Communication can be categorized into three basic types: (1) verbal communication, in which you listen to a person to understand their meaning; (2) written communication, in which you read their meaning; and (3) nonverbal communication, in which you observe a person and infer meaning.
The document discusses improving communication skills and provides tips for effective communication. It emphasizes that communication is a two-way process and listening is as important as speaking. It recommends practicing communication skills, such as asking open-ended questions, paraphrasing, and seeking to understand before responding. The document also provides guidance on public speaking, such as preparing well, using the AIDA model to structure presentations, and practicing delivery to overcome stage fright.
This document discusses various communication skills including oral communication, written communication, listening skills, questioning skills, feedback skills, presentation skills, and group discussion skills. It provides details on the differences between oral and written communication. It also outlines best practices for skills like telephone communication, public speaking, conducting presentations, active listening, asking effective questions, and giving constructive feedback. The overall document serves as a guide to developing strong interpersonal and professional communication abilities.
The document discusses oral communication skills, specifically speaking and listening. It notes that 80% of communication is spent on oral communication, with listening accounting for 45% and speaking 30%. It then outlines principles of effective speaking, such as knowing the subject and audience, organizing the message clearly, maintaining eye contact and body language, and obtaining feedback. Principles of effective listening include maintaining eye contact, concentrating without bias, listening for content and emotion, relating it to prior knowledge, and not interrupting the speaker.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
Effective communication requires understanding between parties. The communication process involves a sender encoding a message that is sent through a channel and decoded by a receiver. Feedback is important to ensure understanding occurred. Barriers like noise, selective perception, and differing perspectives can interfere with clear communication. Key aspects of strong communication include listening skills, presenting information effectively, and providing constructive feedback.
This document provides an overview of interpersonal communication skills. It discusses the communication process, including the sender, message, channel, receiver and feedback. It also covers types of communication such as verbal, non-verbal and listening. Factors that influence effective communication are addressed. Various exercises are included to illustrate communication barriers, problem solving, and giving/receiving feedback through techniques like paraphrasing.
This document discusses key aspects of teaching listening and speaking skills to language learners. It addresses what makes these skills difficult, different types of listening and speaking, principles for teaching them, and sample activities. Some of the main points covered include the various factors that can impact listening comprehension, such as rate of delivery and colloquial language. Both bottom-up and top-down listening strategies are recommended for instruction. Speaking activities should focus on fluency and accuracy as well as use authentic contexts. Pronunciation teaching may focus more on prosody than individual sounds.
The document discusses improving communication skills and provides tips for effective communication. It emphasizes that communication is a two-way process and listening is as important as speaking. It recommends practicing communication skills, such as asking open-ended questions, paraphrasing, and seeking to understand before responding. The document also provides guidance on public speaking, such as preparing well, using the AIDA model to structure presentations, and practicing delivery to overcome stage fright.
This document discusses various communication skills including oral communication, written communication, listening skills, questioning skills, feedback skills, presentation skills, and group discussion skills. It provides details on the differences between oral and written communication. It also outlines best practices for skills like telephone communication, public speaking, conducting presentations, active listening, asking effective questions, and giving constructive feedback. The overall document serves as a guide to developing strong interpersonal and professional communication abilities.
The document discusses oral communication skills, specifically speaking and listening. It notes that 80% of communication is spent on oral communication, with listening accounting for 45% and speaking 30%. It then outlines principles of effective speaking, such as knowing the subject and audience, organizing the message clearly, maintaining eye contact and body language, and obtaining feedback. Principles of effective listening include maintaining eye contact, concentrating without bias, listening for content and emotion, relating it to prior knowledge, and not interrupting the speaker.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
Effective communication requires understanding between parties. The communication process involves a sender encoding a message that is sent through a channel and decoded by a receiver. Feedback is important to ensure understanding occurred. Barriers like noise, selective perception, and differing perspectives can interfere with clear communication. Key aspects of strong communication include listening skills, presenting information effectively, and providing constructive feedback.
This document provides an overview of interpersonal communication skills. It discusses the communication process, including the sender, message, channel, receiver and feedback. It also covers types of communication such as verbal, non-verbal and listening. Factors that influence effective communication are addressed. Various exercises are included to illustrate communication barriers, problem solving, and giving/receiving feedback through techniques like paraphrasing.
