This document discusses classroom communication as a system with three categories: verbal, non-verbal, and written. Verbal communication includes speaking, language is key. Non-verbal communication refers to body language without words like facial expressions. Written communication is directed writing like assignments. The document also outlines different types of classroom interactions between teacher and students, and components of effective communication including sending, receiving, and feedback.

1. CLASS ROOM AS A COMMUNICATION
SYSTEM
SEMINAR

2. Class room communication exists three
categories. They are,
a) verbal
b) non-verbal
c) written

3.  Verbal – Verbal communication means any
thing that a teacher or student speak aloud.
●use of sound and words to express
yourself.
●language is the key of any verbal
communication.

4.  Non verbal – Non-verbal communication
refers to body language that people express.
●communication without language.
☻Language of the eye
☻Facial expression
☻Body language
☻Sound symbols
☻Symbolic code language

5. LANGUAGE OF THE EYE

6. FACIAL EXPRESSION

7. BODY LANGUAGE

8. SOUND SYMBOLS

9. SYMBOLIC CODE LANGUAGE

10.  Written – written communication is writing
directed at a specific audiences, such as
report card comments or student
assignments.

11.  Teacher and students interact with one
another in many different contexts.
1) Teacher/class communication --
teacher/class communication exists when a
teacher communicates with his entire class.
2) Teacher/student communication –
teacher/student communication occurs
when a teacher interacts directly with a
particular student.

12. 3) Student/teacher communication –
student/teacher communication is also a
direct communication between a student and
the teacher, but this time it is the student who
initiates the conversation.
4) Student/student communication –
student/student communication occurs when
two or more students interact with one
another.

13. 5) Student/class communication –
student/class communication exists when a
student or group of students direct their
messages to the entire class.

14. COMPONENTS OF EFFECTIVE CLASS ROOM
COMMUNICATION.
Every human communication interaction, face-
to face , written, by telephone, or by other
means, has three critical components.
a) sending communication
b) receiving communication
c) feedback

15. a) Sending communication – communication
scholars refer to this as “encoding” a message;
i.e., constructing and transmitting an
understandable message to the receiver.
These are seven keys to sending effective
communications.
1) Think Results – as you create the message you
need to transmit, ask yourself how this
communication could potentially drive overall
company goals.

16. 2) Clear Purpose – every message you send
should have a clear purpose.
3) Think Before You Speak – you may find this a
bit elementary, but you would be amazed at how
many well-meaning leaders engage their
mouths before their brains.
4) Structure the Message for the Receiver– since
mutual understanding is our goal, then front-line
leaders must create messages that resonate
with their receivers ( employees, colleges,
customers, suppliers)

17. 5) Avoid Irrelevant Details – someone who,
telling a story or relating some information
includes so much irrelevant details.
6) Read Reaction and Adjust – Base ball Hall
of Famer Yogi Berra is often credited for
saying, “You can observe a lot just by
watching”. The same is true in
communication; watch for the reactions of
your employees.

18. 7) Focus on Results – this is the most
important components of sending messages.
Remember to always keep sending
messages.
b) Receiving Messages – Most leaders think
they are great listeners. Without strong
listening skill, you are doomed to be a very
mediocre supervisor of a team with low
morale and low productivity.

19. c) Feedback – after sending the message and
receiving a response, it is time of offer feedback
to complete the communication process.
Feedback has two parts—
1) Giving feedback
2) Receiving feedback

20. 1) Giving feedback -- sometime frontline
leaders give feedback to employees. There
are eight points.
•positive
•constructive
•focus on behavior-not personality
•non-judgmental
•clear

21. •concise
•specific
•follow with a Thank You!
2) Receiving Feedback – sometimes frontline
leaders receive feedback from the same
groups. It include six points.
•be open-minded
•consider all feedback as
constructive

22. •listen non-defensively
•restrain your tongue
•don’t take anything said personally
•say Thank you!

23. THANK YOU