COMMUNICATION IN THE CLASSROOM

12.0 Introduction:

The process of communication is vital if some learning is to take place in a classroom.

There are many professionals who spend a large part of their working lives in a face-
to-face interaction with others and teachers form one such a group. Others are
doctors, nurses, social workers, counselors and sales persons, to name but a few.

Until recently, the training of these professionals has focused almost entirely on the
acquisition of specialized knowledge but included little or no direct reference to or study
interpersonal communication, like what goes on in a classroom between a learner and
a teacher. But it is now known that professional competence of any type involves the
effective implementation of the three main sets of skills, namely:

 Cognitive skills – which forms the knowledge base of the profession

 Technical skills – the manipulative and process skills required by a profession
 Social or communication skills – which give the individual the ability to interact
effectively with others in the professional context.

In a traditional setting, the education and training of most professional groups including
teachers has placed emphasis on the first two sets of skills at the expense of
communication skills. This is rather surprising given the very important role or ability of
communication to contribute to the success of any profession. This, however, is
beginning to change as a new realization of the role of communication skills emerge.

Those who have taught or interacted with a group of people on academic levels in a
classroom may think that what matters is subject matter knowledge (cognitive and
technical skills). It is however; known that there are those teachers who already know
so much more than their learners but how to explain clearly what they know is often the
challenge. Knowing how to teach or communicate effectively what you know becomes
important for effective learning.
 This lesson unit will consider the main factors, which are likely to affect the interaction
in a classroom. It tries to guide the learner on the interplay among teacher-learner-
resources in order to bring about classroom harmony that is likely to maximize on the
learning process. To do this we shall consider a number of areas that contribute to
effective communication and management in a classroom. These will include: process
of communication, delivery techniques; teacher qualities and classroom control; Q-
technique and feedback; handling routines.

12.1 Objectives:

At the end of this lecture, you should be able to:

1. Explain the process of communication using the S-M-C-R model.
2. Outline the main delivery techniques in a lesson.
3. Be aware of and utilize the main qualities of a teacher in classroom control.
4. Apply questioning and feedback techniques in a classroom.
5. Handle common behaviours and routines in a classroom.

12.2 The process of communication

In any communication process there are two main points, the source and the receiver.
The source sends out information or message and the receiver plays the role of the
message recipient. In between the source and the receiver there can be other varying
modes of transmitting the message for example, there can be a channel, which can
send messages in various forms, verbal or non-verbal. The receiver can give some
feedback to the source if it is required. This process can schematically be represented
as:
fig: 6.1 Communication Process

Verbal

Message Channel Receiver

Source
Non-verbal

Feedback
In a classroom situation the teacher usually initiates the communication process. The
teacher performs the role of a source. The learner or student is the receiver of the
message. Let us apply this to a common situation in a classroom where a teacher
asks a question. In this case the teacher is the source of communication, and the
message is the question. The channel used is verbal and the receiver of course is the
student. The student may answer the question. The answer to the question is the
feedback.

As indicated earlier, classroom communication usually uses two channels – verbal and
non-verbal. From experience we can say that verbal communication is by far the
commonly used channel by teachers in a classroom. For verbal communication to be
effective in a classroom a number of aspects need to be given attention.

First, you should use or employ appropriate voice volume such that it can be heard
clearly from all corners of the classroom. It is recommended that a teacher should not
shout in a voice that makes learners feel that their eardrums are tearing. On the other
hand, he/she should not be so soft that learners have to stretch their necks in attempt
to capture the information. There should be an appropriate voice level which allows a
student to listen comfortably enough to assimilate information from the teacher.

