Concise Oxford Dictionary defines the word communication as the science and practice of transferring information, or as the act of imparting, especially news. The connection between communication and teaching is evident from these definitions: teachers are continuously disseminating information or new knowledge. Communication is a difficult process, as Hubley (1993) has demonstrated. Communication may become less successful at any point during this procedure due to unforeseen circumstances.
Teachers must work to reduce these communication obstacles in order to be effective. We accomplish this in a variety of ways, such as making sure the space is calm and well-lit, speaking slowly and clearly, and limiting the vocabulary we use to phrases that the children should be able to understand. However, two-way communication is crucial for removing the obstacles. This entails asking the recipients, in this case, the students, for regular feedback on whether they truly grasp the message we are attempting to convey.
Nonverbal communication, also referred to as body language, is just as vital as verbal communication. Each of us is aware of the various forms of nonverbal communication. We typically employ this subconscious kind of communication without realizing it, which is why we say that “it is difficult to lie in body language.” Teachers who truly observe their pupils’ body language will be able to read whether they are bored or puzzled. Students can determine whether their teachers are enthusiastic and confident by observing their body language.
Person-to-person communication: Presentation skills
Some instructors want to talk a lot and want their pupils to take notes and learn from them. This approach promotes shallow learning and quick forgetting. According to other educators, their job is to assist students in learning at a deeper level and in comprehending new ideas and concepts thoroughly enough to be able to use them in the workplace. In any case, effective communication between these educators and their pupils will improve their performance.
Teaching aids are a vital component of communication in the classroom. The proverb goes something like this: “What I see, I remember; what I hear, I forget.” We should utilize written posters, visual aids, and hands-on demonstrations as much as possible to increase communication. The majority of us have access to paper, overhead projectors, posters, and chalkboards. These can be used to create visual aids for our courses, such as diagrams and drawings, or summaries of significant data. Using the overhead projector requires us to face our students, which makes it especially helpful.
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How can I assess my effectiveness as a teacher communicator? Receiving feedback on our performance helps us enhance our communication skills, which is a skill. We can obtain this kind of input by asking a seasoned colleague to observe us teach and provide feedback. Additionally, we can invite someone to film us while we teach on a DVD, which we can later analyze closely. Using a checklist to assess our performance will yield better feedback in any scenario.
Written communication: Handouts
Teachers can communicate in paper as well as in person. We’ve shown how, with careful writing, we can make our overhead projector transparencies better. This also applies to the handouts that nearly all educators create for their students. What is meant by a handout? This isn’t a scanned photocopy of a page from a textbook or a journal article. It is actually a document that the teacher has written. It could be an outline of key lessons to be learned, a handbook for homework assignments, or a list of references for pupils to look up. Handouts can be used by teachers to refer to their pupils during a session, and students will undoubtedly use them when they have free time to study. Because handouts are such a crucial tool for student communication, they must be used effectively.
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