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1 | P a g e Chapter3: Communication and interaction Ver 1.0 Last updated 3rd
May 3, 2016
UNIT III – COMMUNICATION AND INTERACTION
3. Communication –
3.1. Concept,
3.2. Elements,
3.3. Process,
3.4. Barriers and nature –
3.5. Types of classroom communication-
3.6. verbal,
3.7. non - verbal classroom communication-
3.8. Its barriers and solutions.
COMMUNICATION – DEFINITION
Communication is the act or process of using words, sounds, signs, or behaviours to express
or exchange information or to express ideas, thoughts, feelings, etc., to someone else.
Communication is a two-way process of reaching mutual understanding, in which
participants not only exchange (encode-decode) information, news, ideas and feelings but
also create and share meaning
Communication is sending and receiving information between two or more people. The
person sending the message is referred to as the sender, while the person receiving the
information is called the receiver. The information conveyed can include facts, ideas,
concepts, opinions, beliefs, attitudes, instructions and even emotions.
Schramm defines communication as "a tool that makes societies possible and distinguish
human from other societies”.
Berelson and Steiner define communication as the transmission of information, ideas,
emotions, skills through the use of symbols, words, pictures, figures, and graph.
Rogers says, “Communication is the process of transmitting ideas, information, and
attitudes from the source to a receiver for the purpose of influencing with intent”.
Kar defines communication as "all those planned or unplanned processes through which
one person influences behavior of others."
A more comprehensive suggested definition to define communication would be: “a process
of transmitting ideas, information, attitudes (images which we have formulated for
ourselves) by the use of symbols, words, pictures, figures from
the source (who is the originator of the message) to a receiver, for the purpose of influencing
with intent”.
Source: http://study.com/academy/lesson/what-is-communication-definition-importance.html
http://www.businessdictionary.com/definition/communication.html
http://www.merriam-webster.com/dictionary/communication
http://www.pathways.cu.edu.eg/subpages/downloads/Communication_Chapter_1.pdf
Essentials of good Communication
• Find out the real purpose of your communication

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• See that your ideas are clear before communicating
• Where appropriate, consult others while planning communication
• Be sincere and honest in your communication
• Communicate in a simple, clear and effective way
• Know the basic content of your message
• Study all the conditions, physical and human, whenever you communicate
• Whenever possible convey something of help or value to the receiver
• Communicate in advance as mush as possible
• Ensure that your actions are consistent with your communication
• Follow up all communications promptly
• Be a good listener
3.1. CONCEPT OF COMMUNICATION
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. In spoken communication, we have speakers
and listeners who send and receive verbal messages from each other. In written
communication, we have writers and readers, whereas in visualization and observation, the
symbols and signs are included.
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.
Source:
http://www.svcetedu.org/OLD/hasdownloads/mba/CONCEPT%20OF%20COMMUNI
CATION.pdf

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FACTORS OF COMMUNICATION
A) Process: It suggests that the components of interaction are dynamic in nature. They can
not be regarded as unchanging elements in time and space. This simply means that no single
aspect of communication can be meaningfully understood apart
from the other elements.
B) Interaction: It is the process of linking between senders and receivers of the message.
The process specifies interaction or linkages between or among countless factors, so that the
changes in any set of forces affect the operation of all other processes to produce a total
effect.
The concept of interaction is central to an understanding of the concept of process in
communication. Communication is an attempt to bridge the gap between two individuals
through producing and receiving messages which have meaning for both.
C) Social Context: Human communication is, to a great extent, influenced by the social
context in which it occurs. The context or the situation that consists of a set of rules which
govern the origin, flow and effect of the messages.
3.2. ELEMENTS OF COMMUNICATION
Seven major elements of communication process are: (1) sender (2) ideas (3) encoding (4)
communication channel (5) receiver (6) decoding and (7) feedback.
Communication may be defined as a process concerning exchange of facts or ideas between
persons holding different positions in an organisation to achieve mutual harmony. The
communication process is dynamic in nature rather than a static phenomenon.
Communication process as such must be considered a continuous and dynamic inter-action,
both affecting and being affected by many variables.
(1) Sender:
The person who intends to convey the message with the intention of passing information and
ideas to others is known as sender or communicator.
(2) Ideas:
This is the subject matter of the communication. This may be an opinion, attitude, feelings,
views, orders, or suggestions.
(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) Communication Channel:
The person who is interested in communicating has to choose the channel for sending the
required information, ideas etc. This information is transmitted to the receiver through certain
channels which may be either formal or informal.

