UNIT I: UNDERSTANDING COMMUNICATION

Communication involves a transaction: a person wants to talk to someone because one needs something.
Although we routinely engage in communication, it is not an easy activity. Communication is an intricate process of
sharing ideas, thoughts, and information, best illustrated by the models in communication. We will also learn about
the Elements of Communication – beyond Speaker, Message, and Listener. Knowledge of the Elements will also give
us a clearer understanding of the Communication Process and its Dimensions. This Unit will also show the influence
of culture and gender to explain why miscommunication occurs verbally and nonverbally.

Guide Questions:
1. What is “communication”?
2. What are the two main elements involved in Communication?
3. What other elements are involved in communication?
4. What are considered as the dimensions of communication?
5. Does culture influence the dimensions of communications?
6. Does gender influence the dimensions of communication?
7. What is nonverbal communication?
8. How does nonverbal communication occur?
9. What is verbal communication?
10. How does verbal communication occur?
Task: Write all communication process that you do from when you wake up in the morning until it is time for you
to attend online class.

LESSON 1: Exploring the Nature of Communication

Communication is not just the mere transfer of messages from one person to another just like a balikbayan box
being delivered to one’s doorstep. It involves a speaker imparting ideas, concepts, and data to a group of Listeners (the
audience).

Communication is about two peple such as with a sibling, a parent, a teacher, or a friend, face-to-face in real
life or even via the Internet. It is also a group of people talking with one another to solve a problem, for example,
discussing with classmates about how a report should be done. Even buying a snack from a vendor outside the school
campus is considered communication.

Any communication involves a transaction: a person wants to talk to someone about something because that
person needs something from that someone.

Communication is stirring up ideas in the mind of another. It is the sharing of ideas among a group of people. It
is imparting concepts to an audience. Monroe et al. (1982) described it as the sharing of experiences publicly for the
common good.

Activity 1: If successful communication is achievable, how would it look like? Discuss the visuals assigned to your
group and evaluate the nature of communication involved.
Content - 10 points
Fluency - 5 points
Grammar - 5 points

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LESSON 2: Explaining the Nature of Communication
Introducing the Models of Communication

The best way to understand communication is to see it graphically. Many authors and researchers have come up with their
own models based on what they want to emphasize as being an important component of communication.

a. The first and earliest model is that of Aristotle (5 BC), who was a
teacher of rhetoric and even put up an academy to produce good speakers.
Although Aristotle focused on the Speaker and the Message, the most
important part in his model is the Setting where the Listener is situated. It is the
Setting that dictates the Message. The three settings in Aristotle’s time were legal,
deliberative, and ceremonial. The Legal Setting meant the courts where ordinary
people defended themselves (there were no lawyers then). The Deliberative
Setting meant the political assemblies, the highest of which was the Roman Senate. The Ceremonial Setting meant the celebrations
held when they won a war, when they lost a leader or had a new one, and when they welcomed a visiting leader from another
kingdom or country. Such occasions called for speeches of welcome, poems of tribute or of eulogies, and poems of lament.

b. The second model is that of Claude Shannon and

Warren Weaver (1948), which gave us the concept of
“noise”. This is often called the Telephone Model because
it is based on the experience of having the message
interfered with by noise from the telephone switchboard
back in the 1940s.
In this model, Shannon and Weaver assert that the
Message sent by the Source (speaker) is not necessarily the
Message received by the Destination (listener). This is due
to the intervention of noise or anything that hampers the communication. Even today, with our advanced cellphone technology,
there are still barriers to clear transmission and reception of calls. Dropped calls, calls that
echo, faint signals – all interfere with the communication of the message.

c. The third model is that of Wilbur Schramm, who is considered the Father of
Mass Communication. He came up with five models, but the Schramm Model (1955) is
concerned with why communication breakdown occurs. Schramm asserts that
communication can take place if and only if there is an overlap between the Field of
Experience of the Speaker and the Field of Experience of the Listener.

What is the Field of Experience?

