class room communication
•Download as PPTX, PDF•
3 likes•339 views
Classroom communication can occur through verbal, non-verbal, and written means. Verbal communication refers to spoken language between teachers and students, while non-verbal communication conveys messages through body language, facial expressions, eye contact, and other symbolic codes without using words. Written communication in a classroom setting includes assignments, report cards, and other documents directed at students or teachers. Effective classroom interaction relies on teachers and students utilizing all three forms of communication.
Report
Share
Report
Share
Recommended
COMMUNICATION PROCESS IN CLASSROOM
The document discusses communication in the classroom. It defines communication and identifies its key elements: a sender, message, medium, receiver, and feedback. It also describes different types of communication like interpersonal, intrapersonal, verbal, and non-verbal. Barriers to effective classroom communication are explored, such as physical, language, background, and psychological barriers. Finally, ways to improve classroom communication are presented, like creating a safe environment, encouraging teamwork, active listening, using technology, and communicating respectfully.
Microteaching
Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
Communication in the classroom
This document discusses effective communication in the classroom. It begins with quotes about the importance of communication skills for leadership and teaching effectiveness. It then lists the objectives of the document, which are to define communication, discuss its components and forms, and apply communication principles based on learners' styles. It goes on to define communication and discuss its key elements - context, sender, message, medium, receiver, feedback. It also covers the major forms of communication and models of communication processes. Throughout, it emphasizes applying communication knowledge and skills to improve classroom instruction and student learning.
Listening skill
This document discusses the importance of listening skills. It notes that listening is the most important skill for those in positions of authority, as they should spend 45% of their time listening. There are four basic language skills - listening, speaking, writing, and reading. Effective listening involves hearing the message, interpreting it based on one's knowledge and experience, evaluating it with one's background information, and providing an appropriate response. There are different types of listening like intellectual, appreciative, attentive, and evaluative listening. Some tips for being a good listener include observing non-verbal cues, focusing only on listening, acknowledging the speaker, allowing the speaker to finish, and asking questions afterwards. Active listening means restating the message in
Effective Communication In The Classroom
Effective communication in the classroom is essential for teachers to stimulate students and achieve lesson objectives. Communication includes both transmission and reception with students, colleagues, parents, and others. Both verbal and nonverbal communication impact how messages are received. Positive communication that promotes learning includes praise, affirmation, clear expectations, respect, and body language that shows psychological closeness. Developing communication strategies, avoiding conflicts, and establishing fair consequences are important proactive steps for teachers.
Backward child
I am here to share with you same useful information that you are already knowing, and together we will add a little more to our CPU.
Effective communication for effective teaching
Effective communication for effective teaching is an important aspect of any teaching learning process. Today’s competitive world demands from teachers to teach better, smarter, and effective. The course contents worth nothing if not communicated effectively. To get it across the students a teacher has to be very effective in his communication and presentation skills. An effective communication is always stimulating, inspiring, motivating and adds fuel to the fire if presenter possesses that igniting spark. Unfortunately, many teachers do not realize this aspect. Effective communication is very important for effective teaching. A workshop has been delivered at Directorate of Staff Development (Lahore) to the newly employed school teachers. This workshop coveres various aspects which can help teacher to make their communication stimulating, inspiring, and motivating. The workshop covers following topics
• What is Communication and Why Is It Important?
• What is Persuasion?
• The Rhetorical Approach to Instructional Communication
• Role of Teachers' Credibility
• Role of Clarity
• Role of Humor
• Role of Immediacy
• Factors Facilitate Openness and Acceptance
• Helpful Hints for Effective Communication
• Factors Encouraging Student Responses
• Roadblocks to Communication
• Responses Tend to Communicate Inadequacies and Faults
• Messages Try to Make the Student Feel Better or Deny there is a Problem
• Response Tends to Try to Solve the Problem for the Student
• Messages Tend to Divert the Student or Avoid the Student Altogether
• Active Listening
• Factors of Affecting Listening
Importance of teaching
The document outlines 13 strategies for effective teaching and learning: instilling a quest for learning; improving cognitive progress; setting and maintaining high expectations; making learning exciting; creating cohesive learning communities; promoting teacher-learner interaction; developing life skills; promoting positive discipline; preparing students for challenges; helping diagnose learning disabilities; encouraging reflection on learning; aligning instructional components; and developing acceptance and affiliation in learners.
