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1. Classroom Communication.ppt
1. • Course code: HE 600:
• Course name: Educational Principals and
Practices for the Health Sciences
Professionals
• PG TEACHING COURSE-2020
2. WEEK TOPIC NAME
1 Class room communication
2 Introduction to learning Theories II
3 Large Group Teaching
3 Large Group Teaching II
4 Introduction to Competency Based Education and learning Theories (Lego
exercise)
5 Clinical Teaching
6 Teaching and Assessing Critical thinking
7 Small group teaching
8 Choosing teaching method
9 Feedback Remediation
10 Introduction to assessment and Test blue printing
12 Essay and Short answer questions
13 Item analysis questions (MCQ)
14 OSCE and OSPE
3. 15. Cooperative learning methods ( jigsaw, Concept maps
16 Reliability and Validity of Measures
17 END OF MODULE Examination Course Evaluation
End of Semester 2
5. Our Goals
• Identify ways to engage learners
• Apply them to our work
• Assess ourselves as communicators
• Explore how to introduce skills
in home settings
6. Why Study Communication Skills
• Teachers need to be equipped with better ways
of preparing the message that is to be
delivered to their learners.
• On the other hand they should also be trained
on how to share that information for the
benefits of the learning group.
9. Communication Theories in Education
• In the T/L process, communication has to be
effective if at all learning is to occur.
10. Communication Theories cont’d
According to Makyikeli (2003) scholars have
come up with some views or beliefs which
eventually brought about communication
theories. These beliefs, views or perspectives
on communication are as follows:
• Behavioral perspective
• Transitional perspective
• Interactive perspective
• Transactional perspective
11. Interactive Perspective:
• This acknowledges that communication
involves reciprocal exchange of
information.
• Communication is believed to be two
sided, allowing chance for feedback and
mutual effect.
• In the T/L situation, interactive
approaches are always emphasized.
12. Transactional Perspective
• It views communication as a process in which
all participants are actively engaged.
• Thus, perceives communication as a process
of sharing information.
• Emphasizes equality, sharing of information by
all the people in the group.
• The sender and receiver each takes turn to
send or receive messages.
• The one delivering the message is expected to
use media and channel that will enable
members to share the information.
13. Interactive vs Transactional
• Unlike the interactive model, which suggests that
participants alternate positions as sender and
receiver, the transaction model suggests that we are
simultaneously senders and receivers.
15. There are about 5 communication models
• Aristotle’s communication model
• Laswell and Braddock communication model
• Shannon and Weaver communication model
• Schramm communication model
• Berlo’s communication model
Communication Models……
16. Shannon and Weaver’s communication model
(1949)
• Shannon was a telephone engineer working
for Bell, a famous telephone company in
North America. Thus, their model reflected
features of telephone technology.
17. • Structurally, Shannon and Weaver have in mind
telephone users were the sources of message. the
transmitter being the telephone transmitter.
• The message being converted to electric impulses in
order to travel through electric wires.
• The noise source may be any technical fault
experienced along the line.
• Received signal reverted to the original message by
the receiving equipment of a telephone and sent to
the person receiving the telephone.
18. SHANNON AND WEAVERS’…
• In the context of communication, the source of
information is the surrounding environment –
libraries, books, colleagues, electronic sources
etc. the initiator of communication becomes
the transmitter.
19. SHANNON AND WEAVERS’ ……..
Implications to classroom T/L (Applicability)
Information Source:
• This can be any authority from which the materials
(notes, information, skills, knowledge, ideas are
obtained). These include:
– The library-from which a teacher prepares the lesson
– The specific book, dictionary, newspaper, journals
containing the specific information to be delivered in c/r.
– Computer/electronic sources - web pages from the
internet
– The church/mosque-where one learn new information.
– Museum & Archives- where specific records are kept.
– Sites where people visit to observe and obtain
information.
20. SHANNON AND WEAVERS’ ………………
Message (1)
• From the source of information, teachers obtain what to teach in
classroom. This knowledge that teachers gather becomes the message.
The lesson that is planned(lesson plan) is the tool that enables the teacher
to be equipped and to be confident before entering the class.
The transmitter
• In the T/L the transmitter refers to the teacher. The teacher plays the role
of transmitting the message that is the teacher has to teach the lesson.
• Thus, a teacher cannot transmit values, knowledge, skills or attitudes
without preparation.
The signal
• Signals refer to the approaches, methods, strategies and techniques a
teacher applies to make the lesson clear. A teacher in such situations
needs to decide what approaches can make learners pay attention to the
lesson.
• Some approaches are interactive while others are non-interactive.
21. SHANNON AND WEAVERS’ …………
The message (2)
• This is the actual lesson being presented using the
approaches a teacher has selected.
• It differs from the message a teacher obtained from
the source, the later case a teacher delivers the
screened message and not the totality of the
message he/she picked from the information source.
