Shannon and Weaver's communication theory, developed in 1949, outlines a linear model involving five key components: information, transmitter, channel, receiver, and destination, with noise as a significant interference factor. The theory emphasizes that effective communication requires feedback, which is often missing in the original model, highlighting the importance of comprehending and adapting communication styles to different cultural contexts. Additionally, concepts like proxemics and transactional analysis are explored to improve classroom communication, taking into account the spatial dynamics and ego states that influence teacher-student interactions.

1. Communica)on Theory
Mathias Edoh Agbenokoudji

2. Shannon and Weaver’s
Communica3on Theory

3. Shannon and Weaver’s Model of
Communica3on
Claude Shannon and Warren Weaver developed this theory in 1949 and it
was designed to develop an effec)ve communica)on between a sender and a
receiver.
This model was designed to represent the func)oning of radio and telephone
technology but this model has a much wider applica)on to communica)on
and therefore relevant in teaching today but it is a very linear model as it
does not even include a feedback.
This model consists of five elements:
- Informa)on: which produces a message
- TransmiJer: encodes the message into signals
- Channel: signals are adapted for transmission
- Receiver: decodes the message
- Des)na)on: where the message arrives

4. Telephone cups
Sender/ teacher
Channel
Receiver/ Student
INTRODUCTION ACTIVITY
I have used telephone cups to simplify Shannon and Weaver’s
Communication Theory. Shannon and Weaver also recognised that there is
an interference with the one listening to the telephone conversation and they
called it noise.
1st person 2nd person
A 3rd person
acts as a noise
The initial model consists of sender, channel and receiver

5. Info source Transmi:er Channel Receiver Des3na3on
Noise
message message
Shannon and Weaver’s Model of
Communica3on
This diagram illustrates the model set out by Shannon and Weaver

6. Source (teacher / person)
Info source Transmi:er Channel Receiver Des3na3on
Noise
message message
The Source: The teacher is used to represent the source of communication

7. Transmitter (message / Encoder)
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
Once the source is know the means of sending the message is determined. There
must be a format for the message to take. The message is what needs saying and it
can take different formats such as writing or speaking

8. Channel – route: verbal, written, electronic,…
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
The channel represent the route by which the message travels and this can be
verbal, electronic, written,…

9. Noise – interference, choice of word, level of knowledge
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
Things that affect the outcome of what the teacher says can be seen as a noise. Eg.
This can be the type of vocabulary used is not understood by the learners or
students are talking during lesson. Any distraction we might experience whilst
speaking can be classified as noise.

10. Receiver, Destination (students/audience)
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
The student in this case is the receiver of the message and also acts as the
destination.

11. Feedback
Info source Transmi:er Channel Receiver Des3na3on
message message
Noise
Feedback is an area that is missing within Shannon-Weaver’s theory because
communication in the classroom is not one way. With feedback the teacher is able to
tell if the message has been received and understood. Without feedback the teacher
will find it difficult to know if the communication was successful.

12. As a teacher I have to be aware that speaking or wri)ng can be
misunderstood by students and many skills are required for an effec)ve
communica)on.
• Listening – Students been able to hear me
• Comprehension – Ability of the students to understand me.
• Speaking – Expressing myself clearly
• Wri3ng – Expressing thought and messages clearly in a way that the learner
understands.
• Sharing informa3on – Being able to share my knowledge effec)vely
Apart from the Shannon-Weaver’s model, another key concept in
communica)on is aberrant decoding which is define by Chandler, D. (2011) as
“Making sense of a message or text in terms of a different code from the one
used to encode it – can be the basics for cultural misunderstanding.” That is
why knowing and adap)ng to the cultural differences amount learners can
help to eliminate misinterpreta)on and promote differen)a)on and effec)ve
learning.

13. Proxemics

14. Proxemics
The term proxemics was coined by Edward T. Hall in late 1960s and it is
primarily concerned with what people do in rela)on to space.
Within the classroom proxemics can be used to iden)fy the space between
the students and the teacher during communica)on.
The use of space can be said to be affected by the culture which the teacher
finds himself and how to adapt to it. In teaching, verbal and non verbal
communica)ons are connected and the use of one without the other can
cause disequilibrium.

