THE TEACHER-STUDENT COMMUNICATION

CARLOS FERNÁNDEZ-ESPADA RUIZ - ID 28796509 A

EFFECTIVE COMMUNICATION BETWEEN TEACHERS AND STUDENTS

Effective communication requires social skills such as empathetic listening,

clearly convey one's own ideas, understand and debate about those of others, negotiate or
mediating to prevent disagreements from becoming conflicts
unsolvable. The school provides teachers and students with the ideal setting to learn
social skills.

A culture of dialogue and peace would be guaranteed if the learning of these skills,
necessary for this century, be included in teacher training curricula.
Learning to communicate effectively ensures an institutional climate where all actors
students seek to focus their actions on tolerance, solidarity, non-discrimination and the
respect for diversity.

Teachers recognize that the tools they have to face the challenges are scarce.
situations that arise in school. Rather than denying or shutting themselves off, teachers ask for
educational resources and forms of intervention that serve as tools in their task
daily. Our obligation as researchers is not only to convey the state of
situation of the topic, but also provide them with training that includes techniques and strategies
to address these situations. This option is a priority today.

Meanwhile, workshops, meetings, and reflection days allow each school to

teachers and administrators, with a firm conviction of their importance, include them in the different
planned actions in their PEI. Thus, a new communication model is established in the school.
that allows "learning to live together and living together while learning."

LINK OF TEACHER-STUDENT COMMUNICATION IN THE CLASSROOM

For a long time excluded, communication in the classroom is a very important area for
reflect and act. It is hardly conceivable for educational action without a teacher and a
student, that is why we find it necessary to review the relationships that are established between them, not
not only the educational bond but also the communicative one. There are authors who consider man
as a social being, producer and agent of relationships who gradually elaborates information and
search and discover others. The link between the concepts of education and communication must
to be analyzed from the perspective that education is a social phenomenon that involves relationships of
teaching-learning (Meléndez, 1985). Interpersonal and intermediate communication is
characteristic of the school environment since the participants interact face to face and
they share a certain purpose. However, bidirectional communication is not only
A matter between two personalities is also an internal communication process.

When the student manages to express an idea in a way that others can understand it is when
he himself learns it and truly understands it, it is what we now call internalization
from cognition to metacognition.
It is a challenge to avoid lecture-style classes (they are convenient for the teacher even though it has been
advised and trained), expressive poverty (they do not have appropriate vocabulary or expressions
for everyday language) and the lack of enthusiasm in the classroom (they only get excited
outside the classroom and in other spaces in general) (Prieto C. 1994).

The traditional system is disheartening, it is sad. Reviewing the suggestions and addressing them as a challenge.
it should be the most important since it is where we can take advantage of the opportunity.

Students do not find sufficiently relevant elements in their schools, which

explain its high failure rate (Pérez, 2000).

Communication among teachers is necessary as their relationship reflects in the school environment.
perception of other social systems: cordiality, affection, tolerance, and willingness must
reflect in their daily attitude towards young people. Here appears the renewal or update.
like a new path that opens the possibility of combating the teacher's confusion when
allowing the trial of innovations (Samarrona, 1988)

Students and teachers are senders and then receivers of messages and their purpose is
common in their school education at different levels. Learning occurs when there is a
significant behavior change that results from the interaction of the sender and the receiver in the
attempt for the appropriation of knowledge (Santoyo, 1981).

Education, more than a space for learning, has become a process that
it characterizes individuals in the same way, without considering their differences and characteristics
peculiar, they must be processing information and regulating controlled goals in the
different levels. Homogenized teaching does not require the student to speak and express a
own thinking (Kaplún, 1998).

For this author, education seeks to transform, and it is the social context that conditions it.
It is necessary to review the context, and this will help us define the area that requires our attention.
intervention as teachers. Education must be the axis of the internal revolution of the concept
same.