Second, your voice should carry an appropriate pitch. The pitch of a sound has to do
with how high or low (deep) the sound is. Some people naturally talk in a low or high
pitch. Both extremes can affect reception of a message. In a classroom situation, a
deep voice tends not to be audible enough while a high pitched voice appears to
‘disturb’ the ears. A useful compromise here would be to moderate whichever way to
come up with an average pitch to be used for most of your voicing. It is however useful
to vary the pitch or tone in situations where you need to make some emphasis.
 The other characteristic likely to affect verbal communication is clarity of the voice. Clarity has
to do with the way we pronounce words. Words and terms should be clearly pronounced using
the set conventions. Some technical words and terms have been known to present difficulties in
pronounciations. Words such as, choir, lead, iron, crystallization, identification etc have been
identified as some common words that frequently present pronounciation problems to teachers
in a classroom. Pronounciation problems in English have also been linked to ethnicity. There
are some ethnic languages, which do not emphasize certain letters as in English. For example,
some ethnic languages do not have letter r but use l instead. So that if for example they want to
say “If you want to fry rice”, it sounds as if they are saying “if you want to fly lice”. This can be a
local inhabitation but is an inhabitation, which has been known to go or reduce if an honest
effort is made to work on the proper pronunciation.

Mrs. B speaks too fast. She talks like a

‘pikipiki’. I wish she could allow us to
Mr. A knows Geography but he speaks too softly take some notes.
for us at the back to hear. He also looks reserved

Lastly, if your verbal communication is to be effective one should speak when facing the
audience for most of the time. If you are in a classroom, then speak clearly and loud enough
while facing students. You may even give brief notes as you teach. In such a situation it is
useful to ensure also that the writing is legible and accurate.

12.3 Non-verbal Communication

Non-verbal communication is a common form of communication in classrooms. Use of
gestures, facial expressions and contact are just some of the commonly used non-
verbal communication modes used in our classrooms. These can send special
messages from teacher to a learner. Take an example where a teacher asks a
question. A student is selected and gives a response. The teacher nods his/her head
after the response. What message is sent to the learner?

This is a definite indication to the learner that the teacher is satisfied with the response.
That it is the right answer.
 What non-verbal head sign a teacher is likely to use to show disapproval or wrong answer?
?

Let us consider another classroom non-verbal interaction between a teacher and a

learner. A teacher asks a student “How do you spell the word necessary?” The student
starts:
N – E – C (teacher nods the head) – E – double S – S – (teacher nods the head) – A –
R – Y. (teacher nods the head)
The teacher’s nods send very special messages to the student. The nodding seems to
be ‘telling’ the student “you are right, go on”. The last nodding gives the last
evaluation, that the spelling is correct.

These non-verbal communications are playing a reinforcement role. They are

encouraging a learner to ‘move on’… with the task or in other words, they are giving
feedback to the learner that the task is well done. Thus, non-verbal communications
such as head-nods, smiles, gestures (thumbs-up) have a reinforcing message. On the
other hand frowning, closing your eyes and moving away can be considered as a show
of disapproval.

Note: The teacher nods only at critical stages – after C and at double S. The teacher (from experience)
knows that many students often use S or C and also use only one S instead of double S.

Non-verbal communication is not unidirectional, from teacher to learner. A keen

teacher can pick and utilize a number of non-verbal cues from his/her students. Let us
suppose a teacher puts a question to a student. The student looks up in the roof.
What message is the student sending to the teacher? Very likely the student is
communicating to the teacher the information that “I am thinking hard about the answer
(please give me a little more time).” A teacher is expected just to do that – give some
time to the student.

Non-verbal signals can also be observed among students. Take a case where a
teacher asks a question and a student gets it obviously wrong. Immediately after the
 (wrong) response, even before the teacher comments, several hands go up. What
message is the student getting? The main message here is likely to be that “the
answer is wrong”.

Both verbal and non-verbal modes of communication can be very effective if used
properly. Your tone of voice, body language, eye contact, posture, mobility and
general personality go a long way in supporting your communication level in a
classroom.

