2. The word ‘Communication’ came from the Latin word
communicare, meaning ‘to share’.
The act of teaching and learning is also an act of sharing the
content, skills and the attitudes.
Communication is a science, which is based on certain principles,
which can be verified and used to make communication effective.
The technologies, such as computers, videotapes, video discs,
tele-text, communication satellites and teleconferencing services
have stepped in to improve the nature of Educational
communication.
These technologies have made the teaching –learning process
more lively and interactive.
3. Communication technology is a vital area of
instruction. It is an instructional tool in modern
education and its scope is increasing day by day
and becoming the backbone of teaching.
Education needs many improvements including
improvements in the field of Communication
Technology. Effective communication is really
the dire (dreadful) need of the hour.
S.GEORGE: “Communication is the ability to
transmit thoughts and ideas to others”.
4. Edgar Dale :- Communication as the sharing of ideas and feelings
in a mood of mutuality.
Communication is a process whereby information is enclosed
in a package and is channeled and imparted by a sender to a
receiver via some medium. The receiver then decodes the
message and gives the sender a feedback.
Effective communication involves the Speaker/Sender, the
listener/Recipient, the Channel/medias and the
Feedback/response.
Components:
1.Sender
2.Message
3.Medium
4.Receiver
5.Feed back
5. Functions of Communication
Communication involves individual as well as collective
activities of sharing ideas, facts, and information.
Thus communication performs various socio-psychological
functions.
Mac-Bride (1980) have given some functions of communication in a
social system.
a) Information
Communication refers to collective storage and dissemination
of information for wide utilization by people.
b) Socialization
Communication helps in dissemination of information to
individuals who get an opportunity to understand each other and
appreciate others feelings, emotions, ideas and expectations in a
social system.
6. c) Motivation
Communication fosters the individuals and
community intellectual development and helps one acquire
the required skills and aptitude to become a productive
member of the society.
d) Education
Dissemination of information enhances the
individual’s intellectual development and helps one acquire
the required skills and aptitude to become a productive
member of the society.
e) Entertainment
Communication helps in various activities like drama,
dance, music, sports etc.
7. Different Media of Communication
It is a well-known fact that a teacher who can
communicate well is bound to get success in the
teaching- learning process. But his success is quite
dependent upon the success of the learner’s power of
communication. In turn the success of the task or
process of communication very much depends upon the
appropriateness of the media of communication.
•Audio Media
•Visual Media
•Audio-visual Media
•Multi-sensory Media
•Mass Media
•Multi-media
8. Process of Communication
Communication as a two–way process involving interaction
between two or more persons (on giving and receiving ends) is carried
out in a cycle as illustrated below.
COMMUNICATION
MEDIA
SOURCE OF
COMMUNICATION
COMMUNICATION
MEDIA
RECEIVER
COMMUNICATION
MATERIAL
FACILITATORS OR
BARRIERS OF
COMMUNICATION
FACILITATORS OR
BARRIERS OF
COMMUNICATION
RESPONDED
MATERIAL OR
FEEDBACK
9. There are six main components or elements in general in any
process of communication.
1. The source of communication
2. Contents of communication or message
3. Media or Channel of communication
4. The Receiver of the communication
5. Response Material/ Feedback
6. Facilitators or Barriers of communication
10. CYCLE AND MODELS OF COMMUNICATION
There are mainly four components of communication. They
are
• 1. Source or sender which is technically called encoder
• 2. Message or signal
• 3. Channel or medium and
• 4. Destination or receiver which is technically known as
decoder.
11. Theories or models of communication
• The basic communication theory indicates that there must be four
elements-source, message, channel, and destination, in the
communication process.
• Any communicator sends message through a channel to the
process. In the technical jargon (language), the communicators
known as the encoders, the message whether words, picture or
signs is called symbol, the channel may be one of the media or
means and the audience is called decoder. The diagram of this
basic theory is as simple as this:
13. Sender Formulates
• Encodes
• Transmits
• Message Medium
•
• Receiver
T Transmits
• Decodes
• Interprets
• Medium message
•
In this process an adept (skillful) communicator knows what
he wants to communicate as message, understands the
characteristics of the channel and the social as well as
psychological background of individuals constituting the
audience.
14. • This classic model is again modified by some
communication specialists like Wilbur schramm who
advocated a circular diagram to represent the
communication process.
•
• According to them both the parties communicator as well
as audience should play the ideal roles as senders and
receivers. This diagram is as follows:
•
• Feedback
• Message
• Sender Receiver
Receiver Sender
• Message
• Feedback
15. • Another theory or model of communication is known as
SMCR developed by David K. Berlo this model
emphasizes the psychological nature of
communication and provides as analysis of messages
and of sensory channels of communication.