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(5) Receiver:
Receiver is the person who receives the message or for whom the message is meant for. It is
the receiver who tries to understand the message in the best possible manner in achieving the
desired objectives.
(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 process of ensuring that the receiver has received the message and
understood in the same sense as sender meant it.
3.3. COMMUNICATION PROCESS
Communication is interactive by nature. The importance and meaning of communication
pertain to the fact that receivers and senders of messages are connected through space and
time. Communication as a process has two participants – the sender of the message and the
receiver of the message. When these messages are transmitted, they activate the person and
this response is the purpose of communication. Thus, we can say that communication
requires a source, a sender, a message and a person at the receiving end. Human beings are
primarily related to the study of communication. Nevertheless, this process is present in all
living things and is a fundamental and universal process. Communication influences the
activities of the human community at large. Social development is a prominent feature of
effective techniques of communication, which is necessary for sustaining the growth and
development

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COMMUNICATION MODEL
The communication model involves the following steps:
• An information source, that helps us produce a message.
• A transmitter or an encoder, who encodes the message into signals and sends it.
• A channel, which processes the signals for transmission.
• A receiver, which / who decodes the message from the signal.
• A destination, where the message arrives finally.
• All this involves the external influence of a sixth element called noise or any other barrier,
which acts as a dysfunctional factor in the process of communication
Aristotle said that a researcher has to look for three communication ingredients:
1. The person who speaks.
2. The speech that he produces.
3. The person who listens.
One of the most used
The contemporary models was developed in 1949 by Claude Shannon, a mathematician and
explained by the non-mathematician, Warren Weaver

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Source/Encoder
The source has ideas, needs, intentions, information and a purpose for communication, which
he translated into a code, a language. This is performed by the encoder who is responsible for
taking the ideas of the source and putting them in a code, expressing the source‟s purpose in a
form of a message. As source encoder, our communication skill levels determine on
communication fidelity in two ways:
1- They affect our ability to analyze our purpose and intentions, our ability to say
something when we communicate.
2- They affect our ability to encode messages which express what we intend.
3- There are at least four kinds of factors within the source, which can increase the
fidelity in communication. These are:
1- Communication skills.
2- Attitude.
3- Knowledge level.
4- Socio-cultural system.
Receiver/Decoder
The receiver is the most important link in the communication process. The receiver is the
target of communication that we want to have the positive response. Both the source and the
receiver can be analyzed in terms of four factors: their communication skills, attitudes,
knowledge levels, cultural contexts and social systems. The receiver always has to be kept in
mind when the source makes decisions concerning different communication variables.
The relationship between the source and the receiver may include:
- Stimulus - Response
- Sender - Receiver
- Encoder - Decoder
- Source - Destination
- Actor - Audience
- Communicator – Communicate
The left column represents the part of guiding the act of communication. The right–column
represents those participants who by their receiving the message allow the communicative act
to be completed and thus have an effect.
Messages
The message is the translation of ideas proposes and intentions into a code and a systematic
set of symbols. Berlo says that there are three factors that should be taken into account
considering the message:
A. Message code: which has to do with the way in which symbols are structured?
B. Content: the selection of material to express the purpose.
C. Treatment: the way in which the message is presented, that is frequency and emphasis.

