Classroom Communication

Process of information sharing that consists of verbal and nonverbal transactions between
teacher and students, or between and among students, in a classroom setting.

Communication is the process of sharing our ideas, thoughts, and feelings with other people and
having those ideas, thoughts, and feelings understood by the people we are talking with. When we
communicate we speak, listen, and observe.
The way we communicate is a learned style. As children we learn from watching our parents and
other adults communicate. As an adult we can learn to improve the way we communicate by
observing others who communicate effectively, learning new skills, and practicing those skills.

Nonverbal Communication
This is communication through nonverbal symbols which include facial expression, body movement,
spatial relationships, and nonverbal vocal cues. Other nonverbal behaviours include: Eye contact;
Gestures; Posture and body orientation; Proximity; Paralinguistic; Humour etc.

Body Language is not only what you say, it’s the way that you say it! Awareness of nonverbal
behaviour allows you to become a better receiver. You will become a better sender of signals that
reinforce learning Increases the degree of perceived psychological closeness between teacher and
pupil

Verbal Communication

These include Positive verbal behaviours; Clear messages; Respectful, Encouraging, and Appropriate
use of praise or Pauses; Clear diction; and Modulated tones. While Negative verbal behaviours
include Inconsistent, or hidden messages; Rudeness; Raised voices; Incoherent diction; Too much
talk! Inappropriate language/style

The process of communication within a classroom

Communication in a classroom involves more than an exchange of words. The role of

communication includes conveying expectations, discussing course-related topics through
meaningful interactions, and providing feedback for class assignments. Understanding how the
process of communication occurs allows an instructor to communicate effectively with his or her
learners, which in turn will model meaningful communication for learners to follow.

The communication process begins when the sender of a message has an idea, a thought, or
information that they want to convey, give, or share with the receiver. Those ideas, thoughts, or
information are shaped, formed, or altered by internal filters that include biases, personal opinions,
beliefs, attitudes, perceptions, prejudices, and feelings towards or about the receiver. These ideas,
thoughts, and information may start out in one form, and then after internal processing they may
evolve into another form. It is after this split second filtering that the communication message is
formed and delivered, verbally or in writing.

The receiver is now in receipt of the message and the communication process continues with his or
her own internal processing. The message, and the meaning of that message, is internally processed
and interpreted. The same type of internal filtering process utilized by the sender is also utilized by
the receiver and includes biases, personal opinions, beliefs, attitudes, perceptions, prejudices, and
general feelings they may have towards or about the sender.
The next step in the communication process is the reaction of the receiver, which may result in the
form of words or actions. In a classroom environment, if an instructor is the sender and the learner
feels that they are in a position where they cannot speak; their reaction may not be words but
actions. Those actions may include withholding their participation in a class discussion or minimizing
their involvement and overall performance in the class.

Communication is a complex process, yet one that occurs quickly. Adults are often unaware of the
extent of these built-in processes and filters. The ability to utilize critical thinking can increase an
awareness of potential barriers to effective communication. An instructor who communicates
effectively with a diverse population will limit the impact of biases, personal opinions, beliefs,
attitudes, and prejudices. This is possible by performing a communication self-check and considering
what is said and written, along with the intended audience, and how the message may be received
and the potential resulting reaction of the receiver.

Communication Process

The communication process model is a simple model that demonstrates all the factors that can
affect communication. Communication is effective if the message that is received is the same one
that is sent.

The Communication Process breaks down effective communication into the following steps:
A. Sender – The communicator or sender is the person who is sending the message. There are two
factors that will determine how effective the communicator will be. The first factor is the
communicator’s attitude. It must be positive. The second factor is the communicator’s selection of
meaningful symbols, or selecting the right symbols depending on your audience and the right
environment. Talk about a few wrong examples.

B.Message – A communication in writing, in speech, or by signals

C. Receiver – The receiver is simply the person receiving the message, making sense of it, or
understanding and translating it into meaning. Now think about this for a moment: the receiver is
also a communicator. How can that be? (When receiver responds, he is then the communicator.)
Communication is only successful when the reaction of the receiver is that which the communicator
intended. Effective communication takes place with shared meaning and understanding.
D. Feedback – Feedback is that reaction I just mentioned. It can be a verbal or nonverbal reaction or
response. It can be external feedback (something we see) or internal feedback (something we can’t
see), like self-examination. It’s the feedback that allows the communicator to adjust his message and
be more effective. Without feedback, there would be no way of knowing if meaning had been
shared or if understanding had taken place.

E.Channel – Refers to the media through which communication takes place eg human, print or
e;lectronin.

Communication is a two-way process. The information goes out to a person on the other end. There
is a sender and a receiver. Simply put, effective communication is getting your message across to the
receiver.
It is the sender’s responsibility to make sure that the receiver gets the message and that the
message received is the one sent. Communicating is not an isolated series of one skill, it involves
several skills. For example, speaking involves not only getting your message across but also being
able to listen and understand what others are saying (active listening) and observing the verbal and
nonverbal clues in order to monitor the effectiveness of your message.

