KARATINA

UNIVERISTY : CIM 211

EDUCATION MEDIA
Dr Mugo David (PhD)

email: davidgm200@yahoo.com Cell: 0721 290 330

LECTURE 9
Communication … cont
MODELS OF COMMUNICATION
 A model is a description of a certain process using simplified diagram or
graphics

 Sociologists, educationists and psychologists approach communication

using various models, guided by their area of specialization
 However, there are universally acceptable models The following models of
communication will be discussed

• The Aristotle's model

• The Lasswell (1948) formula

• Shannon and Weaver (1949) model

• The New Combs (1953) model

• Scram and Osgood (1954) model

• Berlos D.K. Model (SMCR) (1960) model

The models have been discussed on the attached resource material
Methods (or types ) communication

 When you want to transmit a message, you have to choose a method. There
are four primary methods of communication:

a) Spoken (Oral)

b) Written Word

c) Non Verbal

d) Visual Communication
a) Oral Communication:

 Oral communication could be said to be the most used form of

communication. Whether it is to present some important data to your
colleagues or lead a boardroom meeting, these skills are vital.

 We are constantly using words verbally to inform others and provide

information

 The teacher must need to cultivate their listening and speaking skills
 telephon
e

Presentat Face to
ion face
Oral
communi
cation

Meeting
or
conferen
ce
 Verbal communication is by far the most common channel that teachers
use in a classroom.

 In the teaching learning process, the following aspects of effective

verbal communication should be considered

 a) Volume

 b) Pitch

 c) Clarity
i) Volume

 The teacher should use a volume that all students in class can hear.

 Too loud volume can be of a nuisance and irritating

 If the volume is too soft, the learners will strain, to an extent of

stretching their necks in an attempt to hear.

 Teachers are encouraged to use an appropriate voice level which

allows students to listen comfortably

 If there are learners with hearing difficulties, the teacher is

encouraged to give them sitting space at the front of the class.

 Extreme cases should be encouraged to use hearing aids or a

referred to a special need school
ii) Pitch

 Refer to the perceived frequency of a sound.

 It is the sensation in which the listener assigns perceived tones in

relation to the frequency of vibrations (Base, Sharp etc)

 The teacher should try to use a voice carrying the appropriate pitch.

 Extremely deep pitch is not audible enough in a classroom situation

 A very high pitch appears to irritate the ears.

 Hence a useful compromise between deep or sharp is necessary

iii) Clarity of voice
 Refer to the way a person pronounces each word. Words and terms should be
clearly pronounced using the acceptable conventions (as provided in the
standard dictionaries)

 Where certain words have conflicting pronunciations, a teacher is advised to

refer so as to pronounce it clearly (e.g. Lead, Iron, Tourism, Honest e.t.c.)

 Some ethnic groups have accents that emphasize certain letters (e.g. Kwenja
for Quencher)

 A teacher in a cross ethnic school is encouraged to make honest effort to

make proper pronunciations.

 He may consider writing such words on the Chalk board

b) Written Communication:
• Writing is used when you have to provide detailed information such as
figures and facts, even while giving a presentation.
• It is also generally used to send documents and other important material
to stakeholders, which could then be stored for later use.
• Important documents such as contracts, memos, and minutes of meetings
are also in written form for this purpose.
• It can be seen in recent years however, that verbal communication has
been replaced to a great extent by a faster form of written
communication, i.e. SMS and email.
 Email

reports fax

Written
minutes Visuals

memo Notices
c) Non Verbal communication

 Although the most common methods of communication are carried out

orally or in writing, the power of non-verbal communication must never be
underestimated.

 It involve the sending and receiving messages in a variety of ways without

the use verbal codes (word)

 A teacher should be mindful of the non verbal signals they send to and
receive from their students

 VBI is both intentional and non intentional. Most speakers are not
conscious of their NVC
 It is achieved through Gestures (non verbal body movement intend to
express meaning e.g. wink, touch, body language, Facial expression, or
d) eye contact

 NVB communication ca also be achieved through object communication

which include, clothing or Hair style

 Speech can also contain non-verbal communication an aspect called

Paralanguage, which include Paralanguage include, voice quality,
speaking style, stress of specific words or Rhythm and intonation
 Argyle (1988) further suggests that there are 5 primary functions of non
verbal communication :

1. to express emotions

2. To express interpersonal attitudes

3. To complement speech

4. Presentation of ones personality

5. For rituals such as greetings e.t.c.

 Nonverbal messages are an essential component of communication in the
teaching learning process.

