Communication in teaching by basooma edward of busitema university

1. TOPIC THREE
COMMUNICATION IN THE TEACHING-LEARNING
PROCESS
Introduction:
Communication is defined as a process of sharing or exchanging ideas,
information, knowledge, attitudes, values or feelings among two or more
people through certain signs and symbols leading to a desired response
as intended by the communicator.
Communication in the educational process is referred to as educational
communication or classroom communication.
Generally professional competence within the teaching profession
requires one to possess three key skill areas;

2. Cognitive skills (Knowledge in the profession), technical skills
(the practical skills required for the profession), and
communication skills (the ability to pass across the skills and
knowledge). Effective teaching to a very large extent, depends
on the teacher’s ability to communicate knowledge during the
teaching and learning process. Therefore, it is important for
teachers/ educators to continuously work towards improving
their classroom communication skills.
Classroom communication is not just about the teacher, it
includes even learners, who must be encouraged to
communicate and to communicate effectively. The teacher must
therefore, be able to guide and encourage the learners to
communicate.

3. The communication process
Communication process refers to the steps through which
communication takes place between the sender and the
receiver.
The process of communication in a classroom between a
teacher and students can be described as a cyclical and
interactive process that involves the exchange of messages
or information. There are various steps or elements in the
process of communication as shown in the diagram below;

5. The process of communication in a classroom between
teacher and students can be described as a cyclical and
interactive process that involves the exchange of messages
or information. The following are the steps involved in this
process:
1. Sender encodes message: The teacher, as the sender,
formulates a message in his/her mind that he/she wishes
to convey to the students. The message is then encoded, or
translated into a form that the students can understand,
such as through verbal or written language, gestures, or
visual aids.

6. 2. Message is sent: The teacher then sends the message to
the students through various means, such as speaking,
writing on the board, or displaying visual aids.
3. Receiver decodes message: The students, as the receivers,
interpret the message that the teacher has sent, decoding it
into a form that they can understand.
4. Feedback: The students may provide feedback to the
teacher to indicate their level of understanding or to seek
clarification.

7. As indicated in the diagram above, depending on the
situation, the teacher and the learners may play the roles of
the source and the receiver. In most cases, especially where
the lecture method is used, the teacher is the source; he/she
is the one who communicates to the learners. The learners
then give feedback by answering questions and through
actions such as nodding to indicate understanding. In a
situation where the learner asks the teacher a question, then
the learner becomes the source and the teacher the receiver.
The answer that the teacher gives is the feedback. This kind
of communication in the classroom is encouraged because it
avoids teacher dominance in the teaching and learning
process.

8. Effective communication
Effective communication is the communication between two or
more persons where in the intended message is successfully
delivered, received and understood. It is the process of
sending a message in such a way that the message received is
as close in meaning as possible to the message intended.
The major types of classroom communication
There are two major types of communication in the teaching
and learning process. These are:
1. Verbal communication
This is a type of communication which involves the use of spoken words
and sounds to communicate a message.

9. Verbal communication plays a crucial role in a classroom
setting as it is the primary mode of instruction, discussion,
and feedback. Here are some principles to follow while
using verbal communication in a classroom setting:
 Speak clearly and audibly: The teacher should speak
clearly and loudly enough to ensure that every student in
the classroom can hear and understand them.
 Use appropriate language: The language used should be
age-appropriate, easy to understand, and free from
jargon or slang.
 Use positive language: Using positive language can help
to foster a positive classroom atmosphere and promote
student motivation and engagement.

10.  Give clear instructions: The teacher should give clear and
concise instructions to students to help them understand
what is expected of them.
 Use effective questioning techniques: Effective questioning
techniques can help to promote critical thinking,
encourage student participation, and assess learning.
 Provide feedback and praise: The teacher should provide
feedback and praise to students to reinforce positive
behaviors and encourage student growth and
development.
 Allow for student participation: Encouraging student
participation in classroom discussions and activities can
help to promote student engagement and enhance

11.  Adapt to individual student needs: The teacher should be
aware of the different learning styles and abilities of
students in the classroom and adapt their communication
accordingly.
 Encourage active listening: Encouraging active listening
among students can help to promote understanding and
enhance communication in the classroom.
In summary, effective verbal communication is essential in a
classroom setting and following these principles can help to
create a positive and supportive learning environment for all
students.

