This document discusses different instructional communication strategies for teachers. It describes the teacher as a speaker who can use lectures to efficiently convey information to students, as long as the lectures are well-structured and engaging. It also describes the teacher as a moderator who can use class discussions to get students more involved and provide feedback, and as a trainer who coaches students through practicing skills until mastery. Finally, it discusses the teacher as a manager of small group projects and resources, and as a coordinator and innovator who introduces new methods and ideas to students.

1. The University of Cambodia
ead303: communication in
the classroom
Lectured by:
Mut Somoeun (M.Ed)

2. INSTRUCTIONAL
COMMUNICATION
STRATEGIES

3. INSTRUCTIONAL
COMMUNICATION STRATEGIES?
• Employing a variety of instructional strategies
appeals to various learning styles and tends to
keep teachers and students from becoming
mediocre.

4. The Teacher as a Speaker
• Lectures are a very efficient use of instructional
time. They can communicate a large amount of
information to a maximum number of students
without requiring much equipment.
• Lectures demand that teachers practice the skills
of effective public speaking.

5. • Lectures are a "whole-group" method of
instruction, a form of mass communication,
and must be structured with an assumption that
all the students are at about the same level of
initial understanding and have approximately
the same ability to learn.
The Teacher as a Speaker

6. • According to Weaver (1982), through teaching
process, students expect that:
– (1) the instructor will be knowledgeable enough to
explain the topic in understandable terms;
– (2) the lecture will be organized;
– (3) the instructor will capture and hold attention;
– (4) the lecture material will be selected with
attention to its interest value;
– (5) the teacher will be competent and enthusiastic;
(6) the lecturer will demonstrate a sense of humor
The Teacher as a Speaker

7. The Teacher as a Moderator
• Several studies of instructional strategies and
classroom interaction have concluded that
students develop a greater affect for subjects
taught via class discussion than by those taught
strictly by lecture.

8. • Discussion allows students to formulate principles
and applications in their own words, giving a
sense of ownership to course concepts.
• Discussion also provides teachers with prompt
feedback on how students are processing
information.
The Teacher as a Moderator

9. The Teacher as a Trainer
• Teaching psychomotor skills requires that
students have an opportunity to practice skills
until they master them.
• Sometimes, as in learning to drive a car, students
are highly motivated to repeat the same task over
and over until they learn how to do it.

10. • For teachers to effectively coach students
through to mastery of a skill, it is essential that
they be able to break the performance of the
skill into separate components so they can
offer corrective instruction.
The Teacher as a Trainer

11. The Teacher as a Manager
• Small group projects typically involve two to six
students working together on a common task.
• The projects provide an opportunity to maximize
students' active involvement in class, to develop
their interpersonal communication and
cooperation skills, and to reinforce their
knowledge through peer teaching.

12. • The teacher's role in small group instruction is
that of a manager of resources and of personnel.
• As a manager, the teacher should clearly define
the task at hand, and provide guidance as to time-
lines and the organization of various steps needed
to complete the assignment.
The Teacher as a Manager

13. The Teacher as a Coordinator and Innovator
• The job of a teacher here is to organize events or
activities and to negotiate with students in order
to ensure they work together effectively.
• And the job of a teacher is to introduce new
methods, ideas, or concepts/ theories to students.
• Most of the time, resource-based instruction is
supplementary to serve many purposes.

14. • Resource-based instruction is the most
effective when teachers use resources rather
than defer to them.
• The key to using resource-based instruction
effectively is to know exactly how the resource
will be used to enhance instructional
objectives.
The Teacher as a Coordinator and Innovator

15. THANKS FOR YOUR ATTENTION.
Q & A