Recommended
COMMUNICATION PROCESS IN CLASSROOM
The document discusses communication in the classroom. It defines communication and identifies its key elements: a sender, message, medium, receiver, and feedback. It also describes different types of communication like interpersonal, intrapersonal, verbal, and non-verbal. Barriers to effective classroom communication are explored, such as physical, language, background, and psychological barriers. Finally, ways to improve classroom communication are presented, like creating a safe environment, encouraging teamwork, active listening, using technology, and communicating respectfully.
Microteaching
Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
Communication in the classroom
This document discusses effective communication in the classroom. It begins with quotes about the importance of communication skills for leadership and teaching effectiveness. It then lists the objectives of the document, which are to define communication, discuss its components and forms, and apply communication principles based on learners' styles. It goes on to define communication and discuss its key elements - context, sender, message, medium, receiver, feedback. It also covers the major forms of communication and models of communication processes. Throughout, it emphasizes applying communication knowledge and skills to improve classroom instruction and student learning.
Listening skill
This document discusses the importance of listening skills. It notes that listening is the most important skill for those in positions of authority, as they should spend 45% of their time listening. There are four basic language skills - listening, speaking, writing, and reading. Effective listening involves hearing the message, interpreting it based on one's knowledge and experience, evaluating it with one's background information, and providing an appropriate response. There are different types of listening like intellectual, appreciative, attentive, and evaluative listening. Some tips for being a good listener include observing non-verbal cues, focusing only on listening, acknowledging the speaker, allowing the speaker to finish, and asking questions afterwards. Active listening means restating the message in
Effective Communication In The Classroom
Effective communication in the classroom is essential for teachers to stimulate students and achieve lesson objectives. Communication includes both transmission and reception with students, colleagues, parents, and others. Both verbal and nonverbal communication impact how messages are received. Positive communication that promotes learning includes praise, affirmation, clear expectations, respect, and body language that shows psychological closeness. Developing communication strategies, avoiding conflicts, and establishing fair consequences are important proactive steps for teachers.
Backward child
I am here to share with you same useful information that you are already knowing, and together we will add a little more to our CPU.
Effective communication for effective teaching
Effective communication for effective teaching is an important aspect of any teaching learning process. Today’s competitive world demands from teachers to teach better, smarter, and effective. The course contents worth nothing if not communicated effectively. To get it across the students a teacher has to be very effective in his communication and presentation skills. An effective communication is always stimulating, inspiring, motivating and adds fuel to the fire if presenter possesses that igniting spark. Unfortunately, many teachers do not realize this aspect. Effective communication is very important for effective teaching. A workshop has been delivered at Directorate of Staff Development (Lahore) to the newly employed school teachers. This workshop coveres various aspects which can help teacher to make their communication stimulating, inspiring, and motivating. The workshop covers following topics
• What is Communication and Why Is It Important?
• What is Persuasion?
• The Rhetorical Approach to Instructional Communication
• Role of Teachers' Credibility
• Role of Clarity
• Role of Humor
• Role of Immediacy
• Factors Facilitate Openness and Acceptance
• Helpful Hints for Effective Communication
• Factors Encouraging Student Responses
• Roadblocks to Communication
• Responses Tend to Communicate Inadequacies and Faults
• Messages Try to Make the Student Feel Better or Deny there is a Problem
• Response Tends to Try to Solve the Problem for the Student
• Messages Tend to Divert the Student or Avoid the Student Altogether
• Active Listening
• Factors of Affecting Listening
Importance of teaching
The document outlines 13 strategies for effective teaching and learning: instilling a quest for learning; improving cognitive progress; setting and maintaining high expectations; making learning exciting; creating cohesive learning communities; promoting teacher-learner interaction; developing life skills; promoting positive discipline; preparing students for challenges; helping diagnose learning disabilities; encouraging reflection on learning; aligning instructional components; and developing acceptance and affiliation in learners.