In summary we can say that verbal and non-verbal classroom communication should
emphasize the following:
 Have a clear voice and articulation
 Speak at a moderate rate
 Use a strong loud voice
 Vary the tone of the voice
 Use facial expressions
 Establish eye contact with individuals and the whole class
 Be dynamic (mobile) and enthusiastic
 Use proper language (pronounciations)

12.4 Using a writing Board in a classroom

There are times when a teacher writes on the chalkboard. These may be the rare or
difficult words. You may also write on the chalkboard new technical terms that you
want to explain. In a lesson, you may also give short notes as the lesson progresses as
you write on the chalkboard. It is useful to ensure that the writings are legible and
accurate. The letters should be bold and large enough.

It happens sometimes that one or some words on the chalkboard is not correct in
spelling or correct use. In an active class, some students can draw your attention to
these words but a class of slow students may just not see it. That is why it is advisable
to frequently check on the chalkboard by reading through your work just to be sure that
the content and spellings are right.

12.5 Lesson Delivery Techniques

 Some people often claim that teachers are born not made. While this might be right,
there are some basic techniques which are key in the delivery process when teaching.
If most of these techniques are correctly applied by any teacher, then the lesson is
likely to be effective.

We have already mentioned the importance of the use of a clear and loud enough
voicing in a lesson. The next important is the organization of your lesson. Your points
should be delivered in some order or pattern. The use of semantic marker has been
found to be useful in this regard. Semantic markers are words or phrases which serve
as signals for the meaning and structure or pattern of the lesson. They tell us how the
ideas are organized and emphasized. Semantic markers have also been referred to as
linking phrases. Semantic markers have several useful functions:

1. Linking, listing or sequencing, such as firstly, secondly, thirdly, my next point,

lastly etc.

These help learners to identify main points, characteristics or rules in a lesson.

You might have noticed that as soon as a teacher says … the next point or the
next characteristic is…the learners pay special attention at this point.

AIMS OF EDUCATION

Too many people can be considered to have many roles.

First, education should be designed so as to provide for each individual the kinds of experiences
through which he/she can achieve the measure of control over the environment. This…

Secondly, education should produce people who have respect for their culture and community in
general…

Thirdly, education should aim at producing people with high levels of moral standing. This will
help to reduce…

2. They show the learners the cause and effect relationship between one idea and
another. The use of such words as so, because, therefore, since
e.g. Birds migrate because they are looking for warmer climate (weather)
 3. They are used to indicate that the teacher is going to illustrate a point by giving
examples. Such words as:
For instance…. Let’s take … for example/ an example of this is…
e.g. There are some mammals which do not reproduce by giving birth to young
ones, for example …

4. Semantic markers can be used to introduce an idea which runs against what has
been said or going to be said, e.g.
but, nevertheless, on the other hand, and yet, although …

5. They can be used for summing up, e.g. to summarize, it amounts to this, in other
words, if I can just sum up in a nut shell, what I have been saying is …

6. they can be used for emphasis:

- It is worth noting that …
- I would like to direct your attention to …

Semantic markers are useful when applied in a classroom communication as they help learners
to focus attention on particular important points.

Quality of classroom communication has also been strongly linked to the use of colloquial
English language. Excessive use of colloquial English language in communication can be
associated with poor communication. Use of phrases such as:
- all things being equal
- no hidden tricks up the sleeves
- expect you to have these at your finger tips
- a point ‘we will pick up later on’.

While teachers may feel confident in using such phrases, most of these teachers are unaware
that their learners are quite ignorant of their meanings.

Language as a medium of instruction and especially if that language is a second language, can
add considerably to the communication difficulties in a learning situation. Every subject area or
discipline has its own unique technical or special terms, which carry unique meanings in the
context of the subject area. Studies, which have been done in this area of the use of technical
terms, show that technical terms associated with subjects were a cause of misunderstanding
for learners. This was more significant in the sciences.

Words, which were understandable in normal English usage changes, their meaning when
transferred into or out of a science situation. Let us take an example of the word ‘volatile’.
Students assumed this word to mean ‘unstable’, ‘explosive’ or ‘flammable’. Its scientific
meaning for those who know is ‘easily vaporize’, but many students were not aware. One can
say that the reason for the confusion is the context. Volatile applied to a person in the general
usage of the word does imply instability or excitability and this meaning were naturally carried
over into the science context with subsequent confusion.