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Another factor is the filter or frame of reference through which the audience receives the
message which includes meanings that may enhance or cripple the effect.
Meanings are references (ideas, images and thoughts) expressed in symbols. For
communication to occur at all, the source and receiver must have at least some minimum
degree of prior experience, some level of similarity and some level of shared meanings at the
other extreme, no two individuals have exactly the same experience. Hence, the symbols in
the message have somewhat different meanings for the source and the receiver.
Furthermore, the individual experience is continuous, so does his meaning related to some
symbol which will change over time. Many failures in communication are due to mistaken
assumptions by source, or receiver, about the correspondence of the meaning of the symbol
they exchange.
The source and receiver have to have a minimum degree of common experience, and a
common frame of reference. This fact led Berlo to state: “Meanings are in people not in
messages.
Frame of Reference
It is the degree by which the sender and receiver overlap in various frames of communication.
The communicator, who is addressing different personalities at the same time, cannot adjust
an appeal to meet their individual reaction. An approach that convinces one part of the
audience may not agree with another part. The successful communicator is one who finds the
right method of expression to establish empathy, with the largest number of individuals in the
audience. The receiver filters the message in terms of frame of reference.
Each person has stored experience, consisting of beliefs and values
related to himself and to his group. A message that challenges
these beliefs or values may be rejected, distorted or misinterpreted.
Dimensions of the Message
1) Elements: The ideas that is included in the message.
2) Structure: The organization of the message.
3) Production: Which means the length and placement of the message?
Characteristics of the Message
a) The Amount of Communication
It includes the total volume of information as well as content covered. Too little
information may not answer all questions to the receiver and result in a rejection of the
message. Too much information may not be efficiently integrated and may confuse the
receiver. In general, people tend to forget details of communication; this is why sender needs
to level the message and needs sharpening which emphasizes a limited number of details.
b) The Frequency of Communication
Repeated exposure to varied communication messages reinforces the tendency of act in
those receivers. Repetition may irritate the audience but varying the content of the message
serves the purpose of reminding the receiver of the general ideas that are being discussed.
Communication Channel

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It is the medium utilized to convey a message; it is the means by which a message travels
between the communications senders to the communication receiver.
Channel Dimension
These dimensions permit the investigator to evaluate the effectiveness of different
communication channels these dimensions include:
1. Channel Credibility: It is the expertness and trustworthiness of a channel as perceived
by the receivers. Channel credibility is directly linked to communicator and audience
characteristics however print media are perceived by member of upper socio– economic
grouping as being more credible, while television is perceived as more credible by lower
socio-economic groupings.
2. Channel Feedback: It is known as the opportunity a channel provides for the receiver to
respond immediately and to affect the source of the message in communication process.
Face-to-face communication tends to facilitate feedback, while mass communication tends to
restrict it.
3. Channel Involvement (or participation): It is the effort required by all senses in order to
receive information from a communication channel, face-to-face communication offers the
greatest possibility for involvement where print media offer the least possibility for
involvement.
4. Channel Availability: The frequency and extent to which a channel may be used to reach
a given audience. In some geographic areas, some channels may not be available such as
television in mountained areas or print media in highly illiterate areas.
5. Channel Permanency (or ability to preserve a message): The ability of a
communication channel over time to carry the message. Print media have this dimension but
contrast radio does not.
6. Channel Multiplicative Power: The channel ability to cover areas with speed and
timeliness. The mass media can multiply a message and make it available to large numbers of
people while face-to-face communication is low in this dimension.
7. Channel Complementary: The channel ability to supplement the communicative work of
another channel. Both mass media and interpersonal channels have proven to be high on this
dimension.
Effects
Communication effects represent the changes in the receiver behavior that occur as a result of
transmission of the message. So, when we speak of “Effective Communication,” we mean
communication that result in changes of receiver‟s behavior that were intended by the source.
There are few propositions about communication effects, these are as follows:
1- There are many levels of effect: attention to inner confirmation to inner change to, overt
action.
2- Much of the effect and its mechanism is hidden in our cognitive structure. It can be
recognized from visible behavior or physical manifestations.
3- Complex behavior usually has complex causes. The effects are the goals of all
communication processes.

