This document discusses effective communication and barriers to effective communication. It identifies several potential barriers including contradicting verbal and nonverbal messages, age/generation gaps, misperceptions of the receiver, the receiver's capacity, differences in language, and unfavorable environmental conditions. It categorizes barriers as intellectual, psychological, or physical. It provides remedies for teachers to overcome barriers such as establishing relationships with students, thoroughly preparing content, using engaging instructional methods, understanding students, selecting appropriate media, using reinforcement, and ensuring accurate verbal and nonverbal cues. Finally, it outlines the "ABC" principles of effective classroom communication: accuracy, brevity, and clarity.

1. Effective Communication
By Ndawula Stephen (PhD)
Kyambogo University

2. The concept of Effective Communication
Communication is the sharing of experiences till it becomes a
common possession.
Communication is said to be effective if message is perceived by
the receiver the way the sender intended.
If this does not occur, we say the communication is not effective;
and is likely to be as a result of barriers.

3. Barriers to effective communication.

4. Contradicting the verbal and non verbal message
Effective verbal communication should be accompanied by verbal messages that fit
it. In some cases, the nonverbal message has contradicted with the verbal
communication that goes with it. For effective nonverbal communication, the verbal
message and nonverbal cues must match. For instance when one communicates
sadness as he laughs loudly; it may not make sense of the problem he is putting
across.
My Mam has just passed on…. ...

5. Age/ generation gap
The age difference between the sender and the receiver can constitute a barrier.
Very young people, can be perceived by the elderly as not having any strong
beliefs, not being involved in their society, and making no plans for the future.
Different generations have varying culture, and aims. For instance the generation-
y =people born in or after 1980 generation-x (the 1990s) is seen to be enjoying
itself without making too much of an effort, unlike the elderly. Sender, the teacher,
in most cases may not be in that age bracket, and hence not fitting their
conversation.

6. Sender’s misperception of his/her receiver(s)
This is common experience especially where the sender does not know much of the
background, interests, and needs of the learners. It might be offensive to give an entry
written interview to pupils intending to join Primary one, and yet they have not had any
formal schooling before. Likewise, pupils whose parents originally come from a foreign
country and to had not learnt to speak English before may not properly grasp the
language in their first days. Their teachers therefore need to be patient as they as well
endeavor to get versed with the prior knowledge concerning their pupils backgrounds.
*How do you ensure this as a teacher?

7. The Receiver’s Capacity
The learners’ capacity to comprehend and grasp the material communicate by the
teacher is a crucial aspect. It is therefore very important for teachers to establish
the ability of the students to recall, memorize and articulate points, before he
communicates.
*How do you ensure this as a teacher?

8. Difference in the language itself.
Some teachers use language unfamiliar (strange and foreign) or bearing
ambiguity (full of difficult words). Such language distort the meaning and creates a
barrier in the communication process.

9. Unfavorable conditions in the environment The learning
The learning environment which in most cases is the classroom may favor
effective communication process. In case there is poor lighting, and ventilation,
the learners may not perceive the message transmitted by the teacher the proper
way they would.

10. Barrier classification
1) Intellectual barriers; Barriers that do occur as a result of the way facts, ideas,
messages, signals are generally perceived in societies, e.g. a hooting own is a
symbol of bad omen, while a flying bee is an obvious representative of good omen
among many African ethnic communities.
2) Psychological barriers arise from the interactive classroom procedure itself, e.g.
psychological barrier excessive verbalism, lack of related experiences necessary for
learners to comprehend the presented materials.
3) Physical barriers some types of hindrances do arise out of the physical discomfort
of the learners and the learning environment itself. Disconfirms are within and
without the learner, sickness, fatigue, poor seating arrangement etc. The barriers
are as a result of the three major categories listed above:-
*In these subcategories identify those which are intellectual, psychological or physical

11. Remedies to Barriers to effective communication
Effective teaching implies effective communication. A successful and effective teacher
should endeavor to remove any possible hindrances in the communication. Barriers also
carried noise, are removed by the teacher if s/he;
1. Establish smooth pupil- teacher relationship
2. Thorough content to be delivery/ materry
3. Apply relevant instructional methods and techniques
4. Endeavors to study all the learners
5. Select the most appropriate instructional media
6. Employ reinforce and rewards; and use punishments sparingly
7. Ensure proper use of verbal and nonverbal cues

12. ABC’ principles of effective classroom communication
1) A- accuracy This is the exactness and correctness of the message; being free from
mistakes. Accurate information should be obtained by the teacher who should likewise
encourage learners to do so for effectiveness in the communication.
2) B- brevity Message should be brief and free from any irrelevancies that are bound to
distort the meaning. Communication should always be straight to the point.
3) C- Clarity. Clearness of message to be easily seen, heard, smelt, felt or taste is a
cardinal principle. Clear messages can be easily comprehended by the audience.

13. INSTRUCTIONAL MEDIA