There are likely to be many special words in subject areas, which need special attention in
terms of explanation or definition before they are used in the subject context. The words
themselves do not have an intrinsic difficulty level, but depend very much upon context. Words
like simultaneous, converse, correspond, factor, liberate etc, have been known to cause
misunderstanding among secondary school learners. Misunderstanding breeds discomfort
among learners and this can spill over in any direction including misconception and indiscipline.
To avoid this, we are encouraged to use simple and suitable words which capture a full
meaning in the given context and level of education.

12.6 Teacher Behaviours and Classroom Control

1. Teacher Qualities
Characteristics of a good teacher will be determined by a number of factors – some
external factors such as age, ability and socio-economic backgrounds of the children.
The performance of a teacher based on these factors is situation dependent. So, what
works for one teacher in one set of circumstances, therefore, may very well not work
for another teacher or the same teacher in other circumstances. Nevertheless, there
are certain important qualities about which we can generalize – about good teachers.
(a) Fairness
Fairness has been rated high by learners. To most learners, fairness means that a
teacher adopts a uniform set of standards and procedures when relating to the class or
individuals. To this it can also be added that a teacher who cares about learners
should ensure that they are given equal opportunities, help and support.

(b) A Sense of humour

Close to fairness in importance in the minds of learners is a sense of humour. Many
learners appreciate a teacher who can share a joke with the class. A shared humour
reduces the barriers between teacher and class and provided it is not overdone, helps
to see the teacher as an ally and friend rather than as a member of an opposing
species. It is considered that learners are more likely to co-operate with such a
teacher, thus, reducing the number of incidents that can lead to class control and
communication problems.

(c) Relaxation, self-control and patience

A teacher who is calm and relaxed is less likely to become angry when faced by control
or communication problem. Anger, especially when it goes with outright loss of temper
can make a teacher to over-react and may use bad language.

Linked to calm a relaxed manner is the value of patience. A patient teacher considers
the learning difficulties of learners and helps them accordingly.

(d) Explaining things appropriately and having time with learners

Many class control problems occur not because the content is uninteresting or not
unrelated to children’s need but just because he or she is unable to convey or
communicate it to them in a suitable way. The children are thus prevented from
constructing the cognitive map (understand) of the content. Putting material across in
a suitable way so that the learners understand largely depends on the cognitive
development of the learners. This is why teachers are encouraged to “communicate to
the learners level”, using the language, examples and technical terms that your
learners can follow at the level.
 Activity: One can determine the qualities of teachers by using a questionnaire
administered to some learners. An example of the questionnaire is given here. It is
called Student Preferred Teacher Characteristics (SPTC) questionnaire.

In this activity, you are expected to administer this questionnaire to one Form Four
class. Using the results:
(i) Determine the most preferred characteristics
(ii) Determine the least preferred characteristics
(iii) Comment on the level of scores for language (communication) oriented
characteristics.

Student Preferred Teacher Characteristics (SPTC)

I am interested in learning to be a good teacher. I believe that your judgement as a student about
good and poor teaching can be helpful to me. I am asking you to record your honest reactions on
this form. Do not write your name on this form. Your reactions will be kept confidential (secret).

They are twenty statements about teachers. You are to read each statement carefully to ensure you
understand it. Tick in one of the boxes for each statement. Tick good if you find that the
statement refers to a good teacher behaviour. Tick Not sure if you cannot decide quickly enough
and tick poor if you think the behaviour is bad.