This document discusses key aspects of teaching listening and speaking skills to language learners. It addresses what makes these skills difficult, different types of listening and speaking, principles for teaching them, and sample activities. Some of the main points covered include the various factors that can impact listening comprehension, such as rate of delivery and colloquial language. Both bottom-up and top-down listening strategies are recommended for instruction. Speaking activities should focus on fluency and accuracy as well as use authentic contexts. Pronunciation teaching may focus more on prosody than individual sounds.
This document discusses communication and interaction in education. It defines communication as the sharing of ideas and feelings between two or more people. The key elements of the communication process are identified as the source, message, channel, and receiver. Barriers to communication include both internal factors like health issues and external factors like environmental distractions. Effective classroom communication involves two-way interaction between the teacher and students using various channels like verbal and non-verbal methods. The document also outlines different types of communication and strategies to improve communication in the classroom.
Communication involves the transfer of information from a sender to a receiver through various channels and codes, with models like Berlow's highlighting elements like the message, encoder, decoder, and feedback. Effective communication requires understanding different types like written, oral, and levels from intrapersonal to mass communication. Aristotle's model also emphasizes elements of the speaker, speech, occasion, audience, and the intended effect.
The document discusses effective communication strategies for the classroom. It emphasizes the importance of communication between instructors and students as well as among students. Specific tips are provided for presentations, visual aids, group work, interpersonal communication, and developing a supportive class climate. Cultural differences in communication styles are also addressed. The goal is to model and teach students how to communicate effectively.
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
The document provides guidance on developing speaking skills in language learners. It discusses using a balanced approach combining language input, structured output, and communicative output. Structured output focuses on correct form, while communicative output emphasizes completing a task. Effective speaking activities incorporate an information gap and allow multiple expressions. Role plays and discussions are recommended to provide authentic practice, while structured activities like information gap and jigsaw exercises transition students to more open communication.
The document summarizes several approaches to teaching English as a foreign language (TEFL), including their key advantages and disadvantages. The approaches discussed are: grammar-translation, direct method, reading approach, audio-lingual approach, community language learning, silent way, communicative approach, functional-notional approach, total physical response (TPR), and natural approach. Each approach is briefly characterized with its focus on skills, use of the native language, and role of the teacher.
This document discusses strategies for effective oral presentations. It covers topics such as understanding the audience, defining the purpose of the presentation, types of presentations, the presentation process, tools for delivery, and using audiovisual aids. The key points are that oral presentations allow the speaker to express their point of view more clearly than written communication, presentations should be tailored to their specific purpose and audience, and effective delivery requires practicing techniques like voice modulation, body language, and staying within the allotted time frame.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
The document discusses teaching speaking skills and oral fluency activities. It provides examples of different types of speaking activities that can be used, including discussions, role plays, dialogues and simulations. It notes the characteristics of successful speaking activities, as well as common problems that can occur. The document also discusses how to design speaking topics and tasks, and considers both the benefits and challenges of assessing students' oral skills through testing.
The document discusses effective oral communication. It defines verbal communication as communicating through words and nonverbal communication as communicating without words through gestures, body language, facial expressions, etc. Oral communication is conveying ideas and information through speaking. To make oral communication effective, one should analyze the audience, prepare relevant material, practice, use visual aids, and employ vocal and verbal elements. Public speaking is an important way to share views and messages with others. Proper preparation and structure, including an introduction, main body, and conclusion are keys for an effective speech.
Improving english oral communication skills of pakistani publicSizzling Peridot
This study aimed to improve the oral communication skills of 6th grade students in public schools in Pakistan. The researchers implemented new teaching strategies focused on communication and student interaction through activities. They found that using methods like role plays, discussions, and group work helped increase students' participation, accuracy, and fluency over time. The researchers concluded traditional teaching needed to change to more modern, student-centered approaches to effectively develop students' English speaking skills.
Public speaking & presentations (advanced) midterm grading rubricAmy Hayashi
This scoring rubric evaluates midterm presentations on a scale of 1 to 4 in several categories, including visual organization, analysis/coherence, delivery, and timing. For visual organization, an expert presentation would have an engaging opening and conclusion as well as clear transitions. For analysis/coherence, an expert presentation would focus tightly on the topic without tangents. For delivery, an expert presenter would make eye contact, vary voice for emphasis, and use body language appropriately. Timing is also considered, with experts staying within the allotted time period. Self-evaluation, peer evaluation, comments, and signposting are also included.