15. A chart depicting Edward T. Hall's interpersonal distances of man, showing radius
in feet and meters

16. In3mate space
This can be for people you are very close to. In my classroom it can be
uncomfortable to stand too close to students as this can be offensive or feel
discomfort.
Personal space
This is standing closer to a someone about a foot away
Social space
This could be an acceptable space when talking to my student. This can be
measure as about 4 to 12 feet away.
Public space
This type of space is used when teaching at the front of the classroom where
students are sea)ng and listening to you.
HORIZONTAL

17. Looking up or down on a student can translate a par)cular
response. Students will communicate much effec)vely when
they are in the same ver)cal pane as the teacher. This tool can
be used to improve student and teacher communica)on.
Proxemics is therefore one of the most vital aspect of non-verbal
communica)on. For differen)a)on to take place, as a teacher I
have to be aware of the student’s culture of proxemics in order
to deliver a good teaching. Culture is “learned knowledge, used
to interpret experience and to generate behaviour. (Moran:
2000). Awareness of these behaviour as a whole is vital to the
role of a teacher.
VERTICAL

18. Transac3onal analysis

19. Transac)onal analysis
• This theory is developed by Eric Berne in the 1950s. It is more associated
with rela)onships than the process of communica)on.
• Knowing how to use transac)onal analysis or TA can improve how we
communicate in and outside the classroom.

20. Ego Stages
The TA theory is based on the idea that we have 3 parts or Ego States to our
personality which affect the way we communicate with our students and
colleagues.
These are:
• Parents ego state
• Adult ego state
• Child ego state

21. Parent Ego State
This behaviour is learnt from our parents. It is our voice of authority. Parent
can be either Cri)cal or Nurturing.
As a teacher a cri3cal parent state can be for example cri)cising a student for
coming late or not doing homework to sa)sfac)on. This can be challenging to
the students and he/she can be in)midated when done ocen and it can lead
to a nega)ve reac)on from the student.
I ocen use the nurturing parent and gently guides the student and help them
to develop a path that will help them in their study. (For my level 1 students)

22. Child Ego State
This is when we display immature behaviour or seeking assurance. This state
can either be Free or Adap)ve. The free child will act in a natural way based
on his/her ins)nct whilst the adap3ve child will change his/her behaviour so
as to gain the parent’s approval. That is following and focusing its behaviour
on doing what the parent wants.

23. Adult Ego State
This represent our independent state by which we act maturely
and responsively.

24. When teaching or talking to a student we use one of our Ego states and we
also address the learners’ one.
To have a good and effec)ve communica)on within the classroom I ensure
that the students not just understand what I say but translate what I have
said correctly in order for learning to take place.
Thinking about which ego state to send messages to students and which one
to receive reply from is helpful. When a reply is received from the wrong
state, I will try and shic it into the right state.

25. For an effective communication to take
place Bernes added that the states
have to be equal.
In classroom if a teacher (parent) is
advising a student (child) it will be
effective if it is returned the same way.
That is the student (child) accepts that
he/she is communicating with a
teacher (parent). Level 1 students
often tends to be in the child state as
they start college having come from
schools. Their communication tend to
be adult to adult as the move to a
higher level.

26. References
• Chandler, D. (2011) A Dic)onary of Media and Communica)on, New York: Oxford University
Press. p. 1
• Transac)onal analysis. Available at: hJps://en.wikipedia.org/wiki/Transac)onal_analysis
(Accessed: 5 May 2015)
• Wilson, L. (2009a) Prac)cal teaching: A guide to PTTLS and DTLLS, United Kingdom: Engage
Learning Voca)onal.
• What is Proxemics. Available at: hJp://study.com/academy/lesson/what-is-proxemics-
defini)on-examples.html (Accessed: 15 May 2015)
• What is culture, and how does it affect proxemics? Available at hJp://
proxemics.weebly.com/proxemics-and-culture.html (Accessed: 13 May 2015)