You should end up with twenty ticked boxes. “Think about a teacher who…”
 Good Not sure Poor
1. Makes the subject matter interesting
2. Keeps learners active in class
3. Speaks in a very soft voice when teaching
4. Knows the subject and makes it easy to learn
5. Threatens learners who do not answer questions
correctly
6. Punishes the whole class for the misbehaviour of
one student
7. Sits in a corner to read a newspaper while learners
do an assignment
8. Is ready to assist weak learners in class
9. Rewards (e.g. by saying ‘good’) learners who
answer questions correctly

10 Hardly smiles in class

.
11 Encourages learners to think
.
12 Makes too many jokes in class
.
13 Puts on smartly everyday
.
14 Is always punctual for the lesson
.
15 Gives and marks homework
.
16 Speaks very fast when teaching
.
17 Sets very easy tests for CATS
.
18 Puts notes neatly on the BB
.
19 Uses difficult language when teaching
.
20 Teaches in a systematic way
.

2. Investing in classroom control:

For teaching to go on effectively there should be some form of order in a classroom. A
classroom where there is noise, movements etc. is definitely not suitable for learning.
There are particular incidents which seem to pose a sharp, immediate threat to the
teacher’s control of the class. Which are the main incidents that may threaten a
teacher’s classroom control and what can be the teacher’s response? A survey
indicates that the following are major incidents that can pose problems to teachers in a
 classroom.

(i) Discipline: Every teacher is well aware of occasions when a learner

(pupil or student) reacts with seeming insolence to something the teacher says or
does. This insolence can take varying forms – can be in the form of a verbal remark or
a display of what many teachers refer to as “dumb insolence”, the learner may cast
eyes heavenwards; or sighs deeply or looks contemptuously at the teachers or walks
away when the teacher is talking. In the event of any such a reaction of rudeness,
what can the teacher do?

First, avoid a situation, which is likely to provoke anger or direct confrontation. Let us
remember that anger lessens teachers ability to self-control and therefore to act
objectively. Acting with anger would suggest to the pupil or student that rude actions
have made an impact on the teacher, and that the teacher is hurt by them, which is
often exactly what the pupil wants. The anger by the teacher would therefore be a
form of reinforcement to the pupil and most likely to all others looking on.

Keeping one’s temper on such occasions is not easy but remember that this is an
important pre-requisite to classroom control. It is useful to understand that anger is
likely to brew confrontation. Where possible try to avoid a situation developing to a
direct confrontation between you and a pupil or any learner. As it has often been
observed, “in the event of direct confrontation it is the senior party which ends in
shame”. The teacher will feel more shame than the learner.

What next should a teacher do in case of rudeness in class? When you are calm you
can control the situation in a number of ways. It is important that whatever action is to
be taken should be swift and decisive. If the teacher remains calm and responds
decisively, then the message to the pupil is that “the rudeness had no effect”. There
can be two options to a teacher at this stage:
1. Teacher may decide to ignore the learner thus, indicating that he or she is not
bothered by the incident and carries on with the lesson.

2. Teacher may decide to make a quick intervention. In such an approach, teacher

should be brief and to the point, ensuring that there is not situation of a long
dialogue of accusation and counter-accusation.
(ii) Use of questioning technique and feedback
We often use the questioning technique in our teaching. The question/answer mode is
extremely valuable as a way of guiding developmental thinking, to stimulate creative
thinking, to initiate discussion and stimulate quick recall of facts. It is for these reasons
that teachers are encouraged to use the technique. But if this mode is to be used
effectively, then it has to be used well, otherwise it has been known to be a source of
discipline and by extension a source of communication problems in a classroom. For
example, it is useful to remember certain important rules when using this technique.
Study carefully the following set of ‘rules’:

Getting responses from students – do’s and don’ts

 Pose the question before you call on someone.
 Do not call on students in only one area of the room for all answers.
 Ask shyer and slower students low-level questions.
 Save high-level questions for brighter students.
 Do not direct a series of quick questions to students row by row (or in any clear
pattern).
 Do not call only students who volunteer.
 Wait at least five seconds prior to accepting responses to high-level questions. Inform
the students that you are going to do this.
 Tell the students that there is no penalty for incorrect or partially correct answers. Tell
them it is not a quiz, but a learning experience.
Question.
Give the reason for discouraging teachers to pose the question before calling on a
learner to respond.
Handling learners responses is equally important. Study carefully the following guideline on
handling learner responses.
Handling student responses – do’s and don’ts
1. Ask another student to agree or disagree and give his or her reasons for doing so.
2. Take a “straw vote” (“Let me see the hands of those who agree with Jack, those who
disagree, those who aren’t sure.”) and follow up with a request for justification.
3. Frown a bit and ask, “Are you sure?”
4. Ask other students to add to the answer of the first student.
5. Ask the student to explain how he or she arrived at the solution.
6. Ask if there is another way to solve the problem.
7. Do not accept mixed chorus responses.
8. If a student cannot answer a difficult question, ask a contingency backup question on a
lower level.
9. Refuse to accept responses that are not audible to all students.
10. Give praise for partially correct responses to complicated questions.

Activity: It is recommended that a teacher should employ a variety of opening question

– phrases such as what is …? Or why is …? Write down five questions using
different opening question – phrases.

Learners will work hard if they get feedback for their efforts. They need to know how they are
doing. Nothing is quite so satisfying as success coupled with knowledge of success. Positive
communication to learners about their success is encouraging. Saying ‘good’, ‘well done’, ‘try
hard’ etc. is motivating to a learner. Let us avoid negative remarks whether verbal or in print
when marking student books. Even for a very weak student who scores only 30% should be
encouraged with remarks such as “you can do better”.

12.7 Summary:

Suitable or proper classroom communication has many important roles as has been
outlined in this lesson. There is almost no learning without organized communication,
especially between student and teacher. It is therefore, important that teachers take
special attention to the pattern and nature of language used to interact with their
students.

There are many roles of good communication in a classroom. The first and perhaps
the most important of them all is that proper communication in the form of explanation
brings about the clear understanding of the concept or to be content learnt. It is not
enough for a teacher just to know the content of the subject, but also important is to
clearly explain to the learner in a such a language that the learner understands just as
well. The second reason why communication in the classroom is emphasized is that it
helps in motivating learners. The use of reinforcements such as praises does give
learners an added impetus to like the subject and aspire for more. In the process the
learner invests more time and energy in the subject leading to an improved
performance or grade. There is a third role for communication in the classroom. Most
classrooms are often faced with some sort of student misbehaviour, e.g. rudeness,
defiance etc. use of proper language to the students has been found to moderate such
misbehaviours and in fact improve classroom control. A class which is in good control
has all the potential for meaningful learning thus ensuring the attainment of the set
objectives.

For the above roles of communication to be realized, voicing has to be clear, loud
enough and at the right level. Poor voicing creates a strain in listening. A student
should receive the message without straining to listen. Straining to listen creates a
situation where there is divided attention. Part of the attention is placed on listening
while the other goes to strive to get the message or the concept. In this way, one part
is likely to lose out and usually the concept or content ends up being misunderstood or
lost all together.

Thorough preparation for what you are to teach and other class control mechanisms
enhances communication. It helps you to communicate correct information and at the
right pace and level. Early preparation gives one a high level of confidence while in
class and confidence facilitates communication. There is nothing as frustrating to
learners as listening to a teacher who frequently and obviously looks or sounds unsure
of his/her content.

Lastly, try to be a model to your learners with respect to communication in your class.
Young people like copying and carrying over what they see as good examples. The
 way you interact with them in responding to questions, discipline matters
etc.will determine your value as a model in communication.

12.8 Definitions of Key Words & Concepts

Feedback: is any information communication to teacher or student,
verbal or non- verbal, on results of instruction
Semantic marker (or links):
These are words, phrases or statements, which link one
part of an explanation to another part

12.9 Further reading list:

a. Hargie O. (1986): A Handbook of communication skills.

Croom Helm. London.

b. Cohen and Manion (1981): Perspectives on classroom and
schools: Holt Rinehard and Winston, London.
c. Fontana, D. (1986): Classroom control: British psychological
society and Methuen, London.