Within the context, technologies in the classroom appear, television, the Internet, newspapers and
mass media. With the emergence of the information society, the sources of knowledge have
They multiplied, the transformation has affected many scholars.

The school's ability to keep students in a controlled educational environment.

and their learning resistant to the outside world has declined. The technologies are more handled by the
students who the teachers and then it is the teachers who rely on the work of their
students are not creative nor do they accept the challenge of their learning. Television is a device that
it does not allow interaction and as a commercial company its goal is to be seen, not to educate,
Education is not a business, at least not as it is currently presented, saturated with propaganda.
commercial and that captures the audience with entertainment and distraction programming that it
allow your audience to distance themselves from their problematic reality.

The trend should be towards a new concept of non-monopolized communication.

The influence of the media and the attraction it creates in adolescents is
amazing considering the number of activities and tasks they could perform, they absorb and
it entertains for long periods of time that no other activity holds them, it
they disconnect from their real situation to develop themselves especially in a given virtual situation
lack of motivation due to the institutions and the little attention and communication with the members
of their family. The reflection and reconsideration of these environments should be reviewed and discussed.
to intentionally create moments of feedback and idea exchange.

The Internet is the current means of communication where you find all the information that
desires and that you can reproduce and adjust to your needs, the speed at which they are recorded
Updated and recent electronic materials have surpassed the imagination of adults. Magazines
and newspapers also have a purely commercial trend, only that the printed word
express situations with greater objectivity allowing for comparison with other publications. The
Books are losing value due to the number of electronic publications available.
access and probably tend to get lost, this implies updating for whoever requires it but
inside the school trying to promote the true habit of reading.

We must not forget that thanks to language we can express the experiences that will give rise to
a new lifestyle, different, innovative or on the other end, passive and desolate.

Communication with young people is considered essential for the construction of the concept.
of himself; it is the way through which the teenager creates that concept and understands the value that
As a person, it is important to feel recognized by the environment.
formation of personal identity, due to the quality of primary relationships
it largely depends on how the individual perceives and considers themselves afterwards, and
how he/she sees the world around him/her.

Creating the necessary environment and fostering that awareness in teachers is a challenge in daily life.
easily falls (the majority) into a play on words, verbal fight and of course, the teacher
As an adult, you dominate the situation because the teenager knows they are defeated in front of an authority. They are
young people who, due to their age characteristics, constantly express injustices and abuse
your rights as students of an institution, often discuss and argue without
reason or only handling the part of the situation that suits them, a dialogue with is not easy
respect for the expressed ideas and even less for the freedom to manifest them. If the adult, who is the
teacher, reflects on this situation and every time they engage in dialogue with the adolescents
grasp awareness and control of their verbal phrases and body attitudes, with full intention
to address the expressed manifestation and quickly reviewing the context in which it is taking place
I believe that progress will be made in that process. Cordial communication,
understanding and tolerance must be sought in the classrooms, the teacher must be perceptive to the
reason for anger or displeasure of someone who approaches in such an emotional state, otherwise the mind
the young person will work with a distraction that will prevent them from getting involved in classroom work, the reason
of their presence in an educational institution.

Contradictory communication and monologues are a problem with teenagers because they
double messages confuse the one receiving information, causing little credibility or
anguish, generate confusion and provoke reactions of indiscipline, concern of all
that participate in educational centers.
Discipline and the educational learning environment should begin with interaction.
between the teacher and their students. The teacher in basic grades is in unbeatable conditions
to lay the foundations of positive attitudes upon which future education can be built
From each of them or in another way, it will fill their daily work with indifference and contempt.

We cannot meet all the requirements and demands of adolescents, it requires

prioritize, negotiate and make decisions, that will be the true task of the teacher, to promote the
development of these reflective processes in the classroom, within a harmonious coexistence. The
Brief, explanatory, and cordial communication styles are the ones that yield the best results.
present in the teacher-student interaction (Dobson, 1976).

