COMMUNICATION
INTERACTION IN THE
CLASSROOM
CIT 210: INSTRUCTIONAL METHODS
AND STRATEGIES
OBJECTIVES
• BY THE END OF THE LESSON, THE LEARNER SHOULD BE ABLE TO:
I)APPLY THE MOST IMPORTANT COMMUNICATION STRATEGIES IN THE
CLASSROOM
II)PRACTICE COMMUNICATION INTERACTION TECHNIQUES AND STRATEGIES
THAT CAN BE
USED TO ENHANCE LEARNING, AND IMPROVE THE TEACHING PRACTICE
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WHAT IS COMMUNICATION?
• COMMUNICATION IS THE PROCESS OF SENDING AND
RECEIVING MESSAGES BETWEEN TWO OR MORE PEOPLE
THAT ENHANCES HUMANS TO SHARE KNOWLEDGE,
ATTITUDES, AND SKILLS.
• THE COMMUNICATION PROCESS BEGINS WITH THE
SENDER, MESSAGE, MEDIUM, RECEIVER, FEEDBACK.
• DURING COMMUNICATION, MESSAGES ARE TRANSMITTED,
RECEIVED, ANALYZED,
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AND FINALLY EITHER ACCEPTED OR
3
REJECTED.
THE TRANSMISSION MODEL
• SINCE THIS MODEL IS SENDER AND MESSAGE FOCUSED, RESPONSIBILITY IS
PUT ON THE SENDER TO HELP ENSURE THE MESSAGE IS SUCCESSFULLY
CONVEYED.
• THE MODEL EMPHASIZES CLARITY AND EFFECTIVENESS, BUT IT ALSO
ACKNOWLEDGES THAT THERE ARE BARRIERS TO EFFECTIVE
COMMUNICATION. NOISE IS ANYTHING THAT INTERFERES WITH A MESSAGE
BEING SENT BETWEEN PARTICIPANTS IN A COMMUNICATION ENCOUNTER.
• THE TRANSMISSION MODEL OF COMMUNICATION ACCOUNTS FOR
ENVIRONMENTAL AND SEMANTIC NOISE. ENVIRONMENTAL NOISE IS ANY
PHYSICAL NOISE PRESENT IN A COMMUNICATION ENCOUNTER.
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TRANSMISSION COMMUNICATION MODEL
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THE INTERACTION MODEL
• THE INTERACTION MODEL TAKES PHYSICAL AND PSYCHOLOGICAL CONTEXT INTO
ACCOUNT. PHYSICAL CONTEXT INCLUDES THE ENVIRONMENTAL FACTORS IN A
COMMUNICATION ENCOUNTER.
• PSYCHOLOGICAL CONTEXT INCLUDES THE MENTAL AND EMOTIONAL FACTORS IN A
COMMUNICATION ENCOUNTER. STRESS, ANXIETY, AND EMOTIONS ARE JUST SOME
EXAMPLES OF PSYCHOLOGICAL INFLUENCES THAT CAN AFFECT OUR
COMMUNICATION.
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INTERACTION COMMUNICATION MODEL
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WHAT IS INTERACTION?
• INTERACTION IS WORKING TOGETHER, INTERMINGLING, AND RELATING TO EACH
OTHER.
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WHAT ARE COMMUNICATION STRATEGIES?
• CLASSROOM COMMUNICATION STRATEGIES ARE WAYS USED IN COMMUNICATION
TO FACILITATE LEARNING.
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WHY DO WE COMMUNICATE IN THE
CLASSROOM?
• TO TEACH AND LEARN
• TO INTERACT
• TO EXPRESS OURSELVES
• TO OBTAIN INFORMATION
• TO TRANSMIT/CONVEY INFORMATION
• TO CREATE GOOD RELATIONSHIP
• TO IMPART VALUES
• TO ELICIT RESPONSE, AND
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• TO INFLUENCE CHANGE IN BEHAVIOUR 10
WHAT ARE THE MODES OF
COMMUNICATION?