Presentation and communication skills editedNazia Goraya
The document provides guidance on developing effective presentation and communication skills. It discusses common fears around public speaking and offers tips for overcoming podium panic. These include practicing deep breathing, beginning presentations in your comfort zone, and being well prepared. The document also emphasizes making eye contact with the audience, using positive body language, and varying vocal tone and pace. It recommends analyzing your audience, defining the desired action, and arranging the content around these "3 As". Additional tips include using visual aids appropriately and handling questions confidently by clarifying, deferring to experts when needed, and avoiding arguments.
Advanced presentation & communication skills universalgihan aboueleish
Advanced presentation & communication skills . learn about communication , presentation skills, body language, How to design an effective presentation with applications , assignment & videos.
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.
How to grow up a study skill level of a Pharmacy collegeTanayapalit1
How to grow up a study skill level of a Pharmacy college
1.Method of taking class
2.Method of taking Exams
3.Extra exam carries
4.These are the programs that should be done in a pharmacy college
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
This document discusses teaching speaking skills to English language learners. It emphasizes using communicative language teaching methods to provide real-life, authentic activities that promote oral language. Some suggested activities to improve speaking include discussions, role plays, simulations, brainstorming, storytelling, interviews, and reporting on news or daily experiences. The goal is to create a classroom environment where students can communicate meaningfully and build confidence in using the target language.
Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication...IEFE
This document outlines key strategies for meeting the speech, language, and communication needs of students with learning challenges in mainstream classrooms. It discusses the importance of a whole-school approach including strong leadership, early identification of needs, impactful interventions, tracking student progress, and ongoing professional development for teachers. Specific strategies are recommended such as using visual supports, structured social interactions, explicit vocabulary instruction, and "think time" to improve student participation and outcomes.
The document discusses barriers to communication and ways to overcome them. It identifies several categories of barriers: physical (noise, environment), language (verbalism, unclear symbols), psychological (selective perception, lack of motivation), background (knowledge, culture), and organizational (rules, hierarchy). Specific barriers in a classroom are also outlined. The document recommends ways to address each type of barrier, such as ensuring a conducive environment, using simple language, providing motivation, assessing backgrounds, and developing healthy relationships.
This document discusses communication and interaction in education. It defines communication as the sharing of ideas and feelings between two or more people. The key elements of the communication process are identified as the source, message, channel, and receiver. Barriers to communication include both internal factors like health issues and external factors like environmental distractions. Effective classroom communication involves two-way interaction between the teacher and students using various channels like verbal and non-verbal methods. The document also outlines different types of communication and strategies to improve communication in the classroom.
Communication involves the transfer of information from a sender to a receiver through various channels and codes, with models like Berlow's highlighting elements like the message, encoder, decoder, and feedback. Effective communication requires understanding different types like written, oral, and levels from intrapersonal to mass communication. Aristotle's model also emphasizes elements of the speaker, speech, occasion, audience, and the intended effect.
The document discusses effective communication strategies for the classroom. It emphasizes the importance of communication between instructors and students as well as among students. Specific tips are provided for presentations, visual aids, group work, interpersonal communication, and developing a supportive class climate. Cultural differences in communication styles are also addressed. The goal is to model and teach students how to communicate effectively.
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
The document provides guidance on developing speaking skills in language learners. It discusses using a balanced approach combining language input, structured output, and communicative output. Structured output focuses on correct form, while communicative output emphasizes completing a task. Effective speaking activities incorporate an information gap and allow multiple expressions. Role plays and discussions are recommended to provide authentic practice, while structured activities like information gap and jigsaw exercises transition students to more open communication.
The document summarizes several approaches to teaching English as a foreign language (TEFL), including their key advantages and disadvantages. The approaches discussed are: grammar-translation, direct method, reading approach, audio-lingual approach, community language learning, silent way, communicative approach, functional-notional approach, total physical response (TPR), and natural approach. Each approach is briefly characterized with its focus on skills, use of the native language, and role of the teacher.
This document discusses strategies for effective oral presentations. It covers topics such as understanding the audience, defining the purpose of the presentation, types of presentations, the presentation process, tools for delivery, and using audiovisual aids. The key points are that oral presentations allow the speaker to express their point of view more clearly than written communication, presentations should be tailored to their specific purpose and audience, and effective delivery requires practicing techniques like voice modulation, body language, and staying within the allotted time frame.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
The document discusses teaching speaking skills and oral fluency activities. It provides examples of different types of speaking activities that can be used, including discussions, role plays, dialogues and simulations. It notes the characteristics of successful speaking activities, as well as common problems that can occur. The document also discusses how to design speaking topics and tasks, and considers both the benefits and challenges of assessing students' oral skills through testing.