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Feedback
Feedback is an idea derived from engineering communication theory. It means a return flow
from the message. In human communication, a speaker hears his words at the same time, or
approximately at the same, that the other party hears them. He can then judge for himself how
well he has spoken.
Therefore, feedback is a response by the receiver to the source‟s message, which the source
may use to modify his further message. From that perspective, feedback may be thought of as
message conveying “knowledge of communication effectiveness.
There are two kinds of feedback:
1- Positive Feedback: Confirms the source that the intended effect of the message was
achieved. Positive feedback tells the source that every thing is going in the desired way.
2- Negative Feedback: informs the source that the intended effect of the message was not
achieved.
Communication Noise
Communication channels are subject to noise. Noise can be identified as the loss of meaning
during the transmission.
There are two major types of noise:
1. Channel Noise: This type of noise includes any disturbance, which interferes with the
physical transmission of the message. In mass communication channel noise includes static
on the radio, ink in the newspaper, a rolling screen in television, or type too small to read in a
magazine. In interpersonal communication, some one speaking in a room over another
conversation, a door shutting etc.
2. Semantic Noise: This type of noise results in the wrong interpretation of messages, even
though the message is received exactly as it was sent such as words too difficult, subject too
difficult for receiver to understand also differences of selected meaning of words between the
message sender and a receiver, for example receiver thinking that the words prints to
something different than that is intended by the sender. One word may have many different
interpretations.
Factors Affecting the Process of Communication
Emotional factors
Need
Motivation
Attitude
Intelligence
Understanding
Filtering
Overloaded Information
Defensiveness
Cultural difference
Jargon

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Source:
http://www.svcetedu.org/OLD/hasdownloads/mba/CONCEPT%20OF%20COMMUNICATI
ON.pdf
http://www.pathways.cu.edu.eg/subpages/downloads/Communication_Chapter_1.pdf
3.4. BARRIERS OF COMMUNICATION
Most people would agree that communication between two individuals should be simple. It‟s
important to remember that there are differences between talking and communicating. When
you communicate, you are successful in getting your point across to the person you‟re talking
to. When we talk, we tend to erect barriers that hinder our ability to communicate. There are
seven of these types of barriers to effective communication, including:
Physical barriers
Perceptual barriers
Emotional barriers
Cultural barriers
Language barriers
Gender barriers
Interpersonal barriers
Physical Barriers
An example of a physical barrier to communication is geographic distance between the
sender and receiver(s).
Communication is generally easier over shorter distances as more communication channels
are available and less technology is required. Although modern technology often serves to
reduce the impact of physical barriers, the advantages and disadvantages of each
communication channel should be understood so that an appropriate channel can be used to
overcome the physical barriers.
Perceptual barriers
Perception is generally how each individual interprets the world around him. All generally
want to receive messages which are significant to them. But any message which is against
their values is not accepted. A same event may be taken differently by different individuals.
For example : A person is on leave for a month due to personal reasons (family member
being critical). The HR Manager might be in confusion whether to retain that employee or
not, the immediate manager might think of replacement because his teams productivity is
being hampered, the family members might take him as an emotional support.
The linguistic differences also lead to communication breakdown. Same word may mean
different to different individuals. For example: consider a word “value”.
a. What is the value of this Laptop?
b. I value our relation?
c. What is the value of learning technical skills?
“Value” means different in different sentences. Communication breakdown occurs if there is
wrong perception by the receiver.

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Emotional barriers
Emotional state at a particular point of time also affects communication. If the receiver feels
that communicator is angry he interprets that the information being sent is very bad. While he
takes it differently if the communicator is happy and jovial (in that case the message is
interpreted to be good and interesting).
Cultural barriers
The norms of social interaction vary greatly in different cultures, as do the way in which
emotions are expressed. For example, the concept of personal space varies between cultures
and between different social settings. Ethnic, religious, and social differences can often create
misunderstandings when trying to communicate. These differences can also affect perceptual
factors
Language barriers
Language differences and the difficulty in understanding unfamiliar accents. Not using words
another can understand will certainly stop your message from being conveyed. This not only
applies to actual languages, but that of expressions, buzz words, and other jargon. If one is
not familiar with your language, misinterpretation will occur
Gender barriers
Variation exists among masculine and feminine styles of communication. While women often
emphasize politeness, empathy, and rapport building, male communication is often more
direct. Meshing these two styles without awareness could be become a barrier.
Interpersonal Barriers – These are barriers are created to distance themselves from others.
These can be done through withdrawal, meaningless rituals which keep one devoid of real
contact, superficial activities through pastimes, and more
Source: http://www.communicationstudies.com/barriers-to-communication
FORMS OF COMMUNICATION
There are various classifications of forms of communication. Basically we can distinguish
between two main forms of communication.
1. Verbal communication: which includes:
a) Oral communication such as talking to oneself, dialogue, discussion between two people,
telephone calls.
b) Visual communication such as maps, graphic, traffic signals, advertisement …etc.
c) Written communication such as memos, letters reports, papers.
d) Electronic which is communication facilitated by an interface with a computer, modem,
telephone fax, E-mail…etc,
Depending upon these basic forms of communication, many researchers agreed to classify
forms of communication as:
1. Intrapersonal Communication: It is a communication transaction that takes place
within the individual, this is the silent talking all of us do to ourselves such as
thinking, remembering, dreaming and deciding. Intrapersonal communication is
made possible because man become object to himself. That is he both produces and