It is everything that makes a person unique – everything he/she has

ever learned, watched, see, heard, read and studied. It is everything a
person has ever experienced or not experience, done or not done. In
fact, it is practically everything that happened in his / her life. These
can only overlap when the FoE of the Speaker and the FoE of the
Listener have commonalities.

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d. The fourth model is that of Eugene White (1960), who tells us that communication is circular and continuous, without a
beginning or end. This is why he made a cyclical model. He also points out that although we can assume that communication begins
with thinking, communication can actually be observed from any point in the circle.
Eugene White contributed the concept of Feedback to the field of communication. Feedback is the perception by the
Speaker about the Response of the Listener. The Speaker can only receive Feedback if the Speaker is monitoring the Listener. The
Speaker will know what the Listener’s Response is only if he/ she/ is paying attention.

Activity 2: Come up with a convo between you and other people based on the models discussed.
LESSON 3: Explaining the Process of Communication
Communication comes about when the Message is imparted as Information. At the minimum, two persons are
involved in the process: one who delivers the Message and one who receives and understands the Message.

Introducing the Elements of Communication

a. The Speaker chooses his/her purpose, crafts the message accordingly and decides how to deliver it, such as when a
president delivers his state of the nation address. This is the first element of the communication process. But in other forms of
communication, the Speaker might not be obvious: when one is talking with his/her mother, both participants alternate the
Speaker; when just hanging out with one’s friends, everyone can become a Speaker from time to time (but not at the same time!).
b. The Message is what needs to be delivered or imparted to somebody else. This is central to the process because the
point of communicating is to say “something”. The Message to be sent is based on why the Speaker wants to say it (to inform or to
persuade), what the Speaker wants to say, and how the Speaker wants to say it.
c. The Listener receives the Message. It is said that even the Speaker is great and the Message beautiful, if there is no
Listener or the Listener is not paying attention, then communication fails. It is the Listener who makes sense of what is said and
reacts to it – by clapping, nodding the head, replying, asking a return question, following the speaker, falling asleep, or walking out.
Communication is an interactive process and if the Speaker is one-half of the communication, then the Listener is the other half.
d. Channels are the means by which the Message is sent. There are only five channels: ears, eyes, skin, mouth and nose. In
other words, a message is sent and received via the senses. Of course, messages are first received through the ears by hearing,
while gestures and facial expressions are received through the eyes through seeing. The skin, mouth and nose are not the main
pathways for sending a message, but they are crucial in the imparting and receiving of messages. Imagine trying to comfort
relatives whose house had just burned down. Not knowing what to say, an arm around their shoulders or an embrace will “say” the
message. Crying with them may even be better. This is the message that does not use any words.
e. The Response is the only way the Speaker knows that the message has been received. Whether the Listener responds or
not is central to the communication process. The Response is, of course, based on the Interpretation of the Message by the
Listener. If the interpretation is positive, then the Response will be positive. Listeners will say yes, nod their heads, smile, or clap
their hands. They will even do what the Message asks: sign a petition, work in a school garden, or volunteer for a program. But if
the Interpretation is negative, then the Response will also be negative. They will frown, boo, refuse to clap (or clap just out of
politeness), even walk out, or walk away.
f. Feedback is the result of monitoring by the Speaker of the Listener’s Response. As already discussed in the previous
paragraph, the Listener may respond to the Message, positively or negatively. The Speaker needs to watch out for this Response to
know if the Message was effectively imparted or not. Making sure of what the Feedback is will the Speaker in continuing with the
next Message.
g. Noise is any barrier to communication. It could be physical noise – actual noise such as loud music or the irritating
engine of a motorcycle. Even a seatmate who talks to you while the teacher is explaining the lesson is noise because it prevents you
from listening to the teacher. The second type of noise is physiological – when the body becomes a hindrance to good
communication. For example, because of a headache or a toothache, one may not be able to effectively listen to a friend, listen to
music, or do anything for that matter. The third type is psychological noise, which occurs when one is thinking deeply about
something or is suffering from an emotional condition (sadness, depression, confusion), which discourages participation in a
communication situation.
h. Communication Situation has two components: physical location and the psychological setting. The physical location is
usually chosen for the purpose it will serve: a classroom that can be used for a meeting, an auditorium which can be transformed
into a theater for a play, and the streets that serve as the setting for rallies. The psychological setting depends on the participants.
The classroom is for teaching but the PTA holds its meeting there; the auditorium for school programs is now the stage for Drama
Club’s production of Supremo: The Life of Bonifacio.