12. 2. Non-verbal communication
This refers to communicating without words through body
language, gestures, facial expressions, dressing and general
grooming, images such as photos and slide shows,
printed/written words, the tone and pitch of the voice, and
posture. For example, if a teacher is nodding his head while
a learner is speaking, this can be encouraging or shows that
he agrees with the learner/pupil.
Nonverbal communication is also essential in a classroom
setting and can significantly impact student learning and
engagement. Here are some principles to follow while using
nonverbal communication in a classroom setting:

13.  Use eye contact: Maintaining eye contact with students can
help to establish a connection and engage them in the
learning process.
 Use facial expressions: Facial expressions can communicate
emotions and attitudes, which can impact the learning
environment and student motivation.
 Use gestures: Gestures can help to reinforce verbal
messages and promote understanding, especially for
students who learn better visually.
 Use body language: Body language can convey warmth
and support, but it's important to be mindful of how it's
being used to avoid misunderstandings.

14.  Be aware of physical proximity: Being physically close to
students can communicate warmth and support, but it's
important to maintain appropriate boundaries and avoid
invading personal space.
 Use appropriate tone of voice: The tone of voice can
communicate emotions and attitudes, and it's important
to use an appropriate tone that is clear and easy to
understand.
 Be attentive to student nonverbal cues: Students may also
communicate through their nonverbal cues, and it's
important to be attentive to these cues to understand how
they are feeling or reacting to the lesson.

15. In summary, nonverbal communication plays a critical role in a
classroom setting, and following these principles can help to
create a positive and supportive learning environment for all
students. Effective communication skills involve both verbal
and nonverbal communication, and mastering both can help
teachers to engage their students and enhance their learning
experience.
For classroom communication to be effective, both verbal and
non-verbal modes of communication must complement each
other. What is said during content delivery attracts the
learner’s attention only when it is accompanied by a fitting
non-verbal communication. Hand movements, for example,
can be used to express emphasis or to show the size of

16. Barriers to effective communication in the classroom
This refers to factors that hamper or distort communication. They
are also called noise.
In spite of the efforts a teacher may put to ensure effective
communication in the classroom, there are challenges/barriers
that make it difficult. These challenges fall into three major
categories; physical or environmental, psychological and
physiological.
1. Physical or environmental barriers refer to distractions that
may occur within or outside the classroom. Examples include
noise, extreme temperatures, poor ventilation, and disruptive
movements. To overcome these barriers, teachers can control
noise levels, wait for external disturbances to subside, or address
distracting movements. Additionally, active teaching methods can

17. 2. Psychological barriers may stem from the teachers’’ or
learners' attitudes, interests, or personal problems. Examples
include disinterest in classroom material, negative attitudes
towards teacher’s or learners, and personal problems. To
overcome these barriers, teachers should maintain a positive
attitude, identify and address learner disinterest, and offer
support to learners who may be struggling with personal
problems.
3. Physiological barriers arise from physical limitations, such
as sickness, hunger, and hearing or sight problems. A sick
teacher or learner may be unable to fully engage in the
classroom, while hunger can lead to distraction and lack of
focus.

18. Learners with hearing or sight problems may also struggle to
communicate effectively. Teachers can address physiological
barriers by encouraging sick learners to seek medical
attention, providing remedial support, and positioning
learners with hearing or sight problems closer to the front of
the classroom.
Overall, effective communication in a classroom setting
requires addressing physical, psychological, and
physiological barriers. By implementing strategies to
overcome these obstacles, teachers can foster a positive
learning environment that promotes effective
communication and successful learning outcomes.

19. Strategies for effective communication.
Below are some specific strategies that can be followed to
make your classroom communication effective:
- Make content meaningful to the students
- Present content in an interesting manner
- Organize content according to the age level of the students
- Properly blend verbal and non-verbal communication
- Maintain eye contact with the students

20. - Speak at a moderate pace
- Pronounce words clearly and loudly enough
- Develop rapport with the students
- Select appropriate media (or technology)/channel
- Encourage listening and feedback
- Listen attentively to the learners’ questions, answers or
comments as dissatisfies them.
- Avoid communicating in extreme emotional states.
- Make the message lucid and simple.

21. Assignment
Discuss the following communication models in relation to
media and learning:
(i)The process Model
(ii)Theodre M. NewComb’s Model
(iii)Charles E. Osgood’s Model
(iv)Shannon-Weaver Model
(v)Berlo’s Model
(vi)Barnlund’s Model
(vii)Westley and Machean Model
(viii)Leagan’s Model