Communication Barriers

Have you ever been talking to someone and they misunderstand what you were saying? Why do you
think that happens? (Give learners the opportunity to share their experiences.) At any point in the
communication process a barrier can occur. Barriers keep us from understanding other’s ideas and
thoughts. Barriers can appear at any point of the communication loop. There are two types of barriers
—internal and external. Examples of internal barriers are fatigue, poor listening skills, attitude toward
the sender or the information, lack of interest in the message, fear, mistrust, past experiences, negative
attitude, problems at home, lack of common experiences, and emotions.

Examples of external barriers include noise, distractions, e-mail not working, bad phone connections,
time of day, sender used too many technical words for the audience, and environment. Barriers keep
the message from getting through. When communicating, watch out for barriers. Monitor the actions
of the receiver. Watch her body language; check to make sure the message the receiver received is the
one sent—ask questions and listen.

Barriers to successful communication include message overload (when a person receives too
many messages at the same time), and message complexity.

Examples of barriers:

i. Physical barriers: Physical barriers are often due to the nature of the environment.
Thus, for example, the natural barrier which exists, if staff are located in different
buildings or on different sites. Likewise, poor or outdated equipment, particularly the
failure of management to introduce new technology, may also cause problems. Staff
shortages are another factor which frequently causes communication difficulties for
an organization. Whilst distractions like background noise, poor lighting or an
environment which is too hot or cold can all affect people's morale and concentration,
which in turn interfere with effective communication.
ii. System design: System design faults refer to problems with the structures or systems
in place in an organization. Examples might include an organizational structure which
is unclear and therefore makes it confusing to know who to communicate with. Other
examples could be inefficient or inappropriate information systems, a lack of
supervision or training, and a lack of clarity in roles and responsibilities which can
lead to staff being uncertain about what is expected of them.
iii. Attitudinal barriers: Attitudinal barriers come about as a result of problems with staff
in an organization. These may be brought about, for example, by such factors as poor
management, lack of consultation with employees, personality conflicts which can
result in people delaying or refusing to communicate, the personal attitudes of
individual employees which may be due to lack of motivation or dissatisfaction at
work, brought about by insufficient training to enable them to carry out particular
tasks, or just resistance to change due to entrenched attitudes and ideas.
iv. Ambiguity of Words/Phrases: Words sounding the same but having different meaning
can convey a different meaning altogether. Hence the communicator must ensure that
the receiver receives the same meaning. It would be better if such words can be
avoided by using alternatives.
v. Individual linguistic ability is also important. The use of difficult or inappropriate
words in communication can prevent people from understanding the message. Poorly
explained or misunderstood messages can also result in confusion. Interestingly,
however, research in communication has shown that confusion can lend legitimacy to
research when persuasion fails
vi. Physiological barriers: may result from individuals' personal discomfort, caused—for
example—by ill health, poor eyesight or hearing difficulties.
vii. Presentation of information: is also important to aid understanding. Simply put, the
communicator must consider the audience before making the presentation itself and in
cases where it is not possible the presenter can at least try to simplify his/her
vocabulary so that majority can understand.
Approaches to Communication
Self-Action or One-Way Communication is focused on getting the message to the receiver. Self
action treats communication as a manipulation of others. It is very message cantered. There is no way
to know if the meaning is shared between the sender and the receiver.

Interaction or Two-Way Communication recognizes the role of the receiver as a communicator

through feedback. It is message centered and is a very simplistic view of the communication process.
Feedback allows senders to see if their message got across.

Transaction focuses on meaning and sharing by accounting for all other factors in the
communication process. It is concerned with the barriers that might affect the communication.
Transaction is best described as effective communication. This is when the communication process is
applied and carried out completely. The sender gives a message that is passed on to the receiver. In
return, the receiver can give clear feedback that allows the sender to know whether or not the message
was perceived as intended. If the message wasn’t received as intended, then the sender will continue
the communication process again in order to ensure effective communication.

Conclusion
Now that you know all three approaches to communication, we can reflect and evaluate our own
communication approaches in different roles and situations. Knowing the three approaches to
communication will help us to be aware of our types, when they occur, and how to improve our
communication and create clear transactions.

Effective communication is a major part in achieving your educational goals. Effectively

communicating with your teachers and peers is essential when it comes to your learning. Many times
your instructor is the sender. Her job is to send you messages that include information about the skill
you need to learn. Your instructor’s messages might include lectures or handouts for you. Your peers
can also be the senders of a message. Many times learners are asked to work together as a team. You
might be asked to work on a specific activity that would require you to receive messages from other
team members or an appointed leader. Sometimes you may be asked to be the sender. Remember that
communication involves speaking, listening, and observing.