Activity 3:
While groups are performing Activity 2, cite the elements of communication for each specific convo. Justify the
presence or the absence of each element in the said activity.

Communication Speaker/ Message Listener Noise Feedback

Situation Source /
Receiver

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LESSON 4: Explaining the Dimensions of Communication
It was previously noted that communication occurs between two people, among a group of people, or between a Speaker
and a group of Listeners. Yet, we see situations such as someone crying, quarreling, or feeling hurt because of a misunderstanding
with a friend, a parent, or a stranger. So what do you think is the quarrel all about?

Communication breakdown or miscommunication can lead to a total cessation of interaction. We see people stop talking
to each other, sometimes until the end of their lives. Leaders of some countries that do not have friendly relations or have stopped
talking to each other sometimes end up going to war against each other.

Miscommunication is brought about by the lack of awareness of the dimensions of communication, especially those
influenced by culture and gender. Communication runs along four pairs of dimensions: verbal and nonverbal, oral and written,
formal and informal, and intentional and unintentional.

a. Verbal / Nonverbal Dimensions encompass the use of language, the words chosen (verbal dimension) and the facial
expressions, and the gestures and bodily movement used (nonverbal dimension). Verbal and nonverbal dimensions must be used
together to clearly impart the message. A misunderstanding may happen when words contradict actions. He/she may say ‘yes’ but
the facial expression says ‘no’. To illustrate further, a politician may say that he is a man of the people but then refuses to shake
hands with them. In this dimension, it is important that what is shown or done agrees with what is said. Otherwise, the Listener will
be confused and miscommunication will occur.

b. Oral/Written Dimensions means spoken communication (oral dimension) and the transcription of thoughts and ideas
(written dimension). While the Verbal Dimension talks of the use of language and the choice of words to convey a written Message,
the Oral Dimension imparts Message following the Principles of Delivery. The Written Dimension takes care of putting down the
words while the Oral Dimension takes care of delivering those words (although that may not necessarily happen).

c. Formal/ Informal Dimensions speak of the factors that may or may not highlight traditional and conventional
communication. The Formal Dimension usually means the meticulous observation of appropriateness in dress, language and
setting, while the Informal Dimension is the opposite. That is, it uses a more causal approach with no regard for the formalities.

d. Intentional / Unintentional Dimensions rely on the fact that Messages always have a Purpose. There is an intention
when people communicate with others. In fact, this intention is why we want to communicate in the first place. One wants to say
something, but what one may intend may not be the actual result. Sometimes people laugh at something that was said, even if the
Speaker meant it to be taken seriously. It must be remembered that every Message has an unintended meaning. In fact, the
Speaker may not even be aware of it. The Speaker only finds out after, when the Listener reacts by saying that the Speaker has
been discourteous, dishonest, or has hurt the Listener’s feelings; or when the Listener claps or laughs, when the Speaker did not
expect the reaction.

Activity 4: Recall a misunderstanding, a quarrel, or a fight between you and another person. Analyze why it happened
and what caused it by looking at the Dimension(s) of Communication that was (were) not properly understood. Then
recall how the problem was resolved.