Educational work is not limited to information and activities within the institution, it is a
work that will transcend when our trained students graduate and participate actively
in our society, developing it for the application of school theory in new environments.

In the course of everyday activities, secondary school students present elements

relatives and the environment in which they have grown up. Their identity requires relevance when the
jokes, nicknames, and some behaviors manifest in the classroom, it's the opportunity to share
something with their friends and companions. They express themselves this way because that is their natural context, it seems
then the educational institution is surpassed by what is learned on the street or at home,
this is where they 'dare' to manifest it and some others, finding it appealing, start to
imitate the expressions and attitudes of others to be incorporated and accepted into those new ones
environments. It is true that violence usually enters the classrooms with its roots from
house, but in this regard, the teaching adults are not prepared to teach our
young people to resolve their conflicts peacefully, we do not promote dialogue with respect and
tolerance because in these situations we generally intervene and violently impose.
the order, we do a monologue and listen afterwards (Covarrubias, 2000).

The performance of the students, their process of integration through communication, their
work training, as well as role analysis, is not provided with a written technique, it is a
a process that is being achieved and that mainly falls on the teacher since it is the one who will elaborate
the means and moments to reach the willingness of young people.

Not everyone will have to be an expert in communication, however, it is necessary

consider that all individuals involved in the educational environment have the obligation and
undeniable responsibility to dedicate time to reflect on personal behavior,
so that the perception of those who come into contact with the teacher is clear and positive,
having an example of attitude to follow. They also have the commitment to organize themselves in
reflection tables on teaching in general and the communication environment that in
set create together in the institution.

THE TEACHER AND COMMUNICATION

The communicative action plays a crucial role for every teacher.

to emphasize that, although the teacher performs many other functions within an institution
educational, it must not overlook that it is essentially a human being who participates directly in the
human development of new generations, its mission is important because thanks to its
Function makes the evolution of the human species possible.
From an educational philosophical point of view: '... the human being differentiates itself from animals.
due to a series of essential characteristics, among which stands out its particular way of learning.
The human being depends on its parents for much longer than the rest of the animals, and
his education is prolonged, as he spends a large part of his time learning to develop his
multiple natural faculties. However, this is due to the fact that the human being possesses a
unlimited capacity for learning and the process through which it is acquired
"knowledge throughout his life" (Beltrán, Jesús: 1992; Woolfolk, Anita: 1990).

Indeed, that unlimited capacity for learning that human beings possess is possible if not
there existed someone who played the social role of teaching the following generations: the
teacher.

Education aims to transmit knowledge from one generation to another.

(Carlson J. and Thorpe, C.:1990), it is a well-known truth; however, the process of
transmission and updating of knowledge is not enough, as it is also necessary,
ability to foresee the future communication circumstances of human beings with each other and
its environment; that is to say, the appropriate dialogue between human beings and their environment. It is
consider it necessary to do the above, while our world evolves is
it is necessary to consider (as a result of evaluations and due reflections) the methods and ways of
communication that ensures an adequate development of the educational process in the institutions
of education with the environment. An environment that cannot be overlooked in any
evaluation modality, because every educational process is a process of interaction
social that occurs in a certain environment (Galton, M. and Moon, B.:1986).

At the same time, alongside all their functions, a teacher must teach by researching and sharing
thesis that the quality of teaching is not (nor will it be) possible if the teacher is not provided with resources
appropriate educational technologies that facilitate the fulfillment of their communicative action
more effectively; what has been said previously must be upheld as long as the circumstances of the
Modernization and reform of educational systems overlook the internal state of teachers.
Well, as José M. Esteve points out: "... the quality education currently existing, wherever
it is fundamentally the product of the voluntarism of a teaching staff that, in the face of the
temptation of abandonment and divisionism, wasting energies and enthusiasm compensating with his
activity the lack of existing resources.

This situation is observable at all levels of education, which is why it is important.

for the purpose of an effective educational action that every educational institution provides to
teacher at least two basic resources for achieving an effective communicative action:
appropriate educational technological means and environment.