Media as an agency of education
Media as an agency of Education a very important topic for learners of education field i.e. B.Ed./M.Ed./D.Ed.
Contemporary India and Education
Bachelor of Education
GROUP CONTROLLED INSTRUCTION.pdf
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
Guidance and Counselling
This document discusses guidance and counseling. It defines guidance as helping individuals discover and develop their potential for personal happiness and social usefulness. Counseling is defined as a process that assists individuals in interpreting facts to make choices and plans. Guidance is broader and helps understand alternatives, while counseling operates at a deeper emotional level. The objectives of guidance are to assist student development and help them make educational and career decisions. An effective counseling team includes administrators, counselors, teachers, and others who work together to help students.
Blue print
A blueprint provides a detailed plan or outline that can be used as a guide. In education, a blueprint outlines the test specification and examination strategy of an institution. It specifies the elements of performance being assessed and how items will be selected based on their importance. A blueprint is generally in a tabular format and divides the content into topics, assigning a number of test questions to each. This provides a framework for developing items that assess important concepts and skills while satisfying educational objectives. Blueprints benefit students and teachers by providing feedback on progress, determining if learning objectives were attained, and ensuring the reliability and validity of examinations.
Underachievers
This document discusses underachievement in gifted students. It defines underachievement as a discrepancy between a student's potential or ability and their actual performance. Early identification and intervention is important to prevent chronic underachievement patterns. Underachievers can be identified through intelligence, achievement, and observational data. Common characteristics include low self-esteem, unrealistic goals, and ineffective problem-solving approaches. Family dynamics like unsupportive or threatening parents can also contribute to underachievement. The document provides strategies for teachers to help reverse underachievement through supporting students' strengths and interests.
Construction of Achievement Test
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
Approaches to Curriculum Construction
The document discusses different approaches to curriculum in English: the concentric or sequential approach, topical approach, functional approach, and eclectic approach. The concentric approach covers content repeatedly from simple to complex. The topical approach teaches selected content together without future review. The functional approach focuses on skills over concepts and theories. The eclectic approach combines elements of the other approaches. Research shows the concentric approach works best individually, but integrating elements of all four approaches into a balanced curriculum is considered the best practice.
Teaching skills
This document outlines various teaching skills that are important for professional teachers to develop. It discusses 13 core teaching skills identified by Dr. Passi, including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and illustrating with examples. Additional skills covered include using instructional aids like visual charts and models, providing reinforcement, achieving lesson closure, maintaining classroom organization, and evaluating student learning. Developing proficiency in these diverse skills through practice can help teachers become experts in their profession.
Teaching skills
The document discusses teaching skills and their importance in applying educational methods and managing classroom activities. It defines teaching skills as instructional techniques used by teachers to facilitate learning and bring about changes in students. Some basic teaching skills mentioned are introducing a lesson, explaining concepts, asking probing questions, encouraging student participation, maintaining attention, and writing on the blackboard. Effective classroom management is also highlighted as an important teaching skill that helps create a positive learning environment through discipline, empathy, and strong student-teacher relationships.
Communication &expository writing
Communication is very important aspect of any type of expository writing. it is about the importance, types and measures to improve expository writing with improvement of reading skill,writing skill.
