Module 3: Communication and Classroom Interaction

Module 3: Communication and Classroom Interaction

3.1 COMMUNICATION - CONCEPT

Communication is sharing our feelings, ideas and opinions with others. This can be intellectual, personal, spoken or written in nature. We live in groups and man is invariably a social animal. As the social needs insist that we share our thoughts with others. This can be called communication. It is a two-way process. Communication motivates, informs, suggests, warns, orders, changes behaviour, and establishes better relationships, to make interaction meaningful and make oneself understood. Communication is effective when a communicator is effective enough to communicate competently, simply, clearly, sincerely and dynamically. Ones communication can be termed as successful, if the receiver acknowledges it, i.e., when a listener or reader understands, reacts, responds to this communication 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. The other etymological source mentions that ‘communication’ is derived from the Latin term ‘communicare’, which means to impart or participate. This word often denotes and means different things to different people. In short, we can define communication as sharing ideas and feelings mutually. As it involves interaction, it encourages exchange of ideas until all the experiences become a common profession.

Communication is essential for close, sympathetic relationships in the society and for transformation of men, material and thoughts from one place to another. In a classroom, the meaning of communication is related to the messages and counter-messages, 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 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 on how well the message is understood by him.

The main components of communication process are as follows:

1. Sender - Sender 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 recipient in the same terms as intended by the sender.
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 further passing 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 essential for making the message effective and correctly interpreted by the recipient. This choice of communication medium varies depending upon the features of communication. For instance - 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 then and there.
5. Recipient - 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, and the reliance of encoder on decoder.
6. Decoding - The person who receives the message or symbol from the communicator tries to convert the same 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 its context in which it is being sent. Choice of communication channel and your style of communicating also affects communication. So, there are variety of types of communication.

Types of communication based on the communication channels used are:

1. Verbal Communication
2. Nonverbal Communication

1. Verbal Communication

Verbal communication refers to the the form of communication in which message is transmitted verbally; communication is done by word of mouth and a piece of writing. 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 right meaning.

So in order 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.

Verbal Communication is further divided into:

• Oral Communication
• Written Communication

i)Oral Communication

In oral communication, Spoken words are used. It includes face-to-face conversations, speech, telephonic conversation, video, radio, television, voice over internet. In oral communication, communication is influence by pitch, volume, speed and clarity of speaking.

Advantages of Oral communication are:
It brings quick feedback.
In a face-to-face conversation, by reading facial expression and body language one can guess whether he/she should trust what’s being said or not.

Disadvantage of oral communication
In face-to-face discussion, user is unable to deeply think about what he is delivering, so this can be counted as a

ii) Written Communication

In written communication, written signs or symbols are used to communicate. A written message may be printed or hand written. In written communication message can be transmitted via email, letter, report, memo etc. Message, in written communication, is influenced by the vocabulary & grammar used, writing style, precision and clarity of the language used.

Advantages of written communication includes:
Messages can be edited and revised many time before it is actually sent.
Written communication provide record for every message sent and can be saved for later study.
A written message enables receiver to fully understand it and send appropriate feedback.

Disadvantages of written communication includes:
Unlike oral communication, Written communication doesn’t bring instant feedback.
It take more time in composing a written message as compared to word-of-mouth. and number of people struggles for writing ability.

2. Nonverbal Communication

Nonverbal communication is the sending or receiving of wordless messages. We can say that communication other than oral and written, such as gesture, body language, posture, tone of voice or facial expressions, is called nonverbal communication. Nonverbal communication is all about the body language of speaker.

Nonverbal communication helps receiver in interpreting the message received. Often, nonverbal signals reflects the situation more accurately than verbal messages. Sometimes nonverbal response contradicts verbal communication and hence affect the effectiveness of message.

Nonverbal communication have the following three elements:

Appearance
Speaker: clothing, hairstyle, neatness, use of cosmetics
Surrounding: room size, lighting, decorations, furnishings

Body Language
facial expressions, gestures, postures

Sounds
Voice Tone, Volume, Speech rate

Types of Communication Based on Purpose and Style

Based on style and purpose, there are two main categories of communication and they both bears their own characteristics. Communication types based on style and purpose are:

1. Formal Communication
2. Informal Communication

1. Formal Communication

In formal communication, certain rules, conventions and principles are followed while communicating message. Formal communication occurs in formal and official style. Usually professional settings, corporate meetings, conferences undergoes in formal pattern.

In formal communication, use of slang and foul language is avoided and correct pronunciation is required. Authority lines are needed to be followed in formal communication.

2. Informal Communication

Informal communication is done using channels that are in contrast with formal communication channels. It’s just a casual talk. It is established for societal affiliations of members in an organization and face-to-face discussions. It happens among friends and family. In informal communication use of slang words, foul language is not restricted. Usually. informal communication is done orally and using gestures.

Informal communication, Unlike formal communication, doesn’t follow authority lines. In an organization, it helps in finding out staff grievances as people express more when talking informally. Informal communication helps in building relationships.