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receives to same message. This type of communication fills more time in our
experience because in every communication are always subject to our own private
interpretation.
2. Interpersonal Communication: It is the process of face-to-face interaction
between sender and receiver such as group meetings, interviews, conversations
among individuals. It has the advantage of a two-way communication with immediate
feedback.
Characteristics of interpersonal communication:
1- There is a perceptual engagement on the part of two or more people in physical
proximity.
2- Perceptual engagement allows focused interaction between a single focus of cognitive
and visual attention as in a conversation. In focused interaction, each participant supplies
cues supplies by other participant.
3- In this focused interaction, there will be an exchange of messages. In this exchange, the
participants represent to each other cues they think the other will interpret as intended.
4- The interaction is face to face, therefore all senses may be utilized and participants
confront each other totally.
5- The interpersonal setting is unstructured; few rules govern form or content of
interpersonal messages.
Characteristics of interpersonal communication
1- Personal contacts are casual, difficult to avoid.
2- People are likely to put their trust in the judgment and view point of persons whom
they know, like and respect.
3- Personal communication influence people through what is said and by personal
control in which the source is as important as the content itself.
4- There is a great flexibility in the content of interpersonal communication. If the
communication meets resistance from the receivers, he can change the line to meet
their reaction.
5- In face-to-face communication a person can ask questions, help direct the
communication and make some control over it.
6- In face-to-face situation, there is a chance for quick exchange of information. Two-
way communication that gives a chance for immediate feedback to evaluate the effect
of the signs one puts out, to correct to explain and to answer objections.
1- In face-to-face communication it is possible to stimulate all the senses. It is also
possible to communicate more for complete information.In face-to-face
communication high percentage of the available information is non-verbal. The
silent language of culture, gesture, body movement constitutes a large part of
interpersonal communication.
3.5. TYPES OF CLASSROOM COMMUNCATION
Classroom 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

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assignments. Teachers and students interact with one another in many different contexts,
and use all three of these types of communication.
Teacher/Class Communication
Teacher/class communication exists when a teacher communicates with his entire class.
Verbal communication exists when a teacher tells students information they need to
know. For example, if a teacher asks a student to "stop talking," this is a direct form of
verbal communication. There are ways for teachers to communicate nonverbally with
their classes, such as through their posture, gesticulations and proximity to the students.
Instead of telling 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.
Teacher/Student Communication
Teacher/student communication occurs when a teacher interacts directly with a particular
student. Since a teacher interacts with her students mostly in front of the whole class, it
can be difficult to distinguish teacher/student communication from teacher/class
communication. Teacher/student communication requires that the teacher act one-on-one
with a student, such as in a conference during class activities, before or after class or after
school. 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.
Student/Teacher Communication
Student/teacher communication is also direct communication between a student and the
teacher, but this time it is the student who initiates the conversation. Also, this can occur
during whole-class participation. For example, a student who asks a teacher a question
during class discussion engages in student/teacher communication because it is a single
student communicating with a single teacher. The reason the reverse situation constitutes
teacher/class communication and not teacher/student is that the teacher's actions and
messages are directed toward the whole class while the student's questions here are only
directed at the teacher. When students write emails to their teacher on graded
assignments, this constitutes a written form of student/teacher communication.
Student/Student Communication
Student/student communication occurs when two or more students interact with one
another. Successful whole-class discussion stimulates student/student communication
because students should talk to each other and not just to the teacher. Two students may
disagree and talk back and forth to each other during such discussions. Student/student
communication also occurs when students work in groups or pairs to complete
assignments.
Student/Class Communication
Student/class communication exists when a student or group of students direct their
messages to the entire class. Whole-class discussion can also stimulate this type of
communication. For example, if a student asks the class a question during a discussion,
the student's message is directed at the entire class. Individual or group presentations also