• VERBAL COMMUNICATION
• NON-VERBAL COMMUNICATION
• MASS COMMUNICATION
• INTERPERSONAL COMMUNICATION
• ONE-WAY COMMUNICATION
• TWO-WAY COMMUNICATION
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VERBAL COMMUNICATION
• DEFINE:
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NON-VERBAL COMMUNICATION
• DEFINE:
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MASS COMMUNICATION
• DEFINE:
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INTERPERSONAL COMMUNICATION
• DEFINE:
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ONE-WAY COMMUNICATION
• DEFINE:
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TWO-WAY COMMUNICATION
• DEFINE:
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CLASSROOM INTERACTION PATTERNS
THERE ARE TWO CLASSROOM INTERACTION PATTERNS: TEACHER-STUDENT
AND STUDENT-STUDENT.
I)TEACHER-STUDENT :
THE TEACHING AND LEARNING IS CENTRED ON THE TEACHER. THE TEACHER
PROVIDES THE INFORMATION, AND ENSURES THAT IT IS RECEIVED IN THE
ENTIRE CLASSROOM. DURING THIS COMMUNICATION, THE TEACHER
PRACTICES BOTH VERBAL AND NON-VERBAL COMMUNICATION.
II)STUDENT-STUDENT.
-OCCURS WHEN STUDENTS INTERACT THROUGH DISCUSSIONS, ETC
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FACTORS THAT HINDER INTERACTIVE
COMMUNICATION
• THERE IS GENERALLY NO SINGLE REASON WHY SOME LEARNERS
ARE IN VARYING DEGREES UNINTERESTED AND UNWILLING TO
PARTICIPATE IN THE CLASSROOM.
• THE REASONS VARY FROM TEACHER RELATED, STUDENT RELATED,
THE LEARNING ENVIRONMENT, AND MANY MORE
• OFTEN, COMMUNICATORS BLAME THE AUDIENCE FOR NOT
ACCEPTING A MESSAGE, BUT IT IS OFTEN THAT THE SENDER,
ENCODING PROCESS OR CHANNELS CHOSEN WERE NOT APPLIED
CORRECTLY. NABWIRE J. L 19
• WE SHALL LOOK AT THE MOST COMMON FACTORS.
1. USE OF ONE-WAY COMMUNICATION BY THE
TEACHER
• IT LEADS TO LACK OF INVOLVEMENT AND PARTICIPATION
• THE LEARNER HAS LITTLE OR NO OPPORTUNITY TO RESPOND
IMMEDIATELY AND DIRECTLY
• IT BLOCKS THE FLOW OF INFORMATION AMONG AND BETWEEN
INDIVIDUALS
• IT DOES NOT PROVIDE AN OPPORTUNITY FOR IMMEDIATE FEEDBACK
• WITHOUT FEEDBACK, WE DON’T KNOW IF THE RECEIVER RECEIVED
OR UNDERSTOOD OUR MESSAGE.
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[Link] COMMUNICATION THAT
HINDERS LEARNING
• THIS MANIFESTS ITSELF IN SEVERAL WAYS:
• USING SARCASM OR RIDICULE
• FREQUENT USE OF TECHNICAL LANGUAGE
• NOT GETTING TO KNOW OR USE LEARNERS’ NAMES
• FAILURE TO FREQUENTLY SOLICIT LEARNER FEEDBACK DURING
TEACHING
• CONSTANTLY STRESSING THE IMPORTANCE OF MATERIAL FOR THE
MIDTERM/FINAL EXAM
• TEACHING USING ALIENATION LANGUAGE SUCH AS “YOU” AND “THEY”,
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3. LACK OF MOTIVATION
• SOME STUDENTS WILL NOT PARTICIPATE IN
CLASS UNLESS THEY ARE ENCOURAGED TO DO
SO AND REWARDED FOR IT. THIS IS ACHIEVED IN
MOTIVATION. REINFORCEMENT IN THE
CLASSROOM ENCOURAGES STUDENT OR
LEARNER PARTICIPATION AND THEREFORE LIMITS
THE ONE-WAY COMMUNICATION THAT HINDERS
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LEARNING. LEARNERS FEEL INVOLVED IN THE
4. STUDENTS’ LEARNING STYLES
• SOME STUDENTS EXHIBIT LEARNING STYLES THAT AVOID INVOLVEMENT
SUCH AS NOT PARTICIPATING WITH STUDENTS AND TEACHERS
• SOME STUDENTS COMPETE VIGOROUSLY FOR THE TEACHER’S
ATTENTION. OTHER STUDENTS MAY NOT SHARE THIS BEHAVIOUR AND
WILL NOT JOIN IN.