The document discusses effective oral communication. It defines verbal communication as communicating through words and nonverbal communication as communicating without words through gestures, body language, facial expressions, etc. Oral communication is conveying ideas and information through speaking. To make oral communication effective, one should analyze the audience, prepare relevant material, practice, use visual aids, and employ vocal and verbal elements. Public speaking is an important way to share views and messages with others. Proper preparation and structure, including an introduction, main body, and conclusion are keys for an effective speech.
Improving english oral communication skills of pakistani publicSizzling Peridot
This study aimed to improve the oral communication skills of 6th grade students in public schools in Pakistan. The researchers implemented new teaching strategies focused on communication and student interaction through activities. They found that using methods like role plays, discussions, and group work helped increase students' participation, accuracy, and fluency over time. The researchers concluded traditional teaching needed to change to more modern, student-centered approaches to effectively develop students' English speaking skills.
Public speaking & presentations (advanced) midterm grading rubricAmy Hayashi
This scoring rubric evaluates midterm presentations on a scale of 1 to 4 in several categories, including visual organization, analysis/coherence, delivery, and timing. For visual organization, an expert presentation would have an engaging opening and conclusion as well as clear transitions. For analysis/coherence, an expert presentation would focus tightly on the topic without tangents. For delivery, an expert presenter would make eye contact, vary voice for emphasis, and use body language appropriately. Timing is also considered, with experts staying within the allotted time period. Self-evaluation, peer evaluation, comments, and signposting are also included.
Presentation and communication skills editedNazia Goraya
The document provides guidance on developing effective presentation and communication skills. It discusses common fears around public speaking and offers tips for overcoming podium panic. These include practicing deep breathing, beginning presentations in your comfort zone, and being well prepared. The document also emphasizes making eye contact with the audience, using positive body language, and varying vocal tone and pace. It recommends analyzing your audience, defining the desired action, and arranging the content around these "3 As". Additional tips include using visual aids appropriately and handling questions confidently by clarifying, deferring to experts when needed, and avoiding arguments.
Advanced presentation & communication skills universalgihan aboueleish
Advanced presentation & communication skills . learn about communication , presentation skills, body language, How to design an effective presentation with applications , assignment & videos.
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.
How to grow up a study skill level of a Pharmacy collegeTanayapalit1
How to grow up a study skill level of a Pharmacy college
1.Method of taking class
2.Method of taking Exams
3.Extra exam carries
4.These are the programs that should be done in a pharmacy college
Speaking involves using both verbal and non-verbal communication to build meaning in various contexts. Teachers should create a classroom environment where students can have real-life communication through meaningful tasks and authentic activities that promote oral language. This is best achieved through collaborative learning and communicative language teaching approaches. While accuracy is important, teachers should focus on fluency when designing speaking techniques and provide opportunities, feedback and motivation to help students improve.
This document discusses teaching speaking skills to English language learners. It emphasizes using communicative language teaching methods to provide real-life, authentic activities that promote oral language. Some suggested activities to improve speaking include discussions, role plays, simulations, brainstorming, storytelling, interviews, and reporting on news or daily experiences. The goal is to create a classroom environment where students can communicate meaningfully and build confidence in using the target language.
Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication...IEFE
This document outlines key strategies for meeting the speech, language, and communication needs of students with learning challenges in mainstream classrooms. It discusses the importance of a whole-school approach including strong leadership, early identification of needs, impactful interventions, tracking student progress, and ongoing professional development for teachers. Specific strategies are recommended such as using visual supports, structured social interactions, explicit vocabulary instruction, and "think time" to improve student participation and outcomes.
The document discusses barriers to communication and ways to overcome them. It identifies several categories of barriers: physical (noise, environment), language (verbalism, unclear symbols), psychological (selective perception, lack of motivation), background (knowledge, culture), and organizational (rules, hierarchy). Specific barriers in a classroom are also outlined. The document recommends ways to address each type of barrier, such as ensuring a conducive environment, using simple language, providing motivation, assessing backgrounds, and developing healthy relationships.
Here are some potential questions to discuss with the leader after observing their meeting:
1. What were the main points or messages you intended to convey during the meeting?
2. Did my interpretation of the meanings match your intended meanings?
3. How did you feel the verbal and nonverbal aspects of your communication complemented or contradicted each other during the meeting?
