TOPIC: COMMUNICATION AND CLASSROOM INTERACTION

The concept of communication

Communication is sharing our feelings, ideas and opinions with others. This can be
intellectual, personal, spoken or written in nature. Communication is a two-way process
that motivates, informs, suggests, warns, orders, changes behaviour, and establishes
better relationships, to make classroom interaction meaningful and make oneself
understood.
Communication is effective when the sender communicates competently, simply and
clearly. Communication is termed successful, if the receiver acknowledges it, i.e., when a
listener understands, reacts, responds to it and shapes his/her learning behaviour. The
word communication is derived from the Latin word ‘communis’, which means
‘common’, i.e., to share, exchange, send, transmit, write, relate and communicate. In a
classroom, communication relates to the messages and feedback, which constitute the
teaching-learning process. This involves initiation, reception and response that serve as
feedback.
COMMUNICATION CYCLE
Communication is a process of exchanging verbal (spoken) and non-verbal messages.
It is a continuous process. Pre-requisite of communication is a message. This message
must be conveyed through some medium to the recipient. It is essential that this message
must be understood by the recipient in same terms as intended by the sender. He must
respond within a time frame. Thus, communication is a two way process and is
incomplete without a feedback from the recipient to the sender.

Components of communication process

The main components of communication process are:

1. Sender – it is a person who sends the message. A sender makes use of symbols
(words or graphic or visual aids) to convey the message and produce the required
response. The views, background, approach, skills, competencies, and knowledge
of the sender have a great impact on the message. The verbal and non-verbal
symbols chosen are essential in ascertaining interpretation of the message by the
receiver in the same terms as intended by the sender.

1|Page
 2. Message - Message is a key idea that the sender wants to communicate.
Communication process begins with deciding about the message to be conveyed.
It must be ensured that the main objective of the message is clear.
3. Encoding -Since the subject matter of communication is theoretical and
intangible, its packaging requires use of certain symbols such as words, actions or
pictures etc. Conversion of subject matter into these symbols is the process of
encoding.
4. Medium - Medium is a means used to exchange / transmit the message. The
sender must choose an appropriate medium for transmitting the message else the
message might not be conveyed to the desired recipients. The choice of
appropriate medium of communication is key for making the message effective
and correctly interpreted by the recipient. This choice of communication medium
varies depending upon the features of communication. E.G., written medium is
chosen when a message has to be conveyed to a small group of people, while an
oral medium is chosen when spontaneous feedback is required from the recipient
as misunderstandings are cleared on the spot.
5. Recipient/ receiver - Recipient is a person for whom the message is intended /
aimed / targeted. The degree to which the decoder understands the message is
dependent upon various factors such as knowledge of recipient, their
responsiveness to the message.
6. Decoding - The person who receives the message or symbol from the sender tries
to convert the message in such a way so that he may extract its meaning to his
complete understanding.
7. Feedback - Feedback is the main component of communication process as it
permits the sender to analyze the efficacy of the message. It helps the sender in
confirming the correct interpretation of message by the decoder. Feedback may
be verbal (through words) or non-verbal (in form of smiles, sighs, etc.). It may take
written form also in form of memos, reports, etc.

TYPES OF COMMUNICATION

People communicate with each other in a number of ways that depend upon the message
and the context in which it is being sent. Choice of communication channel and your style
of communicating also affects communication. There are two types of communication
based on the communication channel used: verbal and non-verbal
 Verbal communication- it’s the transmission of oral or written messages.
Objective of every communication is to have people understand what we are
trying to convey. When we talk to others, we assume that others understand what
we are saying because we know what we are saying. But this is not the case.
Usually people bring their own attitude, perception, emotions and thoughts about
the topic and hence creates barrier in delivering the correct meaning. Therefore,
to deliver the right message, you must put yourself on the other side of the table
and think from your receiver’s point of view.