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LESSON 5: Elaborating on the Influence of Culture on the Dimensions of Communication
a. Verbal / Nonverbal Dimensions
Courtesy in Philippine society is expressed when talking to someone, especially someone in authority, by
looking down. Looking straight at them is considered rude and frowned upon. In Western society, avoiding looking at
people in the eye or looking down or around while talking to them often means that one is not telling the truth or is
hiding something. If this is still the case, what do you think might happen if a Filipino applicant is interviewed for a job
by an American employer; assuming both parties are unaware of the other’s culture? In another setting, in Thailand, no
one sits higher than the King does. Teacher’s chairs are also higher than student’s. This is to show their authority and to
command respect.

b. Oral / Written Dimensions

Misunderstanding occurs when oral and written messages are not in agreement, such as when you say you are
grateful to someone but your Facebook post says otherwise. Culturally, Filipinos are fond of being very wordy in written
communication, oftentimes beating around the bush, even in formal letters and sometimes in email. We tend to be just
as wordy and employ circumlocution when writing and giving a speech. We also use highfalutin and polysyllabic words.
Westerners are more direct in speaking and they write simpler letters because they find longwinded letters and
circuitous speeches tedious and boring.

c. Formal/Informal Dimensions are not bifurcated as before. It used to be that among Filipinos, a speech still
depends on whether one views the Communicative Situation as formal or informal. Knowing this helps one to act
accordingly in the preparation of the Message and in responding to it. But now, Speakers at a program may be casually
dressed and speak conversation between friends in a coffee shop. Because Filipinos live in a communal society (where
everyone is family), this tends to blur the lines between formal and informal communications. Still, when a student is
speaking with the principal, calling him/her by his/her first name is not likely to be preferred or appreciated; neither is
speaking with him/her as though he/she is of the same age as the student. Some priests and professors, of course, give
permission to be called by their first names and they encourage people to talk to them as though they are their friends.
This may be shocking for some who believe that there should be some distance between the youth and the figures of
authority. Philippine culture demands it, so they say, even if modern times allow it.

d. Intentional / Unintentional Dimensions can happen in certain scenarios such as this one: Burning up with
fever and hardly able to stand, you take the last seat in the MRT, even as an old woman was trying to take that seat,
too. The woman and the other passengers look at you sharply. In the Philippines, your act is a discourtesy that reflects
badly on you (and your parents!). What is the unintended message?

What do you do? Do you give up your seat? Or explain that you are so sick that you can hardly stand? Or do you
intentionally look out the window; pretend not to notice the woman or the others?

This example shows that, at times, we take offense at the slightest thing even when there is no reason to.
Westerners, being direct people, would want to clarify any miscommunication right away and ask what went wrong or
what happened to bring about such miscommunication in order to resolve it. When we intend to say or do something
but the opposite happens, most of the time, we Filipinos, act as though nothing happened.

Activity 5: Come up with one example of miscommunication in the classroom per dimension discussed above. In a role-
play, act out each miscommunication by frame. Avoid dead air. Maximize the use of the classroom as a communication
situation. Each group is given only 2 minutes to perform. After the role-play, write about your contribution to the task
below.

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LESSON 6: Elaborating on the Influence of Gender on the Dimensions of Communication
Filipinos, even in this millennial century, still hold certain attitudes that pertain to Gender
communication. Many of these attitudes are the product of our colonization, attitudes that persist even when
the rest of the world is changing. These attitudes are considered traditions, a part of our culture.

a. Verbal / Nonverbal Dimensions

Men think they should be macho in language and action. They use assertive words and expect to be
understood. On the other hand, women are expected to be non-confrontational in their language, especially
with men. They are supposed to talk only about certain topics that are within the world of women. But today,
Verbal and Nonverbal Dimensions of Communication of men and women are hardly constrained by such
attitudes. Women can be loud and assertive like comedian and political activist Juana Change, who does not
mince words when it comes to politics. On the other hand, men talk about their feelings, even cry like
Christian pop singer Gary Valenciano.

