Effective classroom communication requires conviction, purpose, and promoting understanding. It involves preparation, is two-way, and can be hindered by barriers. Symbols and paralinguistic techniques are used to reveal personality while accounting for more than a dozen aspects of communication. The key areas for effective communication in the classroom are inclusion, communicating with parents, and conferencing.

1. Basic Principles
that Govern
Classroom
Communication

2. Communication should have its conviction.
Communication should have its definite
purpose.
Communication should promote the
achievement of such purpose.
Communication involves preparation.
Communication is a two-way traffic.

3. Communication is characterized by different
barriers.
Communication uses symbols.
Communication uses paralinguistic techniques.
Communication reveals our personality and
individuality.
Communication involves more than a dozen of C’s.

4. Conviction:
- a fixed or firm belief
I am going to make my
communication very effective so
that my students will understand the
lesson.
By knowing your topic, maintaining
confident body language, seeing it as
a conversation and practicing these
skills, you can speak with conviction.
Example:

5. Purpose:
- the reason for which something
exists or is done, made, used, etc…
The teacher using different techniques
to accomplish a specific activity or task.
We are studying to have a better future.
“The one goal that is most important to
you at the moment. It is usually one
goal that will help you to achieve more
of your other goals than anything else
you can accomplish.” – Brian Tracy
Examples:

6. • We communicate to deliver the
message in an accurate and effective
manner to promote understanding.

7. There is no shortcut to preparation and
there is no substitute for it. If we wish to be
an effective communicator of ideas, we do
a lot or preparation and have a lot of
foresight.
Preparation Involves:
Identifying the purpose
Considering the audience
Selecting the content
Organizing the structure

8. Designing your Visual Aids
Rehearsing you Presentation
Evaluating Your Performance

9. Helps to decide what
approaches and structure
are most appropriate to use.

10. Helps to choose the appropriate approach
(formal, informal, interactive, discursive),
the structure and the content (the level of
detail and complexity).

11. The content of the presentation
will reflect how well you know
and understand your chosen
subject or topic.

12. It is helpful for your audience if you
can give them an overview of what
you will cover, and in what order, to
allow them to orientate themselves
and understand the journey you are
taking them on.

13. Helps your audience to understand what
you are saying. Visual stimuli combined
with oral delivery also make the
presentation more memorable.

14. It is essential for practicing and
assessing your timekeeping, body
language (such as eye contact and
hand gestures), voice projection, pace
of speech and logical order of content.

15. To consider what went
wrong and identify ways
to improve next time.

16. It means that the flows of communication
are reciprocal or its movement flows in
opposite directions. Or, communication
comes from both the directions of the
sender and receiver.

17. Desirable Habits of Communication:
D evelop an idea and emphasize our purpose.
E ncode the idea into appropriate words and
cues or other symbols of transmission.
S end the message with chosen media such as
by phone call, mail, email, or personal visit.
I nterpret the message sent and have it
evaluated.
R eceive the message politely.
A ccept the message with humility. Then, use
the information wisely and effectively.

18. Believe in the communication conviction with our
desire to promote learning.
L end our ears and hearts for effective
communication. Do not argue. We simply explain
for clarity and understanding.
E ngage in giving immediate feedback. It is
necessary to check whether the purpose is
achieved.

19. Barriers in Communication
Physical
Perceptual
Emotional
Cultural
Language
Gender
Interpersonal

20. The noise, the place that is too
crowded or congested, the people
around, and some physical
defects.

21. If you go into a situation thinking that the person you
are talking to isn’t going to understand or be
interested in what you have to say, you may end up
subconsciously sabotaging your effort to make your
point. You will employ language that is sarcastic,
dismissive, or even obtuse, thereby alienating your
conversational partner.

22. We are often taught to fear the words coming out of
our own mouths, as in the phrase “anything you say
can and will be used against you.” Overcoming this
fear is difficult, but necessary. The trick is to have full
confidence in what you are saying and your
qualifications in saying it. People often pick up on
insecurity. By believing in yourself and what you have
to say, you will be able to communicate clearly without
becoming overly involved in your emotions.

23. Different cultures, whether they be a societal culture
of a race or simply the work culture of a company,
can hinder developed communication if two different
cultures clash. In these cases, it is important to find a
common ground to work from. In work situations,
identifying a problem and coming up with a highly
efficient way to solve it can quickly topple any cultural
or institutional barriers. Quite simply, people like
results.

24. If you work in an industry that is heavy in jargon or
technical language, care should be taken to avoid
these words when speaking with someone from
outside the industry. Without being patronizing,
imagine explaining a situation in your industry to a
child. How would you convey these concepts without
relying on jargon? A clear, direct narrative is
preferable to an incomprehensible slew of specialty
terms.

25. Men and women tend to form their thoughts
differently, and this must be taken into account when
communicating. This difference has to do with how the
brain of each sex is formed during gestation. In
general, men are better at spatial visualization and
abstract concepts such as math, while women excel
at language-based thinking and emotional
identification. However, successful professionals in
highly competitive fields tend to have similar thought
processes regardless of their gender.