4. What aspects of your communication do you feel were most clear and effective at conveying your messages to attendees?
5. What aspects, if any, do you think could have been improved upon to enhance clarity or understanding?
6. How do you feel the attendees responded to and understood your communication based on their feedback and questions during and
This document discusses effective communication skills and their importance for professional success. It defines communication and outlines the basic communication process. It emphasizes the importance of both verbal and non-verbal communication, providing tips to improve skills in each area. Barriers to communication are identified and effective listening is distinguished from simply hearing. Overall, the key points are that communication is essential for success, requires planning and practice of a variety of skills, and effective delivery necessitates overcoming barriers and actively listening.
The document provides information on effective communication skills. It discusses [1] the functions of communication in organizations, such as controlling behavior and providing information; [2] common communication styles like written, verbal, and nonverbal; [3] formal and informal channels of communication; [4] barriers to communication including psychological, cultural, and technological barriers; and [5] techniques for overcoming barriers and improving communication skills through open questions, active listening, and engagement.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
COMMUNICATION SKILLS - DEFINE , COMMUNICATION PROCESS, ADVANTAGES AND DISADVANTAGES , HOW TO DEVELOP COMMUNICATION SKILLS, 7C'S OF EFFECTIVE COMMUNICATION, DO'S AND DONT'S IN DEVELOPING COMMUNICATION SKILLS, TOOLS TO DEVELOP COMMUNICATION SKILLS, SCHOOL LIFE VS COMMUNICATION SKILLS, CARRIER LIFE VS COMMUNICATION SKILLS, PERSONAL LIFE VS COMMUNICATION SKILLS, MARRIAGE LIFE VS COMMUNICATION SKILLS, SOCIAL LIFE VS COMMUNICATION SKILLS. QUICK STORY ABOUT COMMUNICATION SKILLS
The document discusses the importance of effective communication in business and defines communication as a two-way process of creating meaning between people through expressing and interpreting messages. It outlines key elements of communication theory including frames of reference, barriers to communication, and factors that make perfect communication impossible. The document also identifies ways to improve communication such as using the appropriate language, negotiating meaning, and providing feedback.
The way we communicate with others is such a habitual part of us that we rarely stop and think about it. This translates into business communication too. Organizations, after all, aren’t faceless entities, but groups of real people.
Effective communication affects processes, efficiency, and every layer of a company.
This document discusses various aspects of communication including what it is, the communication process, types of communication, levels of communication, barriers to communication, and tools for effective communication. It defines communication as the exchange of information, ideas, thoughts, and feelings through speech, signals, writing, or behavior. The types of communication covered are verbal (oral and written) and nonverbal. Barriers to communication include physical, perceptual, emotional, cultural, language, gender, and interpersonal factors. Overcoming barriers and effective communication tools are also outlined.
This document discusses effective communication skills for educators. It covers key components of communication like establishing rapport, verbal and nonverbal skills, and addressing roadblocks. Barriers to communication include lack of listening skills, judging others, and focusing on disabilities rather than abilities. The document emphasizes building relationships through responsive listening and managing resistance, negativity, anger and conflict respectfully. Effective conflict resolution involves listening to understand different perspectives and establishing shared goals.
This document provides an overview of effective communication skills. It defines communication and discusses the most common forms of communication including verbal, nonverbal, written, and mediated communication. It also outlines key aspects of the communication process, barriers to effective communication, and tips for improving listening, speaking, and body language skills. The document emphasizes that strong communication abilities are essential for building relationships and achieving success in today's diverse workplaces.
This document provides an overview of effective communication skills. It defines communication and discusses the most common forms of communication including verbal, nonverbal, written, and mediated communication. It also outlines barriers to communication and highlights the importance of listening skills. Tips are provided on improving communication abilities through practicing good body language, speaking clearly, and focusing on the listener. Effective communication in the workplace is emphasized.
This document provides an overview of effective communication skills. It defines communication and discusses the most common forms of communication including verbal, nonverbal, written, and mediated communication. It also outlines key aspects of the communication process, barriers to effective communication, and tips for improving listening, speaking, and body language skills. The document emphasizes that strong communication abilities are essential for building relationships and achieving success in today's diverse workplaces.