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constitute student/class communication, and it is this type of communication about which
students feel most nervous or self-conscious. Nonverbal communication often includes
fidgeting or looking away.
Source: http://www.ehow.com/list_7727325_types-communication-classroom.html
3.6. VERBAL COMMUNICATION
Effective verbal or spoken communication is dependent on a number of factors and
cannot be fully isolated from other important interpersonal skills such as non-verbal
communication, listening skills and clarification. Human language can be defined as a
system of symbols (sometimes known as lexemes) and the grammars (rules) by which the
symbols are manipulated. The word "language" also refers to common properties of
languages. Language learning normally occurs most intensively during human childhood.
Most of the thousands of human languages use patterns of sound or gesture for symbols
which enable communication with others around them. Languages tend to share certain
properties, although there are exceptions. There is no defined line between a language and
a dialect. Constructed languages such as Esperanto, programming languages, and various
mathematical formalism is not necessarily restricted to the properties shared by human
languages. Communication is two-way process not merely one-way.
An Effective Communication Process*:
• Use standard terminology when communicating information. • Request and provide
clarification when needed. • Ensure statements are direct and unambiguous. • Inform the
appropriate individuals when the mission or plans change. • Communicate all information
needed by those individuals or teams external to the team. • Use nonverbal
communication appropriately. • Use proper order when communicating information for
formal English-speaking groups.
WRITTEN COMMUNICATION
The progression of written communication can be divided into three "information
communication revolutions”
Written communication first emerged through the use of pictographs. The
pictograms were made in stone, hence written communication was not yet mobile.
Pictograms began to develop standardized and simplified forms.
The next step occurred when writing began to appear on paper, papyrus, clay,
wax, and other media. with common shared writing systems, leading to adaptable
alphabets. Communication became mobile.
The final stage is characterized by the transfer of information through controlled
waves of electromagnetic radiation (i.e., radio, microwave, infrared) and other
electronic signals.
3.7. NON VERBAL COMMUNICATION
It is a fundamental human interaction where speech alone is unable to deal with it. It is
communication that can occur without words at all.
The sender has at least four main sets of physical non – verbal cues: face, eyes, body, and
voice.
a) The face includes frowning, smiling and grimacing.

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b) The eyes can signal by direction of gaze.
c) The body offers posture positions of arms and legs and distancing.
d) Voice includes tone and speech rhythm.
The receiver has five primary senses: vision, hearing, touch, taste and smell. There are five
functional categories of nonverbal communication:
a) Emblems movements that are substituted for words.
b) Illustrators movements that accompany speech and accent.
c) Regulators movements that maintain or signal a change in speaking and listening roles.
d) Adaptors movements related to individual need or emotional state.
e) Effect particularly the facial expressions showing emotions.
Kinds of Non-Verbal Language:
1. Language of facial expression: In general a smile, a scowl or a frown has a
universal meaning. A frown may be dislike, or disapproval, or puzzlement. A smile
may be love, happiness, amusement, or kindness.
2. Language of eye contact: There are a number of messages communicated by glances
such as: involvement, hostility, command and others.
3. Language of posture: The more the person leans towards the individual he is
talking to, the more positively he feels about the person and vice versa.
4. Language of voice: Voice variations may convey anger, fear, grief … etc.
5. Language of apparel: The way we dress communicates something about us all of us
wear uniforms such as work clothes, play clothes, formal dress, .. etc. Our dress
reflects our respect for those whom we visit, or go out with. Also it is assumed that
young people who wear glasses tend to be judged as more seniors and intelligent.
6. Language of color: Warm colors – such as yellow, orange, and red – stimulate
creativity and make people feel outgoing, and responsive to others. Cool colors
encourage meditation and also may discourage conversation.
7. Language of odor: Odors have a profound ability to recall memories out of one‟s
past. Food smells remind one of his mother‟s cooking, flowers of springtime … etc.
8. Language of time: People and culture have a unique culture clock. In Egypt you can
be for half an hour late for a party, or business appointment. On the other hand, in
Europe you can‟t be late for neither of them.
1. Language of space: Every individual seems to develop a distance at which he prefers
to interact with others Latin Americans like to talk with each other closely while
North Americans maintain a considerable distance.
Source:
http://www.pathways.cu.edu.eg/subpages/downloads/Communication_Chapter_1.pd
f
3.8. BARRIERS TO COMMUNICATION IN CLASSROOM
Communication barriers in the classroom make it difficult for students to get the most out
of their education. Some teachers fail to create engaging lessons and struggle to connect
to their students on a one-to-one basis. Students with unaddressed language or speech
difficulties often have trouble communicating with their teachers and classmates.