b. Oral/Written Dimensions
Written messages by Filipino women are supposed to be indirect and circuitous. That may well have
been true in the days of Maria Clara. Now, with access to mass media and social media – both as reader and
writer – Filipino women write beyond what was once thought to be safe topics for women. Instead of being
soft spoken, they now speak with directness exemplified by superstar Nora Aunor when she talked of Flor
Contemplacion, the Filipino nanny executed in Singapore, whom she played in a movie. In fact, the
assertiveness in the language of Filipino women is matched only by the assertive delivery of women like
Monique Wilson, an actress and champion of One Billion Rising.

c. Formal / Informal Dimensions

How does one dress for and talk during a job interview? Men may get away with wearing denims to a
job interview but, in many cases, women are expected to don corporate attire. We call everyone by their
nicknames, even the President of the Philippines. Everyone we meet and talk to is either an Ate or Kuya. In
many cases, a female teacher rather than a male teacher will be the choice of students when disclosing their
problems, because students probably feel that female teachers are more sympathetic. Westerners are more
picky about who they want to be close to. They are quite informal and easygoing with friends, while formal
and reserved with others. Working in a job for years does not necessarily allow you to call the male boss of
the company by his first name. Of course, there are some Western bosses, male and female, who like the
informality of having their employees call them by their first name. Here, teachers are addressed as “Miss” or
“Mrs.” even if their first names are used. Male bosses in the Philippines are usually addressed by their three
initials such as MVP for Manny V. Pangilinan, Chairman of Smart Communications; and JZA for Jaime Zobel de
Ayala, Chairman Emeritus of the Ayala Group of Companies.

d. Intentional / Unintentional Dimensions

Filipinos love to smile and do smile a lot. However, the smiles may express different emotions, not just
happiness. A student smiling during an exam may make the teacher think that the exam is easy. On the
contrary, the smile may mean nervousness about being able to answer all the questions or not. Again, smiling
just as a couple is passing by may be misconstrued. The girl may take offense and her boyfriend may just beat
you up.

Activity 6: Come up with one example of gender miscommunication in the classroom per dimension
discussed above. In a role-play, act out each miscommunication by frame. Avoid dead air. Maximize the use
of the classroom as a communication situation. Each group is given only 2 minutes to perform. After the role-
play, write about your contribution to the task below.

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LESSON 7: Explaining Nonverbal Miscommunication
As explained in the previous lesson, majority of misunderstandings come from the first Dimension pair:
Nonverbal Communication contradicting Verbal Communication – mainly because of tradition, habitual practice,
culture, and gender attitudes. Nonverbal Communication encompasses:

a. Paralanguage – the how of saying something

b. Language of Flowers – the use of flowers based on the meaning of each type of flower
c. Language of colors – the use of colors based on the meaning of each color
d. Language of time (chronemics) – the use of time based on position or power
e. Language of space (proxemics) – the use of space to show importance
f. Language of touch (haptics) – the use of touch to express what cannot be said
g. Language of gestures
1. Emphasizing – “YES!” (fist pounding on the table)
2. Regulating – “shh” (forefinger in front of lips)
3. Illustrating – “this large” (hands set apart)
4. Emblems – clenched fist upraised
h. Facial expression – the configuration of eyes, eyebrows, lips, cheeks, nose, and forehead to show how the
person feels; and
i. Posture and personal appearance – the way one carries and dresses oneself