• In this model source is considered along with
communication skills, attitudes, knowledge and socio
cultural context. Message includes content treatment and
code. channel consists of eyes, ears taste, nose and
touch and receiver comprises communication skills,
attitudes, knowledge and socio cultural context.
• The model is represented in the following diagram.
16.
17. • Berlo has rightly made it clear that encoding or
decoding a message successfully will depend
heavily on the communication skills, but the
sender’s as well as the receiver’s attitude of the
recipient is favorable towards the source,
reception of the message will be different, if it is
otherwise.
• Similarly, knowledge and socio cultural
background of the source as well as of the
receiver are equally significant for successful
transmission and reception of the message.
•
18. Types of communication
I)
1) Speaking –Listening
2) Visualizing – Observing
3) Writing – Reading
II)
1) Oral media
2) Visual media
III)
1) Verbal
2) Non-verbal
19. IV)
1) Oral communication
2) Written communication
3) Symbolic communication
V) Classification of media
• Projected – Non projected
• Soft ware – Hard ware
• High – Low Technology
VI)Based on Sense organs
• TEENS
20. VII)
a) One – way communication
b) Two – way communication
c) Multi – way communication
•
VIII)
a) Machine to Man -Tape recorder
b) Machine to Machine –Computer, rockets
c) Man to Machine – Remote controller
d) Man-Man – Lecturing
21. Types of Communication Situations
There may occur a variety of situations or environment
involving two or more individuals at one or the other time.
These may be classed or grouped as below.
1. One –to-One Communication
2. Small Group Communication
3. Large Group or Public Communication
4. Organizational or Institutional Communication
5. Mass Communication
6. Classroom Communication
• Verbal Communication
• Nonverbal Communication
22. Principles of effective communication
(Effective Classroom Communication)
1. Principle of competency
2. Principle of suitability of content
3. Principle of division of content
4. Principle of focus
5. Principle of effective strategies
6. Principle of feedback and reinforcement
7. Principle of readiness and motivation
8. Principle of sharing and interaction
9. Principle of pupil-centeredness
10.Principle of sympathy and kindness
11.Principle of co-operation
12.Principle of mutual understanding
13.Principle of conductive environment and proper control
14.Principle of facilitators and barriers of communication.
23. Barriers to Communication:
Physical Barriers: Location, environment, ambience
(surrounding), outdated equipment, system design, noisy
transmission.
Psychology Barriers: fear, diffidence(shyness, timidity), inferiority
complex, effects of hierarchy and marginalization, personal
predicaments(dilemma), conjugal(marital) conflicts, individual
linguistic ability, peerage difficulties, emotional problems, self-
fulfilling assumptions.
Cultural Barriers: Ethnicity, National identity, beliefs, customs,
different languages, cultural differences.
Attitudinal Barriers: Perceptual barriers and biases, resistance to
change, gender discrimination, withdrawal syndrome, Othello
syndrome(Jealousy) and such other barriers, defensiveness as a
mechanism
25. Group Instruction: Characteristics and patterns.
Small Group and Large Group Instruction.
Large Group –Characteristics
• Authoritarian type of presentation
• Less Interaction
• One-way communication
• No reinforcement
• Less evaluation
• Less attention of students
• Objectives & content covered easily
• Less use of Teaching aids
26. Teaching methods
• Lecture Method – Teacher centered
• Demonstration Method
• Seminar – Structured group discussion that may follow a
format lecture
– Planning
– Organizing
– Presenting
Panel Discussion – Two or More speakers discuss on a
topic and Present it to the group of students and can
raise the question.
Team Teaching – Team work of Two or more teachers
Project approach:
27. • Small Group Teaching
Teacher is able to give individual attention
More actively participate in learning
Two-way communication
Objectives can be realized
28. Group discussion – Exchange of ideas
Simulation
• Presenting a problem or Event in a simulated
condition-micro teaching
• Presentation made as near as possible to real
situation
• Ex – Mini working model of an Aeroplane is used
to train pilots.
• Modification of student Behaviour.
• Helping students to assume new roles in the
future.
29. Role Playing –
• Laboratory method of Instruction, Involving dramatization of a
situation by Two or more students under the guidance of a teacher
with specific purpose – in a problem situation
• Ex – The adolescent boy who has problem of adjustment at home
with his parents and sisters.
• Could play a particular incident
• This creates awareness.
Buzz group technique
• It is a patent (open) discussion group technique with a high degree
of student involvement
• Dividing class into sub groups of 6 or 7 in each discussion leader
for each sub group
• Active participation of students – goal oriented
30. Brainstorming
• Basically designed to promote creativity.
• It is a discussion form which enables the group to do
Collective creative linking
• Time is limited to 3-5 min
• Every one allowed comment upon
• It leads to the generation of new ideas and approaches to
the study of the topics.