Communication Skills for Teachers
The document discusses communication skills that are important for teachers. It begins by defining communication and emphasizing its importance for teachers. Effective communication skills involve positive motivation of students, using body language, humor, understanding students, team building, and utilizing technology. The document also discusses different learning styles including auditory, visual and kinesthetic learners. It provides examples of how teachers can identify these different learning styles. Finally, the document proposes a group activity where teachers can discuss communication problems they face and how they overcome them.
Important aspects of teaching learning process
The document discusses important aspects of the teaching-learning process. It describes teaching-learning as a complex relationship between teacher and student, where the teacher helps students acquire knowledge, develop attitudes and skills. Learning is defined as a process that results in changes to a learner's thinking, feelings and actions. A good curriculum comes to life through effective teaching and quality learning. The teaching-learning process enables the teacher to bring students and subject matter together, with the teacher actively teaching and the student actively learning, to achieve intended outcomes.
Skill of using black board
this presentation is about Micro Teaching Skill (Using Black Board) for pre service teacher trainees.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Teaching skills & micro teaching
The document discusses teaching skills, microteaching, and how teachers can improve their teaching abilities. It states that teaching is facilitating learning through establishing harmonious relationships between teacher, student, and subject. Microteaching is introduced as a technique used to help teachers master teaching skills through practicing short lessons with feedback. The key aspects of microteaching are the cycle of plan, teach, feedback, re-plan, re-teach, re-feedback and its use of modeling, feedback, controlled setting, and skill integration to improve teaching abilities.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Characteristics of Good teaching
In this presentation i defined that what is the characteristics of good teaching. From Basics of pedagogy.
Skill of Questioning
This document discusses the skill of questioning. It identifies different types of questions like relevant/irrelevant, precise/imprecise, clear/unclear, and grammatically correct/incorrect questions. It also discusses higher and lower order questioning. Examples are provided to illustrate relevant vs irrelevant questions, precise vs imprecise questions, clear vs unclear questions, and grammatically correct vs incorrect questions. The document also discusses components of probing questions like prompting, seeking further information, redirecting, refocusing, and increasing critical awareness. Examples are given for each of these components. References for the material are provided at the end.
Maxims of teaching
The document outlines several maxims of teaching that are general rules for effective teaching derived from years of teaching experience. It discusses maxims such as teaching from the known to the unknown, from simple to complex, from concrete to abstract, from particular to general, from whole to part, from psychological to logical, from induction to deduction, from empirical to rational, and from analysis to synthesis. Examples are provided for each maxim.
Qualities of a Good Teacher
After completion of the training workshop, the participants will be able to know:
- Four essential qualities of a good teacher:
- Knowledge
- Communication skills
- Interest
- Respect for students
- Personal characteristics of an excellent teacher
- General Qualities of a Good Teacher
- Specific Qualities of a Good Teacher
- Use of Knowledge
- What does an effective teacher look like?
- Characteristics and Abilities of Effective Teachers
Body language of teachers & students
This document discusses body language in teaching and learning. It defines communication and identifies two main types: verbal communication using words, and non-verbal communication using body language. The document explores several aspects of non-verbal communication or body language that teachers and students use, including eye contact, gestures, facial expressions, body posture, physical appearance, and voice tone. It suggests that teachers should be aware of how their own body language and that of their students conveys understanding, interest, and other messages during class.
Language development
the content in this slide is adapted from Allama Iqbal Open University 's course "Human Development and Learning ", code-8610.
More Related Content
What's hot
Media as an agency of education
Media as an agency of Education a very important topic for learners of education field i.e. B.Ed./M.Ed./D.Ed.
Contemporary India and Education
Bachelor of Education
GROUP CONTROLLED INSTRUCTION.pdf
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
Guidance and Counselling
This document discusses guidance and counseling. It defines guidance as helping individuals discover and develop their potential for personal happiness and social usefulness. Counseling is defined as a process that assists individuals in interpreting facts to make choices and plans. Guidance is broader and helps understand alternatives, while counseling operates at a deeper emotional level. The objectives of guidance are to assist student development and help them make educational and career decisions. An effective counseling team includes administrators, counselors, teachers, and others who work together to help students.
