ultimately, that will also have an effect on how we interact with students.” Her advice to other schools is clear: “If you notice that communication is strained, teams are operating in silos, or people don't really understand each other, then this is valuable. PCM helps to see and understand each other better, and to collaborate more effectively. And that is indispensable in education.”