• YET OTHER STUDENTS UPHOLD A DEPENDENT STYLE WHERE THEY
SHOW LITTLE INTELLECTUAL CURIOSITY, AND ONLY LEARN WHAT THEY
FEEL IS REQUIRED
• SUCH A STUDENT WILL ALWAYS WANT TO BE TOLD WHAT TO DO, AND LOOKS UPON THE TEACHER FOR
GUIDELINES
• AS A RESULT, SUCH A STUDENT WILL NOT INITIATE OR HAVE MUCH TO SAY IN CLASSROOM DISCUSSION.
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SUGGESTIONS FOR INTERACTIVE
COMMUNICATION
• APART FROM HAVING ADEQUATE KNOWLEDGE OF THE
SUBJECT MATTER, A TEACHER NEEDS TO CREATE A
CLASSROOM CLIMATE THAT FACILITATES LEARNING AND
RETENTION.
• THIS DEMANDS THAT THE TEACHER HAS A GOOD
COMMAND OF COMMUNICATION INTERACTION SKILLS.
• IN ADDITION, DURING PRESENTATION, THE TEACHER
OUGHT TO UPHOLD THE FOLLOWING IN ORDER TO
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ENHANCE THE TEACHER-STUDENT INTERACTION.
CONT’
1. HUMOURUSED TO RELEASE STRESS AND
TENSION BETWEEN BOTH THE TEACHER
AND LEARNER.
2. LANGUAGE USE “WE”, “US” AND “OUR”
NOT “CLASS” OR “YOU”.
3. PATIENCE PRACTICE PATIENCE AND
ENCOURAGE STUDENTS TO PARTICIPATE IN
CLASS
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3. CITING EXAMPLES CITE FAMILIAR EXAMPLES, AVOID CITING ABSTRACT
EXAMPLES. GIVE REAL LIFE SITUATION EXAMPLES
4. TWO-WAY COMMUNICATION EFFECTIVE COMMUNICATION IS TWO-WAY,
SINCE IT BRINGS OUT IMMEDIATE RESPONSES TO THE MESSAGE SENT. IT
ALLOWS FOR THE EXCHANGE AND SHARING OF POINTS OF VIEW, AND ONE IS IN A
POSITION TO CORRECT ANY MISUNDERSTANDING.
5. ASK QUESTIONS AND SOLICIT FOR ANSWERS PREPARE QUESTIONS IN
ADVANCE AND ASK OTHERS AS THE SITUATION ARISES
6. WRITE ON THE CHALKBOARD TO
INTERACT
7. MOTIVATE STUDENTS AND
ACKNOWLEDGE THEIR CONTRIBUTION
8. CALL STUDENTS BY NAME
9. ALLOW ALL STUDENTS A CHANCE TO PARTICIPATE IN
CLASSROOM COMMUNICATION
10. USE NON-VERBAL SIGNALS SUCH AS MAKING EYE CONTACT,
SMILING
11. PROVIDE FOR A VARIETY IN ACTIVITIES ATTENTION SPAN IS
BEST AT 20 MINUTES, AFTER WHICH YOU DO SOMETHING DIFFERENT
12. ENCOURAGE INTERACTION OUTSIDE THE CLASSROOM
THE SEVEN CS OF COMMUNICATION
1. CLARITY
2. CREDIBILITY
3. CONTENT
4. CONTEXT
5. CONTINUITY
6. CAPABILITY
7. CHANNELS
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CONCLUSION
• EFFECTIVE TEACHING DEPENDS ON SUCCESSFUL
COMMUNICATION
• EFFECTIVE COMMUNICATION IS THE CORNERSTONE OF
GOOD TEACHING
• IN ORDER TO ACHIEVE EFFECTIVE COMMUNICATION,
DIFFERENT SKILLS MUST BE USED TO CONVEY MESSAGES
IN A CLASSROOM SETTING.
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