• There is a possibility of other unnecessary things to
be left out, though the theme remains unchanged.
22. SHANNON AND WEAVERS’ ……….
Noise:
• In the T/L situation, noise refers to interruptions that course
learners to fail grasping the lesson delivered.
• The noise source may take different forms.
– Physical noise: this could come from the noise of flying
aeroplane, or a lorry passing around, or even the other
people outside the c/r where the lesson is going on,
disabilities. language use, misleading body language,
tone.
– Psychological noise: refers to mechanisms within
individuals that restrict a receiver’s ability to express
and/or understand messages clearly. This takes place
when a student faces psychological problems, such as a
sick relative, fear of failing in exam due to poor course
work, failure to submit the work by the required
deadline, personal bias, etc.
23. SHANNON AND WEAVERS’ ……….
• Sociological noise: this comes out of social
affairs. Examples include having been dropped
by a lover, conflicts in the family causing
failure to concentrate with studies, financial
problems, status/role, cultural differences,
interpersonal relationships.
24. SHANNON A SHANNON AND WEAVERS’ SHANNON AND
ND WEAVERS’ ……….
• Receiver:
• The receivers in the c/r situation are
learners/pupils/students.
• They receive the message/lesson from the
teacher.
• Destination:
• The receivers receiving the message (the
lesson, they have to keep that knowledge
in a safe place so that it is easier to retrieve
the information whenever that information
is needed).
25. • Destination can therefore be:
• Receiving mind: the brain keeps the information received in the
short term memory, but after a while such information goes to the
long term memory. However it is not possible to keep all the
information I the mind and retrieved it at any time when one
requires, as human beings tend to forget.
• Notes book: some learners tend to write summaries of their lessons
in their diaries, or notebooks so that they keep the information for
future application.
• Computer facilities: other students prepare soft copies where they
store the information they receive.
• Files/portfolios: these are also places where records for lessons
learned are kept.
• The destination plays the role of enabling the receiver to be
updated with the knowledge, skills and information (message)
being received.
• Some message/knowledge does not have to be kept for long as it
has to be applied. In such situations it goes directly to the receivers
mind and is directly utilized. While some needs to be kept.
26. Strengths of the Model
• Shanon & Weaver’s model is the most
important (Johnson & Klare, 1961) because
of the key questions that the model
attempts to address. In their model they
address very basic and leading questions:
• Which kind of communication channel can bring
through maximum amount of signals?
• How much of the transmitted signals get
destroyed by noise along the way?
Weakness of the Model.
• linear
• lacking feedback
27. Schramm's Model
• Wilbur Schramm and C.F. Osgood were trying to
criticize and modify the previous linear models
especially Shannon and Weaver's model of
communication.
• They argued that the model was misleading to
think of communication process being a linear
process, starting from somewhere and ending
somewhere.
• Schramm and Osgood further argued that the
models were useful in describing interpersonal
communication
28. Schramm's Model….
• However, it was important to look for how to improve effective
communication in situations that necessitate us to use one way
communication.
• These scholars pointed out that for effective communication to
occur there must be feedback.
• So they proposed a two way communication model in circular
form.
• The main focus of Schramm was on the behaviour of the main
actors in the communication process, the sender and the
receiver.
30. Schramm's Model….
• Encode means process of translating mental images
into symbols
• Mental images can include ideas, thoughts, pictures,
and emotions.
– To transfer an image to another person, the sender first
must transpose or translate the images into symbols that
receivers can understand.
– Symbols often are words but can be pictures, sounds, or
sense information (e.g., touch or smell). Only through
symbols can the mental images of a sender have meaning
for others.
• Once a message has been encoded, the next level in the
communication process is to transmit or communicate the
message to a receiver.
31. Schramm's Model….
• When a message is received by another person, a
decoding process occurs.
• Just as a sender must encode messages in
preparation for transmission through communication
channels, receivers must sense and interpret the
symbols and then decode the information back into
images, emotions, and thoughts that make sense to
them. When messages are decoded exactly as the
sender has intended, the images of the sender and
the images of the receiver match, and effective
communication occurs.
32. SCHRAMM’S COMMUNICATION MODEL (1954):(Cont..)
Implication in the c/r situation:
• The model matches with the views that the T/L
should be friendly, collaborative and co-
operative between the teacher and learners.
• It calls for application of interactive T/L
methods
• It lowers/reduces the authoritative tendencies
of teachers and promotes students
participation in class.
• Thus the T/L is two way communication
because both parties have equal chance of
contributing ideas in the lesson.
33. BERLO’S COMMUNICATION MODEL
• David Berlo (1960) was a behavioural
psychologist and was among scholars who
studied the theory of communication.
• According to Berlo, effective communication
occurs if communicators consider human
behaviour and their social cultural
relationships.