All of the above types of Nonverbal Communication are ways to deliver a Message and to convey meanings,
intended or not. A Speaker may think he/she is being clear about the Message, but he/she may not realize that his/her
nonverbal signals are saying something else.
The most influential factor is that of culture. Many of our customs and traditions about everything from raising
children to getting married, from planting and harvesting to cooking and serving food, are governed by culture.
One of the customs that still exists in Philippine society is that tradition of mano po, which involves touching
the hand of an elder to one’s forehead to show respect. Mano po is now seldom practiced, which has led some elders
to think that the young folks are rude and they wonder why their parents no longer teach their children good manners.
If we compare our culture with other societies, we find that in Arab countries, especially among the nomads,
everyone eats while seated on the ground or floor, which is covered by a carpet, from one big plate, using only the right
hand to pick up the food, as the left hand is considered dirty.
On the other hand, cheek kissing and mere shaking of hands between men and women are not practiced in
certain countries due to religious restrictions. Other than culture, gender is a factor that also governs communication.
Please take note of the definitions: sex refers to the biological and physiological characteristics that differentiate men
and women. According to the United Nations Entity for Gender Equality and the Empowerment of Women, gender
refers to what society considers appropriate for men and women in terms of actions and behaviors. Male and female
are sex categories while masculine and feminine are gender categories.
Gender comes into communication when we categorize certain ways of speaking or using words as being
masculine or feminine. Or when we react to such communication precisely because we think they are masculine or
feminine. We expect a male speaker to have a low-pitched voice while we expect a female speaker to have a high-
pitched voice. In certain settings, some employees find it difficult to take orders from a female boss, believing that a
male executive, simply by being male, is a born leader and can direct his staff. The idea that men should not engage in
certain activities classified as “women’s work” used to be a sign of machismo. Unfortunately, this can still be observed
in rural areas and even in some urban areas. However, with an increasing number of Filipino women working abroad as
OFWs, the men are left to care for the children and the home, doing “women’s work”.

a. Paralanguage is about “how” something is said, not what is said. Saying “I love you” with an angry tone is a
contradictory message. Words of protest may lose their fire when said in a meek and soft voice. Tones or voices must
match the content of the Message if the Message is to be understood at all. It must also reinforce the Message: a
Message with strong points to deliver must be emphasized with strong paralanguage. Asians are thought of as being
accommodating and conciliatory because of their paralanguage. This is merely a stereotype as we have read of the
exact opposite in newspaper articles both here and abroad of Filipinos who have acted in a manner that goes against
the stereotype.

b. Flowers say, for many of us, what we cannot say ourselves. These meanings are influenced by culture and
gender. Supposedly, only Filipino men send flowers, women do not. Red roses are to be sent only to a female
sweetheart or a wife, no one else, and only on Valentine’s Day and birthdays. But now, with flower shops pushing the
idea that it is okay to send flowers on any occasion, men and women can send any kind of flower to anyone, whether
there is an occasion or not. Nonverbal communication using flowers can become problematic when we move outside of
Philippine Culture.

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 Hawaii’s State Flower is the plumeria otherwise known as kalachuchi in the Philippines. Italians send
chrysanthemums for special occasions, but Filipinos generally see these flowers during funerals.

c. Colors have certain meanings based on the dictates of culture and gender. Hospitals (and parents) prepare
everything in blue for baby boys and pink for baby girls. Since babies can wear any color, why limit them to one? Some
colors supposedly make us happy or sad or angry. In fact, disturbed or violent people with mental problems are
confined in rooms painted with a tinge of pink, a color that is said to calm them.

d. Chronemics shows how time is viewed differently in various countries. Filipinos tend to see time as being
elastic. “Filipino time” means than an appointment is schedules between 1-2pm. A meeting starts at around 8:30am.
Time in the West is always exact and to the point. An appointment “at” 1pm while a meeting starts “exactly” at 8am.
Time is most often used in the Philippines to convey how powerful a person is. Here, someone in authority may show
that his/her time is more important than that of the visitor by making them wait. In the West, an appointment, even
with the president of a big company, means being brought into the office right away, no matter who the visitor may be.
When Europeans have to meet someone (for personal or business reasons), they will wait only 5 minutes beyond the
appointed time.

e. Proxemics or the use of space provides us with ideas about how close or how far people are from the center
of power or where a person is in the social ladder. This type of Nonverbal Communication is similarly used in
Chronemics where people want to show who they are, especially in business. The biggest office in a company building is
reserved for the president or chief executive officer (CEO) and is usually situated on the top floor or penthouse of the
building. When employees are promoted, they are given a bigger table and a larger space. Their new office may be
situated nearer office windows or a higher floor closer to the president’s office. They might even be given access to
coffee and snacks or to the executive’s room. Houses of millionaires are usually huge and would include a landscaped
garden, a big garage for more than one car, and moist likely, a giant swimming pool. A middle class house will have
enough space according to the budget of the couple, balanced by their needs. It will at least have a small garden and a
garage for a car (in the future). In Hong Kong and Singapore, living spaces are usually in high-rise buildings and
condominiums. Very few actually own houses with a garden.