Blue print
A blueprint provides a detailed plan or outline that can be used as a guide. In education, a blueprint outlines the test specification and examination strategy of an institution. It specifies the elements of performance being assessed and how items will be selected based on their importance. A blueprint is generally in a tabular format and divides the content into topics, assigning a number of test questions to each. This provides a framework for developing items that assess important concepts and skills while satisfying educational objectives. Blueprints benefit students and teachers by providing feedback on progress, determining if learning objectives were attained, and ensuring the reliability and validity of examinations.
Underachievers
This document discusses underachievement in gifted students. It defines underachievement as a discrepancy between a student's potential or ability and their actual performance. Early identification and intervention is important to prevent chronic underachievement patterns. Underachievers can be identified through intelligence, achievement, and observational data. Common characteristics include low self-esteem, unrealistic goals, and ineffective problem-solving approaches. Family dynamics like unsupportive or threatening parents can also contribute to underachievement. The document provides strategies for teachers to help reverse underachievement through supporting students' strengths and interests.
Construction of Achievement Test
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
Approaches to Curriculum Construction
The document discusses different approaches to curriculum in English: the concentric or sequential approach, topical approach, functional approach, and eclectic approach. The concentric approach covers content repeatedly from simple to complex. The topical approach teaches selected content together without future review. The functional approach focuses on skills over concepts and theories. The eclectic approach combines elements of the other approaches. Research shows the concentric approach works best individually, but integrating elements of all four approaches into a balanced curriculum is considered the best practice.
Teaching skills
This document outlines various teaching skills that are important for professional teachers to develop. It discusses 13 core teaching skills identified by Dr. Passi, including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and illustrating with examples. Additional skills covered include using instructional aids like visual charts and models, providing reinforcement, achieving lesson closure, maintaining classroom organization, and evaluating student learning. Developing proficiency in these diverse skills through practice can help teachers become experts in their profession.
Teaching skills
The document discusses teaching skills and their importance in applying educational methods and managing classroom activities. It defines teaching skills as instructional techniques used by teachers to facilitate learning and bring about changes in students. Some basic teaching skills mentioned are introducing a lesson, explaining concepts, asking probing questions, encouraging student participation, maintaining attention, and writing on the blackboard. Effective classroom management is also highlighted as an important teaching skill that helps create a positive learning environment through discipline, empathy, and strong student-teacher relationships.
Communication &expository writing
Communication is very important aspect of any type of expository writing. it is about the importance, types and measures to improve expository writing with improvement of reading skill,writing skill.
Communication Skills for Teachers
The document discusses communication skills that are important for teachers. It begins by defining communication and emphasizing its importance for teachers. Effective communication skills involve positive motivation of students, using body language, humor, understanding students, team building, and utilizing technology. The document also discusses different learning styles including auditory, visual and kinesthetic learners. It provides examples of how teachers can identify these different learning styles. Finally, the document proposes a group activity where teachers can discuss communication problems they face and how they overcome them.
Important aspects of teaching learning process
The document discusses important aspects of the teaching-learning process. It describes teaching-learning as a complex relationship between teacher and student, where the teacher helps students acquire knowledge, develop attitudes and skills. Learning is defined as a process that results in changes to a learner's thinking, feelings and actions. A good curriculum comes to life through effective teaching and quality learning. The teaching-learning process enables the teacher to bring students and subject matter together, with the teacher actively teaching and the student actively learning, to achieve intended outcomes.
Skill of using black board
this presentation is about Micro Teaching Skill (Using Black Board) for pre service teacher trainees.