26. Some people spend their entire lives attempting to
overcome a poor self-image or a series of deeply
rooted prejudices about their place in the world.
They are unable to form genuine connections with
people because they have too many false
perceptions blocking the way. Luckily, the cure for
this is more communication. By engaging with
others, we learn what our actual strengths and
weaknesses are. This allows us to put forth our
ideas in a clear, straightforward manner.

27. It is true that communication uses symbols that can
take the forms of words (verbal and nonverbal),
pictures, actions, and so on.
Verbal symbols refer to the use of words in oral or
written forms.
Nonverbal symbols deal with actions and movements
of the body.

28. Communication is facilitated with facial expressions,
gestures, body movements, and the language of
kinesics, proxemics, chronemics, oculesics, or
haptics.
Kinesics is the interpretation of body motion
communication such as facial expressions and
gestures — that is, nonverbal behavior related to
movement of any part of the body or the body as a
whole.

29. Proxemics the study of the nature, degree, and effect
of the spatial separation individuals naturally maintain
(as in various social and interpersonal situations) and
of how this separation relates to environmental and
cultural factors.
Chronemics is the study of the use of time in
nonverbal communication. The way that one
perceives and values time, structures time and reacts
to time frames communication. Across cultures, time
perception plays a large role in the nonverbal
communication process.

30. Oculesics refers to the study of eye contact and
pupil dilation in terms of nonverbal communication.
Haptics is any form of interaction involving touch
(from Greek ἅπτω = 'I fasten onto, I touch').

31. A man’s language is a reflection of the
kind of person he is, the family where
he comes from, the level of education
he has attained, and an index to the
behavior that may be expected from
him.

32. C’s an Effective Communicator Possess:
Character
Credibility
a description of a person's attributes, traits, o
r abilities.
Convictio
n
the quality of being believed or accepted
as true, real, or honest
Confidence
a fixed or firm belief
Courtesy
a feeling or belief that you can do
something well or succeed at something
polite behavior that shows respect for other
people

33. Commitment
Consistency of Purpose
Competenc
y
the attitude of someone who works very
hard to do or support something
Clarity
conformity in the application of
something, typically that which is
necessary for the sake of logic,
accuracy, or fairness.
Concisenes
s
the ability to do something successfully or
efficiently.
the quality of being expressed, remembered,
understood, etc., in a very exact way
the quality or state of being marked by or
using only few words to convey much
meaning

34. Continuity
Comprehensio
n
something that is the same or similar in
two or more things and provides a
connection between them
Creative thinking
Critical thinking
the capacity for understanding
fully
a way of looking at problems or
situations from a fresh
perspective that suggests
unorthodox solutions (which
may look unsettling at first).
is the ability to think clearly and
rationally.

35. Effective
Communication
Effective communication begins with trust.
Effective communication should become
a daily habit in the classroom.
Effective communication does not only account for
classroom interactions. It can also transcend with co-
teachers, members of the administration, or the non-
teaching personnel as well as with parents and other
members of the community.

36. Three Major Areas that We Need to Use
Effective Communication
Inclusion
Communication with Parents
Conferencing

37. Inclusive education means that all students attend
and are welcomed by their neighborhood schools in
age-appropriate, regular classes and are supported
to learn, contribute and participate in all aspects of
the life of the school.
Inclusive education is about how we develop and
design our schools, classrooms, programs and
activities so that all students learn and participate
together.

38. Inclusive Education Opportunities:
 Understanding students’ individualized needs and the
corresponding programs or interventions for such needs,
 Consultation with teachers with training on special
education,
 Planning varied learning episodes,
 Coordinating assignments with resource room teachers, and
 Establishing rapport for collaborative teaching.

39.  Effective communication is essential for building school-
family partnerships. It constitutes the foundation for all other
forms of family involvement in education.
 They have the right to know the performance of their
children.
 They should be updated on the various school programs
intended for a holistic formation of their children.
 They need to know all the things their children are doing in
school.

40. H we take down important points for
clarifications
 To deal with parent conferences, we need to be very tactful
and artistic.
 We must be tactful in the sense that we need to consider
their feelings.
 We must be well prepared before we call for such a
conference.
 We should have a notebook or a logbook in which the
parents can sign their names for reference purpose and in
which we take down important points for clarification or
future reference.

41. To Provide an Effective Conference with
parents, We can Use the FF.
 Stand when the parents arrive to give them the needed
recognition and respect.
 Greet them with a smile and a courteous manner.
 Sit with parents in the same type of chair and in a position
where they can be so familiar.
 Listen attentively to what the parents are saying. Do not
interrupt while they are talking.
 Ask questions or clarification when they are done.
 Focus on the future success of the child.

42.  Avoid comparing other children’s performances.
 Show a loving concern for their child.
 Thank the parents for their time to attend such conference.

43. Acronym to be Use to Become an
Effective Communicator
C
H
I
L
D
are for the feelings of parents.
ave a regular conference with parents in order to ferret out
the real cause of a problem.
nfuse a positive outlook about the situation and a warm
attitude by creating opportunities where thy can talk about
their feelings.
isten to what they say.
eal with the behaviors that promote a greater level of
cooperation and problem solving strategies.

44. Thank You For Listening!!!
Prepared By:
Joann G. Santos
BSEd II Physci