• Why? He argues that communication is
content bound and context bound.
• Content: there has to be the
message/content-one cannot just teach- he
has to teach a specific topic/lesson/subject.
34. BERLO’S COMMUNICATION MODEL…
• Context: there has to be some considerations before
any communication becomes successfully
• The context (circumstances under which communication
occurs) include:
• i. Physical dimensions. This means that communication can
take place in physical or tangible environment such as
classrooms with furniture, equipment and learning
resources etc.
• ii. Psychological dimensions. Proper/effective
communication requires positive relations among
participants, such as friendliness and courtesy.
• iii. The social dimension. This refers to group norms,
cultural norms and various relationships existing in groups.
• iv. Temporal dimensions: This includes time of the day,
date seasons of the year.
35. BERLO’S COMMUNICATION MODEL…
• The model identified four elements
of communication; source, message,
channel and receiver
• Importantly the model identifies the
controlling factors for the identified
elements thus forming what is so
called ‘ingredients of
communication’
36.
37. BERLO’S COMMUNICATION MODEL (Cont..)
• It requires both the source and receiver to equally apply
and possess some
– Communication skills
– Attitudes
– Knowledge(human skills)
– Societal values
– Culture
• It demands participants to apply five senses of learning
– Seeing
– Hearing
– Touching
– Smelling
– Testing
38. BERLO’S COMMUNICATION MODEL…
MESSAGE
• Content – from the beginning to the end of a message
comprises its content for e.g. whatever the class teacher
speaks in the class is the content of the message.
• Elements – It includes various things which accompany the
content like language, gestures, body language etc, so these
are all the elements of the particular message. Content is
accompanied by some elements.
• Treatment – It refers to the way in which the message is
conveyed or the way in which the message is passed on or
delivered.
39. BERLO’S COMMUNICATION MODEL…
• Structure– The structure of the message how it is
arranged, the way you structure the message into
various parts. Message is the same but if the
structure is not properly arranged then the message
will not get to the receiver.
• Code– The code of the message means how it is sent
or in what form it could be e.g. language, body
language, gestures, music and even culture is a code.
• Only when the code is proper, the message will be
clear
40. Reflection on Berlo’s model
• The model is multidimensional, such that
failure or success of communication is
determined by various factors interacting
together.
• Berlo’s model claims that communication
requires psychological backup in
understanding people we communicate or
interact with.(behavioural issues)
• The model is more humanistic/social, so it
requires intentional behaviour change.
41. Reflection on Berlo’s model
• The model defines communication as a
process of interaction and sharing meanings.
• in classroom situation the model places the
learner at the centre. The subject matter and
the entire environment are broad stimuli
directed towards the learner.
• The model suggests that an analysis of
communication situations must take into
account on how teachers intend to influence
learners as well as how learners affect
themselves.
42. Reflection on Berlo’s model
• This model believes that for an effective
communication to take place the source and
the receiver needs to be in the same level,
only if the source and receiver are on the
same level communication will happen or take
place properly.
46. Spatial Dynamics
Summary
How we set up classroom:
Directs attention
Invites interaction
Rearranging learners during a session:
Renews attention
47. BODY LANGUAGE
• WHAT AM I NOT SAYING BUT I MEAN
An eye can threaten like a loaded and leveled
gun, it can insult like hissing or kicking, or in
its altered mood, by beams of kindness, it can
make the heart dance with joy.
Ralph Waldo Emerson
48. IMAGINE THIS IS YOUR TEACHER AND
HE/SHE ADOPTS THE FOLLOWING
BODY POSTURES
WHAT CAN YOU DEDUCE FROM THESE
POSTURES OR ACTION
53. Body language Summary
Body shape conveys to learners:
Our attitude
toward the content and them
We encourage them to participate with:
Open limbs
Spine forward and up
55. Metamessages
Understated message underneath our words
I usually enjoy a day at the beach.
I usually enjoy a day at the beach.
I usually enjoy a day at the beach.
I usually enjoy a day at the beach.
56. Vocal Emphasis and Pitch
Summary
Emphasize the most important
words and phrases and Vary your
pitch
58. • Avoid
• Filler Sounds: These include sounds like um,
uh, ah, mm etc.
• Filler Words: Generally words like literally,
actually, basically etc are included here.
• Filler Phrases: Some common filler phrases
are “actually, I was trying to say”, “I think
that”, “You know” and so on.
59. WHAT DO THEY SAY
• Weaken the credibility- These words may sometimes depict
lack of preparation on the part of presenter which may leave
negative impact of you upon your listeners.
• HOW TO AVOID .
• Firstly, you need to assess the frequency with which these
words are being used,
• Secondly, try to find out the factors that make you lethargic of
these words or phrases..
• Thirdly, it is important to slow down the pace of speaking so
that your brain gets some time to think and include relevant
points rather than using filler words to continue the speech.