This document provides information on effective workplace communication. It defines communication and discusses the most common forms: verbal, nonverbal, written, and mediated. It outlines the communication process and describes key aspects like barriers, listening vs hearing, and essential dos and don'ts. Tips are provided on improving existing communication skills through language, pronunciation, body language, reading and interacting with others. Overall, the document emphasizes the importance of communication skills for success in the modern diverse workplace.
The document discusses major barriers to effective communication in the classroom and strategies to overcome them. It identifies four common barriers: listening barriers, perception barriers, oral barriers, and cultural barriers. It provides examples of each barrier type and their negative impacts. The document then outlines strategies for developing effective listening skills, accurate perception, and clear verbal communication to address the barriers. These include focusing fully on the speaker, analyzing one's own perceptions, and seeking feedback from others.
Communication skill (micro-teaching) for B.Ed students, teachers and for lead...manoj goswami
The document discusses communication skills and effective listening. It defines communication and its importance. There are different types of communication including verbal, non-verbal, and written. Effective listening involves hearing, understanding, remembering, interpreting, evaluating, and responding. Barriers to communication are also outlined. Key aspects of communication include listening skills, speaking skills, reading skills, and writing skills. Listening is the most important communication skill and involves concentration to understand meanings. Hearing is simply perceiving sounds while listening requires understanding. The document provides steps and strategies for effective listening.
This document provides a summary of business communication skills and strategies. It discusses effective communication channels, listening skills, verbal and non-verbal communication, feedback, telephone skills, negotiating skills and how to say "no" assertively. The key topics covered in 3 sentences are: It discusses the importance of communication in business and provides tips for effective speaking, listening, feedback, telephone usage, negotiation strategies, and how to decline requests assertively while maintaining positive relationships. The document also outlines various communication channels, barriers, and best practices for internal and external business interactions.
This document discusses teaching speaking skills. It covers topics like types of spoken language, what makes speaking difficult, micro-and macro-skills of speaking, principles for teaching speaking like focusing on fluency and accuracy. It also discusses teaching conversation, pronunciation, factors affecting it. The role of feedback and how to treat errors is explained. Assessment of speaking is discussed covering item types, tasks and criteria for evaluation.
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1. Communication Skill
Importance of Communication
skills for teachers -
Communication in the classroom -
Teaching as Communication
M.Vijayalakshmi
Assistant Professor
3. Unit – 1 :
Principles of Communication
1.1 Communication - Definition and concept - Theories
of communication - communication cycle.
1.2 Barriers to communication - causes of barriers to
communication and ways of overcoming them.
1.3 A four-fold analysis of Communication skills - Skill of
Listening, Speaking, Reading and writing.
1.4 Values of Communication skills in the modern
context - Visual and Multimedia Communication.
1.5 Importance of Communication skills for teachers -
Communication in the classroom - Teaching as
communication.
4. Unit – 1 :
Principles of Communication
1.5 Importance of Communication
skills for teachers -
Communication in the classroom
- Teaching as Communication.
5. Importance of
Communication skills for teachers
• To determine their personal communication
style
• To work effectively with various
communication styles
• To meet situational demands with negotiation
skills
• Identify barriers to communication and
strategies to overcome them
6. • To listen effectively to ensure that they have
received messages as intended
• To demonstrate active listening through
communication
• To develop strategies for building trust
• To emphasize the importance of caring and
empathy within the class and the school
• To examine their own group thinking and
improve their group behaviour at work
• Equip with fundamental communication
techniques
27. Gestures
• Also convey meanings
• Be mindful of cultural
differences
Waving Making a fist Thumbs up
Pointing Nodding Yawning
28. Body language (kinesics)
• A great deal of your (true) message
can be communicated by your body
use and posture
• To work effectively with others you
need to read body language and
ensure you are not conveying the
wrong signals
31. What causes distortion or the
barriers to Communications?