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
Teaching skills & micro teaching
The document discusses teaching skills, microteaching, and how teachers can improve their teaching abilities. It states that teaching is facilitating learning through establishing harmonious relationships between teacher, student, and subject. Microteaching is introduced as a technique used to help teachers master teaching skills through practicing short lessons with feedback. The key aspects of microteaching are the cycle of plan, teach, feedback, re-plan, re-teach, re-feedback and its use of modeling, feedback, controlled setting, and skill integration to improve teaching abilities.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Characteristics of Good teaching
In this presentation i defined that what is the characteristics of good teaching. From Basics of pedagogy.
Skill of Questioning
This document discusses the skill of questioning. It identifies different types of questions like relevant/irrelevant, precise/imprecise, clear/unclear, and grammatically correct/incorrect questions. It also discusses higher and lower order questioning. Examples are provided to illustrate relevant vs irrelevant questions, precise vs imprecise questions, clear vs unclear questions, and grammatically correct vs incorrect questions. The document also discusses components of probing questions like prompting, seeking further information, redirecting, refocusing, and increasing critical awareness. Examples are given for each of these components. References for the material are provided at the end.
Maxims of teaching
The document outlines several maxims of teaching that are general rules for effective teaching derived from years of teaching experience. It discusses maxims such as teaching from the known to the unknown, from simple to complex, from concrete to abstract, from particular to general, from whole to part, from psychological to logical, from induction to deduction, from empirical to rational, and from analysis to synthesis. Examples are provided for each maxim.
Qualities of a Good Teacher
After completion of the training workshop, the participants will be able to know:
- Four essential qualities of a good teacher:
- Knowledge
- Communication skills
- Interest
- Respect for students
- Personal characteristics of an excellent teacher
- General Qualities of a Good Teacher
- Specific Qualities of a Good Teacher
- Use of Knowledge
- What does an effective teacher look like?
- Characteristics and Abilities of Effective Teachers
What's hot (20)
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
SCORING AND MARKING KEY, QUESTION WISE ANALYSIS OF ACHIEVEMENT TEST
Similar to class room communication
Body language of teachers & students
This document discusses body language in teaching and learning. It defines communication and identifies two main types: verbal communication using words, and non-verbal communication using body language. The document explores several aspects of non-verbal communication or body language that teachers and students use, including eye contact, gestures, facial expressions, body posture, physical appearance, and voice tone. It suggests that teachers should be aware of how their own body language and that of their students conveys understanding, interest, and other messages during class.
Language development
the content in this slide is adapted from Allama Iqbal Open University 's course "Human Development and Learning ", code-8610.
Communicating with student and parents
This document discusses models and methods of communication between teachers, students, and parents. It outlines various forms of verbal and nonverbal communication including facial expressions, body language, and dress. Effective communication with parents requires skills like listening, tact, kindness, empathy, and understanding parent-child relationships. Teachers should hold meetings with parents to define roles, offer multiple meeting times, involve parents in planning, have parents attend sessions on courses and marks, and accept parent suggestions on their children's education.
Communicating with student and parents
This document discusses effective communication strategies for teachers with students and parents. It outlines different models and types of communication, including verbal, nonverbal, facial expressions, and body language. The key aspects of communicating with parents are establishing good listening skills, tact, kindness, consideration, empathy, enthusiasm, and understanding parent-child relationships. Effective teachers start communicating with parents at the beginning of the school year through meetings to discuss roles and involve parents in the educational process.
Bjmc i, cm, unit-i, dimension of communication
The document discusses different dimensions and types of communication. It begins by explaining that human communication is innate and essential for survival. It then discusses verbal communication, which uses words and grammar, and nonverbal communication, which uses symbols other than words like gestures and body language. The document also discusses different forms that nonverbal communication can take, such as sign language, actions, objective language through items like clothing, and spatial communication through environmental factors. It emphasizes that communication, both verbal and nonverbal, is complex with many layers of meaning.