f. Haptics or the use of touch is one of the most powerful of the types of Nonverbal Communication. Like the
language of flowers and colors, it can say what cannot be said verbally by the Speaker. What differentiates this from
among other types of Nonverbal Communication is the fact that there is contact between the Sender and the Receiver
of the Message. Touch can comfort, it can aggravate, it can encourage, or it can dissuade. Filipinos, like many Latin
nationals, are always touching but without embarrassment. We are not afraid to touch someone, even strangers. We
touch babies and children, those we know and those we do not. However, in Indonesia, no one pats the top of a child’s
head. They believe that this is where the spirit of the child resides. Filipinos also like to touch friends, relatives, and
loved ones who touch us back. Of course, there are a few exceptions, particularly in countries where men and women
are segregated ( a woman is not supposed to see, talk to, or touch a man until they are married). Filipinos hug each
other a lot, too. As a people, we are very affectionate, quite demonstrative, and friendly.

g. Gestures are the most often used type of Nonverbal Communication. Speech, to be understandable and
interesting to the Listener, must be accompanied by different gestures. Emphasizing gestures that punctuate what we
want to highlight are examples of this type. Hitting the lectern or the table is a gesture that interjects force, helping
emphasize a point being made. But for Thais, such an action is considered rude. Regulating gestures are used to control
the flow of communication such as nodding one’s head so that someone will continue talking. This gesture might also
mean understanding or a way of saying “yes”. In the Middle East, however, nodding means “no” while shaking the head
means, “yes”. Illustrating gestures are used to show size, height, distance, or similar qualities like using one hand to
mimic a certain height or two hands to show distance or size. Emblems are gestures associated with specific meanings.
Here again, cultural differences in the meaning of gestures make problems in communication. A clenched fist is
associated with activism and protest, but this is an insult in some parts of Europe. Pointing a finger to one’s head can be
read as either being smart or being crazy, which may be very confusing depending on one’s culture. Greeks and other
Europeans do not wave goodbye with the palm of the hand facing forward. See how the Queen of England makes a half
wave, known as the royal wave.

h. Facial Expression is the type of Nonverbal Communication that assists the Listener in understanding the
Message better. It is important to the Communication Process that the Listener monitors any and all the other Facial
Expressions of the Speaker. This will be the Listener’s gauge as to whether the Speaker is sincere and serious and
whether the Speaker treats the Listener with affection or with contempt. Eye contact is number one. Looking at the
Listener is crucial for connecting with the Listener, especially when there is more than one Listener. Facial Expression,
however, is not just the use of the eyes. A frown on the forehead of a Listener may mean that what was said was
confusing or not understandable. Raised eyebrows might mean either surprise or incredulity. A wrinkled nose could be
dislike for what was said. Scrunched cheeks and pursed lips are signs of displeasure for Filipinos. When Filipinos greet
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each other, they usually kiss only one cheek of the person; people in Latin countries kiss both cheeks. The Dutch and
Swedes kiss the cheek of the person they are greeting three times while the Moroccans and Croatians kiss the cheeks
four times.

i. Posture and Personal Appearance are the last type of Nonverbal Communication. How one stands or sits in
Communicative Situation tells the people around how one sees oneself as a Speaker, one’s attitude toward the
Message, and how one looks at the Listener. When one carries oneself well and with confidence, people will want to
listen. Listeners pay attention because they are made to feel important. Personal Appearance also says a lot about the
Speaker and the Message. Especially in Formal Communicative Situations, being appropriately dressed shows the
Speaker's readiness and ability to deliver the Message. Being dressed well also adds to one's self-confidence.

Activity 7: Come up with a script for the classroom musical A Day in the Life.