TASK: Find out the advantages and disadvantages of Oral and written messages

2|Page
  Non-verbal communication- NVC is the sending or receiving of wordless
messages. Communication other than oral and written, such as gesture, body
language, posture, tone of voice or facial expressions, is called nonverbal
communication. NVC is all about the body language of the sender/ speaker. NVC
helps receiver in interpreting the message received. Often, nonverbal signals
reflects the situation more accurately than verbal messages. Nonverbal
communication have the following three elements:
o Appearance
- Speaker: clothing, hairstyle, neatness, use of cosmetics.
- Surrounding: room size, lighting, decorations, furnishings
o Body language- facial expression, gestures, posture
o Sounds- voice tone, volume, speech pitch/ tempo

PRINCIPLES OF EFFECTIVE CR COMMUNICATION

These are principles of: Competency; suitability of content; focus; effective strategies;
feedback and reinforcement; readiness and motivation; sharing and interaction; learner-
centeredness and; mutual understanding.
FACTORS AFFECTING COMMUNICATION
The factors influencing CR communication can be listed under various head such as:
o Factors related to SENDER: E.g., his self-esteem/ confidence; language
competency; voice; facial expression; emotions; age and experience; attitude;
beliefs and values.
o Factors related to the MESSAGE: e.g., accuracy and precision; simplicity and
clarity; appropriateness; originality; choice of medium and length of
communication.
o Factors related to the RECEIVER: E.g., intelligence; attitude towards the subject
or sender; age and experience; self-esteem; listening skills.

BARRIERS TO EFFECTIVE COMMUNICATION IN THE CR

The processes of communication can be affected by the following barriers:
o Language ability; lack of clarity; lack of motivation; socio-economic background;
distrust; low IQ levels; physical discomfort; daydreaming and improper body
language
How to overcome the barriers of communication
o Use simple language
o Listen actively
o Provide feedback
o Control emotions

3|Page
CLASSROOM ENVIRONMENT/ CLIMATE
Classroom environment is the social, emotional and the physical aspects of the classroom
in which students learn. E.g., Student’s behavior affects peer interaction. The
responsibility of influencing these behaviors is placed with the teacher. The way the
teachers organizes the classroom should lead to a positive environment as opposed to a
destructive environment that is not conducive to learning.
How to create positive CR environment
o Teachers should learn to guide their students, not to alienate them.
o Ensure the safety and well-being of learners to enhance their development of
social ties with peers and the teacher.
o Help students feel included by assigning groups and rearranging the seating.
o Combat bad behaviour
o Observe students’ background, family life, grade and all other complex issues
surrounding life
o For inclusivity, students with special needs tend to feel excluded from the other
students in the classroom. E.g., those with behavioral problems and those with
learning difficulties. Therefore, support through inclusive teaching strategies/
activities that incorporate diversity. Also, modify the influence that other students
have on SEN learners.
o Establish ground rules
o Make effort to connect with students.
FACTORS INFLUENCING COMMUNICATION IN THE CR ENVIRONMENT
o Stereotypes-they cause alienation and marginalization and impacts learning
negatively.
o Tone of the class is highly influenced by the teacher. Evidence show that students
approach teachers who encourage than those who are more punitive.
o Student- student interaction- the way a teacher deals with negative interactions
has more impact on student learning.
o Content- includes the course materials, examples and metaphors, case studies
and project assignments used to illustrate the ideas being taught. Content that
includes a variety of perspectives or is representative of multiple views is more
conducive to a positive climate.

CLASSROOM COMMUNICATION AND INTERACTION

a) TEACHER BEHAVIOUR
The behaviour maintained and demonstrated by a teachers during teaching is known as
his/her teaching behaviour. What a teachers does with his students in term sof verbal
and non-verbal behaviour is vital for making students achieve the desired learning
experiences. How a teacher behaves during teaching is almost guided by his own
personality. Sometimes a teachers asks students questions, explains, demonstrates,

4|Page
illustrates, and guides. Sometimes he encourages students to participate and respond,
diagnose their feelings, etc. All these contributes towards his/her effectiveness in class