May 3, 2016
Personality differences and peer pressure add to the mix, making some classroom
interactions feel awkward or forced.
Speech and Language Difficulties
Students with unaddressed learning or speech difficulties often struggle to communicate
in classroom settings. Some might have trouble comprehending lessons and organizing
their thoughts, and others might rely on hand gestures rather than words, says speech-
language pathologist Deanna Swallow at North Shore Pediatric Therapy in Chicago.
Students often shut down, isolating themselves out of fear or embarrassment. This
communication barrier can often be overcome by developing individual education plans
for struggling students and consulting with special education teachers, parents and
counselors.
Boring Classroom Lessons
Classroom communication breaks down when students are bored, unmotivated or
disinterested in their schoolwork. Students don't need to be entertained all day, but
teachers should work hard to develop engaging lessons with interesting, relevant
activities. Thought-provoking assignments, technology-enhanced lectures and creative
projects spur classroom communication and interaction. Outdated, routine assignments
and busywork create communication barriers -- students don't want to interact with their
teachers and just want class to be over. Teachers who put energy, enthusiasm and
creativity into their lesson plans don't usually have to deal with this communication
barrier.
Personality Differences
Some communication problems stem from personality differences between students and
teachers. For example, students who don't want to connect on a personal level with their
teachers often avoid communicating with them, says James McCroskey, author and
educator in the Department of Communication Studies at the University of Alabama. This
personality dynamic frustrates teachers who attempt to bond with each student, only to
find their efforts unsuccessful. Students who crave closeness and acceptance often strive
to be the teacher's pet. Teachers and classmates might get irritated with students who
brown nose for attention. Personality differences lead to frustration, unhappiness and a
lack of communication between students and teachers. Teachers must recognize and
understand these personality differences and strive to find a healthy balance, without
showing partiality or favoritism.
Peer Pressure
Peer pressure creates communication problems in the classroom when students respond to
teachers by acting funny, cool or disengaged. Students might refuse to build relationships
with their teachers in order to maintain their not-so-interested-in-school reputations. Peer
pressure can influence classrooms as early as first grade, says Brett Laursen, professor of
psychology at Florida Atlantic University, according to the American Psychological
Association. The best way to combat communication difficulties resulting from peer
pressure is to reward positive behavior. For example, you might give students an extra 10
minutes of free time after you've had a successful classroom discussion. Or, you might
incorporate pop culture -- movies, music, TV shows, celebrities, social media or video
games -- into your curriculum to open doors of communication.