Act 1. Lesson 1:
You are about to sleep. Write about your prayers and dreams for a better you and a better world. Then go to sleep.
Act 2. Lessons 2:
Wake up to the chaos of the morning. Write about the common conversations you have at home while preparing for
school every morning.
Act 3. Lessons 3:
On your way to school, write about the expectations of people from you. Emphasize the communication situation,
source, message, noise, and your feedback about these expectations and noise.
Act 4. Lesson 4:
You finally arrived in school. Write about the misunderstandings you have with people from the moment you entered
the gate until your start of class.
Act 5. Lesson 5:
It is recess time. Write about your misunderstandings with people from opposite sex.
Act 6. Lesson 6:
Come up with a scene where you can resolve the misunderstandings in Act 5.
Act 7. Lesson 7:
Back in class, you were given the task to come up with a musical. New problems arise because of nonverbal
miscommunications. Write about this scene.
Act 8. Lesson 8:
Given that misunderstandings never end, come up with a concluding message on understanding communication and by
extent, understanding life.

Production should be within 5-10 minutes only, including entrance and exit. You can choose which acts to sing, to dance, or to
do both.

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LESSON 8: Explaining Verbal Miscommunication
Miscommunication has been observed to occur along the dimensions of communication. Specifically, society
has a strong influence on the effectiveness of Nonverbal Communication. Moreover, in the Verbal Dimension, the
words chosen and used for the Message and the context in which they are used also leads to communication being
effective or not. However, there are several possible barriers to Verbal Communication.

The first barrier is the people themselves who are participating in the interaction. They may have physical
infirmities such as poor hearing, bad eyesight, stuttering, etc.; they have personal opinions and beliefs; they follow
cultural mores (the customs, values, and society's attitudes toward gender and sexuality, business practices, religious
beliefs, etc.). These can lead to their inability to deliver, listen to, and respond appropriately to the Message.

Sometimes, opinions and beliefs color our Message or our Response. Both Speaker and Listener have opinions
and beliefs and belong to a culture and a gender. Gender comes into communication when we categorize certain ways
of speaking or using words as being masculine or feminine. Or when we react to such communication precisely because
we think they are masculine or feminine. We do not expect a male speaker to be soft spoken and have a high-pitched
voice just as we do not expect a female speaker to be harsh and have a low-pitched voice. Among our OFWs, all nurses
used to be female and manual workers, male. Here and abroad, women now run companies while men stay at home
with the children. Husbands who stay at home are not thought of as being any less masculine than other men who
work in an office or any other work environment.

The Topic may also present possible barriers to communication because of its vagueness or ambiguity,
complexity, emotional pull, and hidden agenda. The Speaker must avoid these qualities in the topic of the Message so
that, instead, it will be clear, simple, restrained, and with no ulterior motives. General topics such as religion or politics
and particular topics such as abortion or militarization are more than likely to give rise to emotionally charged
discussions.

The third group of possible barriers to communication is the Communication Situation itself. First, there is
"noise" in the physical setting and in the participants themselves. Actual "noise" from the surrounding environment
also may make it difficult to understand each other. At the same time, the participants may also have their own motives
for participating, motives that are not aligned with or support the Speaker's Purpose for communicating. Second, there
may be confusion as to the Purpose of communication itself. For example, "is the Speaker trying to persuade or
entertain?". Third, the Listener may have limited knowledge or experience to form a basis for interpreting and
responding to the Message. Similarly, the Speaker may have a limited knowledge of the Listener, which could help
him/her tailor the Message to make the Listener understand.

UNIT 1 PERFORMANCE TASK: A Day in the Life

Miscommunications Depicted Production Value

40 pts 40 pts
Facial Expressions

Props / Costume
Characterization

Choreography
Paralanguage

Arrangement
sequencing)
Appearance
Experience

(language)
Proxemics

(effective
Posture /
Gestures
Flowers

Musical
Gender
Culture

Field of

Haptics
Colors

Script

Script
Noise

                             

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