b) CR COMMUNICATION
CR communication exists in three categories: verbal, nonverbal and written. Verbal
communication means anything that a teacher or student speaks aloud. Nonverbal
communication refers to body language that people express. Written communication is
writing directed at a specific audience, such as report card comments or student
assignments. Teachers and students interact with one another in many different contexts,
and use all three of these types of communication. These may happen in different ways:
o Teacher- class communication- this exists when a teacher communicates with
his entire class. Instead asking a student to stop talking, a teacher could use
nonverbal communication by moving toward the disruptive student's desk. Not
only does the disruptive student receive the message, but other students in the
class who observe the intervention receive it as well. Written instructions for an
assignment are given from the teacher for the whole class.
o Teacher- student communication- occurs when a teacher interacts directly with
a particular student. This type of communication is effective for teachers who
want to communicate a private message, such as a talk about constant
inappropriate behavior or about taking more of a leadership role in class.
o Student- teacher communication- this is a direct communication between a
student and the teacher, but this time the student is the one who initiates the
conversation. For example, a student who asks a teacher a question during class
discussion. Also, when students write emails to their teacher on graded
assignments, is a written form of student/teacher communication.
o Student- student communication- occurs when two or more students interact
with one another. It also occurs when students work in groups or pairs to discuss/
complete assignments.
o Student-class communication- this happens when a student or group of
students direct their messages to the entire class. E.G., when a student asks the
class a question during a discussion, the student's message is directed at the entire
class. Individual or group presentations and non-verbal communication such as
fidgeting or looking away also constitute student/class communication.
NB: Effective CR communication is essential for a well-run classroom. Although this
may sound simple and obvious, it requires much more than a teacher saying something
aloud to a student. Some strategies to achieve effective CR communication may include:
o Communicate respectfully e.g., using a honest tone and simple non- abusive
language. This can also be achieved through active listening, focusing on the
speaker, eye contact and speaking in turn, never interrupting the speaker.
o Repeating your message indifferent ways
o Checking for understanding via assessments and feedback
o Use of effective non-verbal communication signals

5|Page
 TOPIC: PROVIDING FOR INDIVIDUAL DIFFERENCES

Definition: Individual differences refers to the variations among individuals in regard to

a single or a number characteristic of characteristics. Such characteristics make ne
individual different from one another. E.g., in a class students have different learning
styles; others are tall/ short; others are of different race, culture or religion; others have
higher I.Q (intelligence) than others; other have differences in motor abilities, sight,
hearing; others are introverts/ extroverts; others active/ passive etc. All these differences
make individual learners unique and as referred to as individual differences.

The I.Ds is vital and teachers need to be aware of them because it influences how learners
learn. These differences therefore cannot be ignored in imparting knowledge to learners.
Because school work is planned on group basis, I.Ds can presents a formidable challenge
to all teachers.

What causes of individual differences? Two main causes

i. Heredity- these are differences (mental/ physical) learners inherit from their
parents. E.g., skin colour, height, intelligence, sex and diseases like sickle cell.
Heredity differences result in the quantity and rate of physical as well as mental
development being different and different individuals.
ii. Environment- Environment significantly influences I.Ds e.g. social-economic
status, culture, and nationality influence individuals. Changes in child’s
environment are reflected in changes in his personality e.g., how they speak, eat,
dress etc.

TYPES OF I.Ds

a. Intellectual/ intelligence differences e.g., different abilities/ I.Q

b. Physical differences- e.g., colour, race, height, weight, short leg etc
c. Sex differences- i.e., male/ female etc

6|Page
 d. Learning style differences- refers the different ways in which learners prefer to
learn e.g, some prefer cognitive (mental), other prefer psychomotor/ kinesthetic
(learning by doing/ touching), others affective (learning by social/ group work),
others are verbalisers/ auditory (learn better by listening) and visualizers (lean
better by seeing). .
a) Emotional differences- this refers to differences in ways of reacting to situations.
Individuals differ in their emotional reactions to a particular situation. Some are
irritable and aggressive and they get angry very soon. There are others who are of
peaceful nature and do not get angry easily. In a particular situation an individual
may be so much enraged that he may be prepared for the worst crime like murder,
while another person may only laugh at it.

HOW TO PROVIDE FOR INDIVIDUAL DIFFERENCES DURING T/L?

o Differentiated instruction- i.e., designing instruction to suit different

learning styles, pace, level and ability of different learners.
o Provide a variety of activities that caters for different learning styles of
various learners
o Capitalise on student interest- e.g., when teaching the topic Matrices in a girl
school, you can use volley as an example as opposed to football which girls
rarely identify with. Technology may also be utilised for 21st century leaners
who idolise technology.
o Involve students in educational goals- involve student in creating goals/
targets that relate to their learning/ subject.
o Group students effectively- e.g. group student of different talents/abilities
when doing group work so that each may benefit from and support each other.
o Individualise instruction- e.g., marking the work of individual students,
providing individual remedial work / support.
o Provide guidance and counselling- particularly for those who have
emotional / self-esteem issues.

7|Page