Communications in Teaching and Learning

COMMUNICATIONS IN TEACHING AND LEARNING

Vernalin B. Terrado

Focus of study

• Modes of Communication• Communication Process in Teaching-

Learning Situation• Barriers to communication• Importance of Communication in Teaching

and Learning

Learning Objectives:At the end of the discussion the listener will

be able to:• Differentiate the two modes of

communication and be knowledgeable not only to each definition but to understand the application of each mode under different circumstances in teaching and learning.

• Illustrate the process of communication in teaching and learning situation into an easier way.

• Identify different barriers to communication and how to avoid it.

• Recognize the importance of communication in Teaching and Learning.

• Various meanings, depending on the context in which it is used.

• Interchange of information between two or more people

• Exchange of ideas or thoughts• Painting, dancing and story telling are

also methods of communication.

Modes of Communication

Uses spoken or written words. This is messages communicated through words and languages.

Aspects of Verbal intonation

• Pace and interaction- will modify the feeling and impact of the message.

• Simplicity- used of commonly understood words.

• Clarity and Brevity- saying precisely what is meant; concise; using few but exact words.

• Timing and relevance

• Adaptability- adjusting to the behavioral cues of the client.

• Credibility- Reliable; worthiness of belief; trustworthiness

• Most important criterion on communicating with client.

• Humor- can be a positive and powerful tool in the nurse-client relationship, but must be used with care.

Aspects of Non-Verbal Communication

• Personal Appearance- clothing and adornments can be sources of information about a person.

• Posture and Gait- the way people talk and carry themselves.

• Facial Expression- It gives cues that contradicts, supports or disguise the verbal message.

• Gestures

Components of the Process of human communication

Four major Components• Source• Message• Channel or a transmitter• Receiver

COMMUNICATION PROCESS IN TEACHING AND LEARNING SITUATION

Communication model

Elements in communication• Referent- stimulus which motivates the person to

communicate with another. It may be an object, emotion, idea, need or act.

• Sender- also known as the encoder.• The person who initiates the interpersonal

communication or message.• Teacher who wishes to affect the behavior of the student

or group of student• Encoding- manner of selection of specific signs and

symbols to transmit the message.

3. Message- information that is sent or expressed by the sender.

-It is what is actually said or written.

4. Channel – the means or medium of conveying messages such as through visual, auditory or tactile senses.

5. Receiver- also referred as the decoder.

- the person whom the message is sent.

6. Feedback- helps to reveal whether the meaning of the message is received.

The Source

A teacher (learner(s) or others)wanting to affect the behavior of students perceives and defines a purpose in such a way as to try to produce the desired response (s)

Uses a mediated source-message originated and encoded by another source to convey or to assist in conveying the message to produce the desired response.

Directly encodes her purpose into a message intended to produce the desired response using iconic and/or digital signs

Message transmitted through a.v media----pictures, graphic, aids, motion pictures, television, radio, recordings, 3-dimensonal materials, print, programmed materials, drama, etc.

Message transmitted through vocal mechanism (voice); muscle system---posture, gestures, facial expression, etc.

The communication skills, knowledge, attitudes and position within the particular

social-cultural system of both the source and the receiver will affect the “what” and the

“how” and the “response” in communication.

The student(s) receive the stimuli (message)

Decodes the message

Responds in some manner

Factors within that affect the effectiveness of the source (teacher)

• Communication skills• Knowledge• Attitudes• Position within the social cultural system of

the country in which she teaches

LEVELS OF COMMUNICATION

• Intrapersonal level- refers to the message one send to oneself.

• Interpersonal level- the process that occurs between two people either in face to face encounter over the telephone or through other communication media.

• Group communication- occurs when 3 or more person meet face to face encounter or through other media.

Different types of Communications

• Interdisciplinary- communication among the healthcare team members.

• Formal communication- consists of written messages. (Lecture, reports, chatting)

• Therapeutic communication- use of communication for the purpose of creating a beneficial outcome for the client.

Barriers to Communication

• Environmental or Physical barriers• Terms or Language• Personal considerations

Sender Caused Barriers

• Not clear about what you wanted to accomplish

• Using communication medium not suited for the message

• Difference in the background, experiences and attitude of the sender and receiver.

Receiver caused barriers

• Poor listener• Jumps to conclusion• Hears or sees what you want to hear and

see• Rejects message that contradicts his

beliefs and assumption• Has an emotional, mental and physical

barrier.

Barriers/Non-therapeutic communication

Therapeutic Communication

1. Stereotyping2. Agreeing and Disagreeing3. Being defensive4. Challenging5. Probing6. Testing7. Rejecting8. Changing topics and subjects9. Unwarranted reassurance10. Passing judgments11. Giving common advice

1. Acceptance2. Giving broad opening3. Seeking clarification4. Suggesting collaboration5. Encouraging comparison6. Focusing7. Offering general leads8. Giving information9. Making observation10. Offering self11. Presenting reality

12. Placing the event in time or in sequence

13. Reflecting14. Restating15. Giving recognition16. Summarizing17. Translating into feelings18. Using silence19. Voicing doubt20. Seeking consensual validation

Importance of Communication in Teaching and Learning

• Interpersonal relationships are grounded on communication that helps

• individual know himself and those around him. • The capacity of communication defines human

personality as each of us wants to be perceived in a correct dimension capable of individualization.

• The need to find out what for we communicate helps the individual define both his conduct, and his language.

• Capacity to communicate defines human personality

“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our

communication with others.”