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
Language development
Language
Language development
Theories of language development
components of language development
influences on language development
Note: All the content is adapted from AIOU Course Code 8610-Human learning and development
Non verbal communication
Non-verbal communication refers to communicating without words through body language, facial expressions, eye contact, gestures, posture, space and time. It provides important context and meanings alongside or even instead of verbal communication. The document discusses the differences between verbal and non-verbal communication. It describes various types of non-verbal communication like kinesics (body language), proxemics (space and time), and para language. Specific aspects of non-verbal communication such as gestures, facial expressions, eye contact, personal space and time are examined in detail.
Language powerpoint
This document discusses the three components of language: speech, language, and communication. It defines each component and provides details about what they entail. Speech is defined as human vocal communication using language, while language refers to the words we use and how we structure them. Communication is the process of sending and receiving messages verbally or nonverbally. The document also examines phonological and morphological rules as they relate to language.
Assignment
This document summarizes a student assignment on non-verbal communication. It defines non-verbal communication as communication without words, including gestures, facial expressions, eye contact, posture, and other cues. It notes that non-verbal communication can reinforce, accent, complement and even contradict verbal messages. The document also discusses the importance of non-verbal communication, stating that it regulates interactions, can substitute for verbal communication in noisy environments, and underscores the meaning of words. Non-verbal communication is especially significant across cultures.
4as-semi-detailed-lesson-plan-english-9.pdf
The document contains a semi-detailed lesson plan for teaching verbal and non-verbal communication strategies to 9th grade English students. The lesson plan outlines objectives, materials, procedures, and an assessment. Students will learn to differentiate between verbal and non-verbal cues, recognize types of each, and perform short scripted scenes demonstrating both. They will be evaluated through a charades game to test their understanding of verbal and non-verbal strategies. The lesson aims to help students comprehend how communication messages can be misinterpreted without awareness of verbal and non-verbal cues.
Language politeness article susilo
The document discusses teaching politeness in English as a foreign language classrooms. It argues that teaching language forms alone is not sufficient, and that teaching language functions and social context is also important so students can communicate appropriately. It proposes two methods to evaluate students' language politeness: a Politeness Daily Routines Portfolio where students record conversations and assess politeness, and a Discourse Completion Task where students respond to scripted dialogues in socially differentiated situations. The document contends these evaluation methods can help internalize universal values of courtesy and build students' characters for communication.
Essay On Idioms
This document discusses idioms in the English language. It notes that idioms are an important part of mastering English as they go beyond just knowing word definitions to understanding figurative language. Learning idioms is challenging but important as native English speakers use them frequently in conversation. The document then provides definitions of idioms and discusses how they enrich the English language and make it more colorful. It emphasizes that understanding idioms requires grasping their non-literal meanings.
Getting To The "Core" of The Common Core
The document discusses the role of speech-language pathologists (SLPs) in supporting the implementation of Common Core State Standards (CCSS). It notes that CCSS emphasize skills like oral language development and communicative competence, which are central to SLPs' work. The document suggests SLPs can help students develop literate oral language, language skills, syntax, discourse and academic language - all of which are important for meeting higher-level CCSS demands. Specifically, SLPs can provide direct support to students and collaborate with teachers to strengthen the language foundations needed for reading, writing, speaking and listening as required by CCSS.
How language developed in early childhood 1-
This document discusses language development in early childhood. It covers the key systems that make up language (phonology, morphology, syntax, semantics, pragmatics). It also discusses the biological and environmental influences on language development, outlining major theories including Piaget's stages of cognitive development and Vygotsky's emphasis on social interaction and the zone of proximal development. Theories of language development discussed include the nativist view proposed by Chomsky that posits an innate language acquisition device, as well as the empiricist view that language is learned from the environment. Stages of typical language development from 6 months to 5 years are also outlined.
Tugas tik 4
1) The document discusses different aspects of vocabulary learning, including definitions of vocabulary, types of vocabulary, and methods for learning vocabulary.
2) Vocabulary can be classified as receptive (words understood) or productive (words used), and as oral or written. There are also active vocabularies that are used and passive vocabularies that are understood but not used.