• Perceptions
• Language
• Semantics
• Personal
Interests
• Emotions
• Environment – noise
• Preconceived
notions/expectations
• Wordiness
• Attention span
• Physical hearing problem
• Speed of thought
32. Barriers to Verbal Communication
• Inaudibility of speech
• Abnormal speed of speech
• Unfamiliar pronunciation of the teacher
• Use of unfamiliar words and technical terms
without explanation
• Lack of understanding of the basic knowledge
of the students – known as referent
confusion
33. • Day dreams on the part of the students on
account of their inattentiveness
• Unsystematic presentation of the subject-
matter
• Lack of scope of immediate feedback
• Lack of physical facilities in the classroom
• Socio-economic and cultural differences
among the students
34. Types of communication in terms of
communication situation or environment
• One to one communication
• Small group communication
• Large group or public
communication
• Organizational or institutional
communication
• Mass communication
35. Modes of Communication
• Speaking-Listening (Oral Communication)
• Visualizing-Observing (Visual
Communication)
• Speaking-Visualizing (Oral-visual
Communiation)
• Writing-Reading
40. Forms of Oral Communication
Speeches
Presentations
Discussions
Gossip
Public Speaking
Debates
41. Advantages of Oral Communication
• High level of understanding and
transparency as it is interpersonal
• No element of rigidity in oral
communication. There is flexibility for
allowing changes in the decisions
previously taken.
42. Advantages of Oral Communication
• The feedback is spontaneous.
• Thus, decisions can be made quickly without
any delay.
• Not only time saving, but it also saves upon
money and efforts.
• Best in case of problem resolution. The
conflicts, disputes and many
issues/differences can be put to an end by
talking them over.
43. Advantages of Oral Communication
• Essential for teamwork and group
energy.
• Promotes a receptive and encouraging
morale among organizational
employees.
• Oral Communication can be best used to
transfer private and confidential
information/matter.
44. Disadvantages of Oral Communication
• Relying only on oral communication
may not be sufficient as business
communication is formal and very
organized.
• Less authentic than written
communication as they are informal and
not as organized as written
communication.
45. Disadvantages of Oral Communication
• Oral communication is time-saving as
far as daily interactions are concerned,
but in case of meetings, long speeches
consume lot of time and are
unproductive at times.
• Oral communications are not easy to
maintain and thus they are unsteady.
46. Disadvantages of Oral Communication
• There may be misunderstandings as the
information is not complete and may lack
essentials.
• Requires attentiveness and great
receptivity on part of the
receivers/audience.
• Oral communication (such as speeches) is
not frequently used as legal records
except in investigation work.
47. Oral Communiation (Speaking and
listening channels)
i. Prose Communication
ii. Heuristic Communication
Written Communication (Writing and
reading channels)
i. Algorithms Device of Communication
ii. Decision Table Device of
Communication
49. Oral communication
1. Continuous Prose
The structure of the prose - simple and
easy
Complied concepts and facts –
presented in small and simple
sentences
Students - Active voice only. No
compound sentences
No negative sentences
50. Heuristics
Polio and Dunker
• Several expected outcome
• Several expected interaction
• Structure of content - not define
• Involves risk
51. Algorithms
Watson and Jones
• Develop chain learning
• Develop reasoning abilities
• Diagnose and rendition is provided
• Realize effectively teaching
objectives
52. Decision Table
Grad (1961)
• Possible only to commit minimum errors
• Defined by assistance – cause-effect
relationship is explained
• Used in CAI and teaching process. Improved
and changed
• Sources of errors - considered
53. Barriers in Classroom Communication
• Out of school interference in the form of
commercial and entertainment media
• Excessive verbalism
• Referent confusion
• Day dreaming
• Limited perception
• Physical discomfort
54. Achieving Effectiveness in
Classroom Communication
• Two-way communication
• Effective Feedback for Efficient Teaching
• Communication and Principle of Clarity
• Development of Motivation
• Use of Technology/Instructional
• Teaching Strategies and Skills
59. Teaching as a
Process of Communication
• Who – teacher, text-book, writer, T.V.,
presenter, radio broadcast etc.
• Says What – content of the lessons and text-
books etc
• By What means – face-to-face speech,
pictures, films, slides, radio, T.V. etc
• To Whom – learners
• With What effect – reaction and feedback
61. Process of Communication
• The source of communication or sender of
the message
• Contents of communication or message
• Media or channel of communication
• The Receiver of the communication
• Response material or Feed back
• Facilitators or Barriers of communication
- Internal barriers of Communication
- External barriers of Communication
62. Internal barriers of Communication
• Poor physical health or illness
• Poor previous knowledge and general
knowledge
• Poor mental health and improper
psychological make up
• Handicapped in understanding the symbolic
expression, verbalism and graphical
representation etc
63. External barriers of Communication
• Noise and other similar distracters
• Polluted environment
• Invisibility
• Environmental and physical discomfort
• Improper functioning of the communication
channels
• The non-cooperation or rivalries and
competitions among the participants
• Lack of proper motivation , incentives, zeal
and enthusiasm – sender and receiver