"Varied Communication Aid and Improved effective performance of BSE Students of

Panpacific University”

Poor communication in the classroom certainly make it difficult for students to get the most out

of their education. Many times, teachers fail to create engaging lessons and struggle to connect

with their students on a one-to-one basis. Students also have unaddressed language or speech

difficulties which lead to miss understanding. Personality differences and peer pressure add to

the mix, making some classroom interactions feel awkward or forced.

Communication skills are most vital for interactions with students, because the act of teaching

itself requires them. In a teacher’s role, they are responsible for comprehending and breaking

down complex information, conveying this information clearly to their students (both verbally

and in written resources), presenting in a manner that sustains their attention, and listening to and

resolving their questions or problems.

Teachers may assume that a child who doesn’t ask many questions is uninterested or doesn’t

have any issues to address. BSE students of Panpacific University have unaddressed learning or

speech difficulties and struggle to communicate in classroom settings. Sometimes, they have

trouble comprehending lessons and organizing their thoughts. Because of hesitation, students

often shut down, isolating themselves out of fear or embarrassment. Whilst teachers may

encourage students to talk about their work; that talk is usually about problematic aspects of

work. Also, some students’ efforts to ask for help results in negative labels from some teachers.
RRL:

As David Mitchel states in What Really Works in Special and Inclusive Education: Using

evidence-based teaching strategies, student learning outcome mainly depends on the individual

Students (50% of learning outcome) and teachers (30% of learning outcome). (Mitchell, 2014)

The teacher is the second most vital source that can have influence on the student’s enthusiasm

to learn and on the learner’s development.

Communication is much more than simply speaking and providing information. Communication

takes place when “someone sends a message and the other person receives it”.

(Petrie, 2011, p. 18) In this particular case the teacher-student conversation cannot be considered

as efficient communication amongst the two. Learner-learner communication has a vital role in

the classroom as well. Lynch mentions that students tend to understand their peers’ statements as

personal attacks. Face to face communication with each other helps accept feedback as a normal

and essential part of learning. (Lynch, 1996)

Reference:

Mitchell, D. (2014). What Really Works in Special and Inclusive Education: Using evidence

based teaching strategies (2nd ed.). New York, NY, USA: Routledge.

Lynch, T. (1996). Communication in the Language Classroom (Vol. Fourth Impression ).

England: Oxford University Press.