In that sense, one could adopt a functionalist perspective of communication.

series of categories related to the phenomenon of human communication (Sarramona, J:
1988), such as: sender-receiver, message, medium, interference and obstacles of
communication, distorted communication, environment - natural and social ecosystem to which
correspond to the educational institution and, consequently, the classroom - teacher-student interaction,
etcetera; with the central purpose of conceptualizing what an effective teaching practice is in
Communicative as a key element in all forms of teaching evaluation
(Benedito, V, Daniel, VM, Cea, F., León, V., Los certales, F. and Sarramona, J (coords.): 1977). And
in light of the evident fact that in Venezuelan educational institutions and in many others
countries are observing symptoms of teacher distress due to the accumulation of social pressures,
ideological, political, and cultural pressures exerted on the teacher; along with the demands of
to turn the teacher into an educational technologist, it is considered more accurate to value the
creativity of the teacher in the classroom (for example, the effective fulfillment of teaching
investigating), in itself, it is more important to consider the effective communicative action of
teacher when evaluating their professional practice, as their practice is a practice
working as a reproducer and generator of knowledge and attitudes towards life and its environment, and as such,
its quality can be perceived by considering the opinion of its main recipients: the
students.

As mentioned earlier, the basic function of teachers is communication, so

It is advisable for each teacher to reflect once more: what is communication? (Edmund,
Marc and Dominique, Picard: 1992), to have a definition close to their interest: the
communicative function of teachers in every process of evaluation of educational activity.

In this way, it also leads to a generic but necessary definition of communication.

educational (Sarramona, J.: 1988, 1986), since the teacher in their communicative action
ordinary resorts to language as a basic tool for communication and to other resources
didactic. Hence it is stated that the act of communicating is an equivalent result of
transmission, like any transmission activity, involves a content (message) and a
intention. From which it is inferred that educational communication is a type of communication
human that pursues educational achievements.

According to the constructivist perspective, educational communication constitutes the process through which
which structures the personality of the student; achieved through the information that
this receives and reworks them in interaction with the environment and with the concepts themselves
built. That said, the learning process cannot be reduced to a scheme.
communication mechanic, as the learner as a receiver is not a passive entity, but
What is a being that reworks messages according to its own cognitive schemas.

It should be added that for educational communication to be effective, it must meet certain
characteristics, such as:

Open posture in the sender and the receiver to achieve an atmosphere of mutual understanding.
Bidirectionality of the process, so that the flow of messages can circulate in both directions.
senses, although mostly it occurs from educator to educated.
Interaction in the process, which implies the possibility of modifying messages and
intentions according to the established dynamics.
Morality in the task, to reject temptations of manipulation.

Although in educational systems it is the teacher who largely performs the functions of
sender and influence on the learners, it should be considered that the personal configuration of the
students are achieved through multiple personal and institutional sources and no longer
exclusively due to the communicative action of the teachers; a special mention is the case of the
strong influence of the mass media, whose influence is so
controversial as evident.

Currently, there is an emphasis on a New Role for the Teacher (Carlson, J and Thorpe, C: 1990; Mager,
Robert F: 1988), suggesting, in that sense, the responsibility to act as a mediator
between the student and the complex informational network that converges on him; such suggestions in
reality is supported by Communication Theory, which along with Systems Theory and the
Cognitive Theories of Learning constitute one of the fundamental pillars of the new
conception of Educational Technology
(Castillejo, J: 1986).

From the Humanist perspective, the teacher must consider that communication in the classroom
It must have a clinical or didactic character in the sense that the teacher must recognize
that its mission is to optimize the development of learning by applying strategies and
methods of scientific rigor and acting in a deeply objective manner. This
recognition eliminates the conventionalisms of overbearing and aggressive teachers that generate
stress in students and promotes the awareness that communication is an act in the
Both the teacher and the student find themselves among each other as what they are: human beings.
in a learning process.