May 3, 2016
Source: http://www.ehow.com/list_6385724_barriers-communication-
classroom.html
SOLUTIONS TO BARRIERS OF COMMUNICATION
In order to remove hindrances in the way of communication the following steps are
worth consideration:
(1) Clarify Ideas before Communication:
The person sending the communication should be very clear in his mind about what he
wants to say. He should know the objective of his message and, therefore, he should
arrange his thoughts in a proper order.
(2) Communicate According to the Need of the Receiver:
The sender of the communication should prepare the structure of the message not
according to his own level or ability but he should keep in mind the level, understanding
or the environment of the receiver.
(3) Consult Others before Communication:
At the time of planning the communication, suggestions should be invited from all the
persons concerned. Its main advantage will be that all those people who are consulted at
the time of preparing the communication plan will contribute to the success of the
communication system.
(4) Be Aware of Language, Tone and Content of Message:
The sender should take care of the fact that the message should be framed in clear and
beautiful language. The tone of the message should not injure the feelings of the receiver.
As far as possible the contents of the message should be brief and excessive use of
technical words should be avoided.
(5) Convey Things of Help and Value to the Listener:
The subject matter of the message should be helpful to the receiver. The need and interest
of the receiver should specially be kept in mind. Communication is more effective in such
a situation.
(6) Ensure Proper Feedback:
The purpose of feedback is to find out whether the receiver has properly understood the
meaning of the information received. In the face-to- face communication, the reaction on
the face of the receiver can be understood.
But in case of written communication or some other sort of communications some proper
method of feedback should be adopted by the sender.
(7) Consistency of Message:
The information sent to the receiver should not be self- contradictory. It should be in
accordance with the objectives, policies, programmes and techniques of the organisation.
When a new message has to be sent in place of the old one, it should always make a
mention of the change otherwise it can create some doubts.
(8) Follow up Communication:

May 3, 2016
In order to make communication effective the management should regularly try to know
the weaknesses of the communication system. In this context effort can be made to know
whether to lay more stress upon the formal or the informal communication would be
appropriate.
Similarly, suggestions can be invited in respect of the medium of communication (oral,
written and gestural) to know as to which medium would be more effective and
appropriate.
(9) Be a Good Listener:
It is the essence of communication that both the sender and the receiver should be good
listeners. Both should listen to the each other‟s point of view with attention, patience and
positive attitude. A sender can receive much relevant information by being a good
listener.
Source: http://www.yourarticlelibrary.com/business-communication/9-important-
measures-to-overcome-the-barriers-of-communication/1006/
FAQ
4. Communication –
4.1.Concept,
What are the factors of communication?
How does communication affect the teaching learning process?
4.2.Elements
1. What do you understand by communication?
2. What are the main components needed for communications?
3. What is the role and effectiveness of communications in marketing?
4. What are the basic elements of the communication process?
5. Which element of effective communication provides useful information to help
the receiver of the message understand?
6. What are the forms of noise faced by a teacher during a class? Suggest some
ways to avoid the noise during a class?
Activity Question
Most of the students are not attentive in a class. Explain which elements
of communication are affected?
Assessment question
Tabulate the role, components, and effects of the elements of
communication
4.3.Process
1. How many elements are in the communications process and what are they?
2. What is inter-proces communication?
3. Explain the steps in communication model?
4.4.Barriers and nature
1. What are the barriers of communication in an organization?
2. List the barriers to effective communication what are the ways in which an
organization can overcome the barrier?
3. Explain the nature of communication
4. Activity question
A teacher from north India works in a School in south India. What are
the types of barriers hindering communication in this scenario?

May 3, 2016
4.5.Types of classroom communication
1. What are the types of classroom communication?
2. What are the general characteristics of classroom communication?
3. Explain the importance of communication in the classroom
4. What are the teaching methods for effective communication in classroom?
5. Differentiate between Interpersonal and Intrapersonal communication
6. What are the steps to be followed for effective classroom communication?
4.6.Verbal
1. Do you prefer to communicate verbally or in written form? Why?
2. what are three examples of the right posture?
3. What are the things to be avoided in verbal communication?
4. What expressions should you have during communication?
5. How to use verbal communication effectively?
4.7. non - verbal classroom communication
1. What is Non Verbal Communication?
2. Non Verbal Communication is Important – what % do we use on average?
3. Discuss the process in both verbal and non verbal communication?
4. Why is a firm handshake important?
5. What are the main physical non-verbal cues?
6. What are the 5 functional categories of non-verbal communication?
Assessment question
7. Discuss the kinds of non-verbal language?
Activity question
A student is intelligent but has a low self confidence and shyness. What
are the verbal and non-verbal reinforcements that can be used by the
teacher to help the student?
4.8. Its barriers and solutions.
1. Paralanguage is the study of….
2. Kinesics is the study of….
3. Proxemics is the study of….
4. Oculesics is the study of….
5. Haptics is the study of…
6. What does a person with slumped shoulders usually mean?
7. Explain the suitable solution to escape from barriers in communication?
8. Explain the role of peer pressure in effective classroom communication

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