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The document discusses communication in education. It defines communication and outlines its key components and processes. Effective communication involves a sender, message, medium, receiver, and feedback. It also discusses different media of communication used in teaching, such as audio, visual, and audiovisual media. Principles of effective classroom communication and barriers to communication are also outlined. Various teaching methods that facilitate communication are described, including lecture, demonstration, group discussion, role playing and brainstorming.

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