STEPS IN COMMUNICATION

Principles of effective classroom communication

▪ Principle of competency

▪ Principle of suitability of content

▪ Principle of focus

▪ Principle of effective strategies

• Principle of feedback and reinforcement

• Principle of readiness and motivation

▪ Principle of sharing and interaction

▪ Principle of pupil centeredness

• Principle of mutual understanding

FACTORS AFFECTING COMMUNICATION The factors influencing classroom communication can be listed in various heads such as

Factors related to the sender

• how he perceives his world and himself

• language competency

• voice

• facial expressions

• emotions

• energy level

• age and experiences

• attitude, beliefs, values

Factors related to the message

• accuracy and precision of words

• simplicity and clarity

• appropriateness

• imagination and originality

•choice of medium, length of communication

Factors related to the receiver

• intelligence

• attitude towards the subject or sender

• age and experiences

• self esteem

• motivational level

• beliefs and values

• previous experience

• listening skills

BARRIERS TO EFFECTIVE COMMUNICATION

The process of communication can be affected by the following barriers:

• Linguistic incompetence

• Lack of clarity

• Lack of motivation

• Socio-economic background

• Improper body language

• Distrust

• Low IQ levels

Along with the above listed barriers, excessive verbalism, verbosity, confusion, daydreaming,

limited perception and physical discomfort too act as barriers in

communication.

Overcoming the barriers of communication

• Simplify Language

• Constrain Emotions

• Listen Actively

• Feedback

3.2 CLASSROOM CLIMATE

Classroom Climate is the classroom environment, the social climate, the emotional and the physical aspects of the classroom. Classroom climate is defined as the intellectual, social, emotional, and physical environments in which our students learn. The student’s behavior affects peer interaction--the responsibility of influencing these behaviors is placed with the Instructor. The way the instructor organizes the classroom should lead to a positive environment rather than a destructive and/or an environment that is not conducive to learning.

Purpose of a Positive Classroom Climate

Teachers should learn to guide their students, not to alienate them. The safety of the student’s well-being is paramount in their development of social ties with peers and their instructor. As education becomes more inclusive, teachers need to become more aware of how to organize groups of students and how the students are arranged can lead to a favorable environment. Well-organized classrooms are an important component to classroom functions as it leads to more dialogue and formative assessment. Students with special education needs tend to feel more excluded from the other students in the classroom. These students include those with behavioral problems and those with learning difficulties. Students who do not have disadvantages are more inclined to participate as they feel more like they belong and have a higher belief in their academic abilities. Education becomes less of a chore and more enjoyable when students grow as a group which can lead to the reduction of students acting out destructively. In order to affect students, a teacher needs to monitor and modify the influence students have on one another. Teachers are able to help students feel included by assigning groups and rearranging the seating chart so less cliques are formed in the classroom. Combating bad behavior is a teachers duty; they need to not only take into consideration how the classroom is arranged, but also observe students' background, family life, grade, and all other complex issues surrounding life.

Factors influencing classroom climate

Some factors influencing classroom climate

• Stereotypes cause alienation and marginalization among those who are the target of unfair generalizations. In fact, just the threat of stereotypes, what Steele & Aronson (1995) tokened "stereotype threat," can impact learning negatively. Students who have experienced stereotypes or expect to be viewed or judged in a certain way may encounter tensions and cognitive disturbances that interfere with learning.
• The tone of a class environment is influenced strongly by the instructor. Studies show that students approach faculty who express encouragement more so than faculty who come off as punitive. Tone can be set by instructors through their interactions with students and through other modes of communication including syllabus.
• Student-student interactions during and outside of class affect the overall climate. However, the ways in which instructors and those in authority deal with negative interactions has more of an impact on student learning.
• Faculty-student interactions also play a role. Students who felt that their instructor was approachable, had concern for minority student issues and treated students as individuals and with respect reported a better course climate (Astin, 1993).
• 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.

Managing classroom climate

We can maintain the positive environment of the classroom by

• Incorporating diversity into your course and use inclusive teaching practices.
• Using icebreakers and collaborative learning to give students the opportunity to get to know one another.
• Including diversity and disabilities statements in your syllabus.
• Addressing incivilities right away.
• Establishing ground rules.
• Check in on classroom climate periodically.
• Make efforts to connect with students.

TEACHER BEHAVIOUR

In simple words, the behaviour maintained and demonstrated by a teacher at the time of teaching is known as his teaching behaviour. Actually in the practical classroom situations, what does a teacher do with his students in terms of verbal and non-verbal behaviours is quite important for making the students achieve the desired learning experiences. Sometimes the teacher asks the students questions, explains, demonstrates, illustrates, and guides, other times he encourages them to participate and respond, diagnoses the feelings, and so on.

McNergency and Garner (1981) have defined teacher behaviour as a function of the characteristics of the teacher, his environment and the task in which the teacher engages. In this way, how a teacher behaves during teaching is almost guided by his own personality (characteristics of individual teachers) and the situation or environment in which he is teaching (engaged in the teaching activities). Further, there is no doubt that desirable or undesirable behaviour on the part of teacher significantly contributes towards his effectiveness or ineffectiveness. For a desirable control, guidance and direction of teaching, there must be some methods of finding out how a teacher behaves in a particular teaching-learning situation. Also, there must be some proper ways and means for bringing desirable modification in the teaching behaviour for the ultimate success of the process of teaching-learning. The modification of teaching or teacher behaviour essentially stands for the attempts or modification in the existing entry behaviour of a teacher for helping him to attain the level of the desired terminal behaviour in order to exercise his professional duties as effectively as possible