3) Suggested methods for learning new vocabulary include writing words with definitions, using flashcards, saying words aloud, grouping words by topic, and using words in speaking and writing. Testing oneself and learning collocations are also recommended.
Alavi glossary m
The document provides definitions for over 100 terms related to second language acquisition. It includes definitions for concepts like morpheme, morphology, motivation, multilingual competence, naturalistic learning, parameters, phonology, pragmatics, syntax, transfer, and universal grammar. The definitions are provided in list format without examples or further explanations. The source is identified as a glossary from pages 192-195 of a textbook on second language acquisition.
Oral Communication Essay
This document discusses oral communication and oral proficiency in English. It defines oral communication as expressing information through speaking and provides examples like face-to-face conversations and presentations. The document emphasizes that face-to-face communication allows sharing ideas freely and conveying emotions through body language and tone. It also defines oral proficiency as the ability to use English for interaction, noting that developing vocabulary, grammar, and communicative competence are important for oral proficiency. Finally, it states that speaking and listening skills are closely related and should be taught together in the language classroom.
An Analysis of Students Body Language Responses to Teacher Talk in Speaking ...
This document summarizes a study on students' use of body language in response to teacher talk in English speaking classes at Makassar State University in Indonesia. The study aims to analyze why students frequently use body language even in speaking classes, which typically focus on oral communication. Previous research has not fully explained the reasons for and implications of students mixing body language with oral language. The study seeks to provide additional information for teachers on this trend and determine whether the use of body language is beneficial for improving students' speaking skills.
sir-tantong.pptx
Language acquisition refers to the process of learning one's native language or additional languages. There are three aspects of language acquisition: child language acquisition, bilingualism/multilingualism, and second language acquisition. Child language acquisition involves children learning their native language through stages from preproduction to advanced fluency. Bilingualism is the ability to speak two languages while multilingualism means speaking more than two languages. Being multilingual provides advantages like more career prospects and improved cognitive abilities. Second language acquisition occurs after a first language is established as learners progress through stages from not speaking the new language to advanced proficiency.
Similar to class room communication (20)
An Analysis of Students Body Language Responses to Teacher Talk in Speaking ...
An Analysis of Students Body Language Responses to Teacher Talk in Speaking ...
Recently uploaded
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpskeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfHow to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Recently uploaded (20)
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
class room communication
- 1. WELCOME
- 2. CLASSROOM AS A COMMUNICATION SYSTEM
- 3. CLASSROOM COMMUNICATION Classroom 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 students message is directed at the entire class.
- 4. The communication taking place in a class includes :- VERBAL COMMUNICATION NON VERBAL COMMUNICATION WRITTEN COMMUNICATION
- 5. VERBAL COMMUNICATION oUse of sounds and words to express yourself. oLanguage is the key of any verbal communication Verbal communication means anything that a teacher or student speaks aloud
- 6. NON- VERBAL COMMUNICATION Language of the eye Facial expressions Body language Sound symbols Symbolic code language Non verbal communication refers to body language that people express .This communication without words. It includes
- 7. Language of eye Eyes are the windows to soul. Eye contact occurs when two people look at each others eyes at the same time. In human beings eye contact is a form of non verbal communication
- 8. Facial expressions It is one or more motions or positions of the muscles beneath the skin of the face. Facial expressions are a form of non verbal communication.
- 9. Body language It is a type of non verbal communication in which physical behavior as opposed towards are used to express or convey information. Such behavior includes facial expressions , body posture, gesture, eye movement, touch and the use of space
- 10. Sound symbols Sound symbols in oral or spoken communication. sound patterns are used to stand for other things.
- 11. Symbolic code language It is used the code language
- 12. written communication Written communication is writing directed at a specific audience such as report card comments or students assignment.
- 13. CONCLUSION Teachers and students interact with one another in many different contexts. and use all three of these types of communication