 Teachers should be aware of non verbal behavior in the classroom for three
major reasons.

 NV messages are essential to a teacher for 3 major reasons

a) An awareness of NV behavior allows a teacher to become a better

receiver of student’s messages

b) The teacher becomes a better sender of signals that reinforce learning

c) It help to increase the perceived psychological closeness between the

teacher and the learner
 The combined effect of simultaneous verbal and non verbal, vocal and
facial cues are critical in the communication process.

 Cues from spoken constitute 7%, from voice tone 38%, and from facial
expression 55% to the total meaning
Major areas of NVC.

a) Eye contact

 It is an important aspect of NVC

 It helps to regulate the flow of communication.

 It signals interests in others.

 Teachers who make eye contact with their students open the flow of
communication and convey interest, concern, warmth and credibility
b) Facial expressions

 Facial expression such as smiles send signals to the student about the
teacher. Smiling is a powerful cue that express:

a) happiness

b) friendliness

c) warmth

d) liking

e) affiliation

 A teacher who smiles to his student is perceived as likeable, friendly,

warm and approachable. Such students are expected to learn more
c) Gestures

 A gesture is a non verbal body movement intended to express meaning.

 Gestures may be articulated with hands, arms or any other body part

 They may include movement of the head (e.g. nodding), face, or eyes
such as winking

 Some gestures have been identified by researchers as replacement of

words, e.g. an hand wave may mean “hallo”
 Other gestures are used spontaneously with words, and may be used to
supplement verbal messages e.g. pointing to an object when speaking
about it

 A teacher who does not gesture during speech is perceived to be

boring, stiff and unanimated

 A lively and animated teacher captures students attention, providing

some form of entertainment during learning
d) Posture and body orientation

 Posture can be used to determine the degree of attention, level of

fondness between the communicators.

 An individual communicate numerous messages by the way he walk,

talk, etc.

 Standing upright, but not rigid, a forward lean signify that the teacher
is approachable, receptive and friendly

 Speaking with the body turned shows disinterest with the learners
e) Proximity

 This refer to the physical space between the communicants.

 The space between the sender and the receiver of a message influences
the way the message is interpreted.

 However cultural norms dictate a comfortable distance for interaction

between teachers and their students

 A teacher should be sensitive to the students space (or vice versa), and
should endeavor not to invade the same

 Where we have too much physical space, teachers are encouraged to move
around. This increases proximity for better eye contact and for expression
of other non verbal communication
f) Paralanguage

 These are the non verbal cues of the voice

 Voice properties e.g. tone, volume, pitch and accent can give non verbal cues.

 Expression of emotions while speaking e.g. laughing, yawning etc are examples
of paralanguage.

 For maximum and effective teaching, a teacher should learn to vary their tone,
volume and pitch.

 Teachers speaking in monotone are perceived to be boring and dull, and results
less learning.

 This is because learners loose interest listening to teachers speaking in

monotone
g) Humor

 Humor is a teaching tool

 Laughter resulting from humor releases stress and tension that may
have built up during classroom communication

 Laughter fosters a friendly classroom which in turn foster social

interactive learning
h). Clothing and body characteristics

 Uniform has both a functional and communicative function.

 By clothing you are able to know that an individual is a student, a male

or a female, a police officer, a nurse and so on

 A teacher is encourage to dress in an acceptable code, be well groomed

not necessarily striking dress

 Elements of physique, such as height, skin color, etc send non verbal
messages during communication

 E.g. school captains are usually tall and built

i). Time in communication

 Time is an important element in NVC

 The way a teacher structure time, the way they react to time is a
powerful communication tool

 Time perceptions such as punctuality, willingness to wait, and the

speed of performing tasks determines how long learners are willing to
listen.

 A teacher who is not sensitive to the bell, which acts as a warning of

time may tire the learners
j) Touching in communication

 This is communication by touching.

 It is vital in conveying physical intimacy, fondness and warmth.

 However, some forms of touch can also communicate abuse, hate, e.g.
kicking, slapping etc

 Touch can be sexual – such as kissing, or plutonic such as hugging.

 These forms of touch are not professionally or culturally acceptable

between the teacher and the student.
k). Physical environment

 Environmental factors such as furniture, colour of the classroom wall,

decorations, or the music playing in the background influence
communication
l) Written text and NVC.

 Written text can also have an aspect of NVB communication. These

elements include:

a) Handwriting style

b) Spaces between words

c) use of emoticons

 A teacher should work on his handwriting, chalk board management.

 They should also encourage their students to improve their writing

skills
 .

… the end

GOD BLESS