3/9/24, 2:56 PM Classroom Communication

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Classroom Communication
In this Article we are going to discuss about Classroom Communicaion

for UGC NET Paper 1 along with some important previous year MCQs

asked from this topic in exam.

Meaning of Classroom Communication

Communication within the classroom is important in order for students to learn effectively and
should be put in place from an early stage of learning. Classroom communication exists in

three categories: verbal, nonverbal, and written.

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Verbal communication refers to sending or receiving a message through sounds and

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languages. Teachers can address one student or the whole classroom through verbal

communication. For example, a teacher may ask a student to stand up which is verbal
communication.

Non-verbal communication refers to communicating without words through body language,

gestures, facial expressions, the tone and pitch of the voice, and posture. For example, if a

teacher is nodding their head while a student is speaking, this can be encouraging or show that

they agree with the student.

Written communication is sending or receiving information through writing. For example, a

teacher may arrange a written assignment for students to test their knowledge or present

lecture slides or notes for complicated information.

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According to Cole and Chan, a typical process of classroom communication (and

communication in general as well) includes the following five distinct stages:

1. Formulation of message

2. Message encoding

3. Message transmission

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4. Message decoding and interpretation

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5. Feedback and evaluation

USING TECHNOLOGY IN CLASSROOM COMMUNICATION

Technology provides access to information and helps in establishing contacts with teachers and

students located at different locations.

1. OHP or the overhead projector

2. Audio-Video Resources

3. Computer Technology

Schmuck and Schmuck (1997) recommend that teachers be aware of things which may have a
negative impact on classroom communication. The teacher should arrange opportunities for the

discussion of such feelings, attitudes and expectations which remain just under the surface in

classroom communication to enable learners to improve themselves and benefit from better

classroom communication. They continue by listing four levels of classroom communication.

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Spoken-unspoken messages – Clear communication requires that spoken and

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unspoken messages are the same, otherwise learners will be confused by the conflicting

communication.

Surface-hidden intentions – This comes to the fore in competitive classrooms, where

learners are outspoken about their goals to do well but hide their ambition to do better than

others, using negative remarks to air their hidden intentions.

Work-emotional activities – Communication regarding curriculum work in class is always

influenced by feelings about the way the work is done. If such feelings are not addressed and

improved over a period of time, learners may become resistant to learning and develop
feelings of apathy to school work.

Task-maintenance functions – Good communication in class can help a group to make

progress with tasks and can ensure that group members work together in a positive

atmosphere.

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Classroom Discourse Courses Blog Download App Results Login

The term classroom discourse refers to the language that teachers and students use to

communicate with each other in the classroom. Talking, or conversation, is the medium through

which most teaching takes place, so the study of classroom discourse is the study of the

process of face-to-face classroom teaching.

Classroom discourse is an interaction between teachers and learners and between

learners and learners. It is generally claimed to form an isolated discourse domain. Teachers

and students construct an understanding of their roles and relationships, and the expectations

for their involvement classroom. To be successful, students must develop the communicative

competence.

SIGNIFICANCE OF NATURE OF CLASSROOM

DISCOURSE

It brings clarity and distinctiveness in the speech.

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During interaction teachers have the scope to identify the talent, intelligence and
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excellence of the learners.

Learners can be prompted to think and do something new in subject area.

It provides learners the scope of speaking and probing into his/her subjects.

Learners-can-acquaint-themselves with the—new—topics—of interactions.

NATURE OF CLASSROOM DISCOURSE

Power belongs to both teachers and students.

Teacher and student bring their own agenda to the classroom.

Human interaction creates a context in which further interaction occurs.

Some of the resources teachers and students use as they built a of structure power

relationship.

CLASSROOM DISCOURSE AND LEARNING

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Researchers argued that learning process was containedBlog Download App
in the of participatingLogin
process Results in

classroom discourse. As students engage in the discourse they acquire ways of talking and

thinking that characterize a particular curriculum area.

The field of discourse processing investigates the structures, patterns, mental

representations, and processes that underlie written and spoken discourse. It is a

multidisciplinary field that includes psychology, rhetoric, sociolinguistics, conversation analysis,

education, sociology, anthropology, computational linguistics, and computer science

Levels of Discourse Processing

Discourse researchers have identified five levels of cognitive representation that are
constructed during comprehension

1. The surface code is a record of the exact wording and syntax of the sentences. This code is

preserved in memory for only a few seconds when technical text is read.

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2. The textbase contains explicit propositions in the text in a stripped-down form that captures
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the semantic meaning but loses details of the surface code. The textbase is preserved in

memory for several minutes or longer.

3. The situation model (sometimes called the mental model) is the referential mental world of

what the text is about. The situation model is retained in memory much longer than the text

base and the surface code, assuming that the comprehender has adequate world knowledge to

build a situation model.

4. The pragmatic communication level refers to the information exchange between speech

participants. In a two-party oral conversation, the two speech participants take turns speaking
while pursuing conversational goals. There may be additional participants in a conversation,

such as side participants in the circle of conversation and bystanders who are outside of the

circle

Discourse genre is the type of discourse–such as narration (stories), exposition, persuasion,

and so on. Discourse analysts have proposed several different discourse classification

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schemes, which are organized in a multilevel hierarchical taxonomy or in a multidimensional

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space (a set of features or levels of representation that are potentially uncorrelated)

MODES OF INTERACTION IN
CLASSROOM
Teacher - Student

Teacher- Two Students

Students - Students

Small peer group

Teacher — All Classroom Students

All students of the Classroom

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Teacher/Class Communication

Teacher/class communication exists when a teacher communicates with his entire class. Verbal

communication exists when a teacher tells students information they need to know. For

example, if a teacher asks a student to "stop talking," this is a direct form of verbal

communication. There are ways for teachers to communicate nonverbally with their classes,

such as through their posture, gesticulations and proximity to the students. Instead of telling a
student to stop talking, a teacher could use nonverbal communication by moving toward the

disruptive student's desk. Not only does the disruptive student receive the message, but other

students in the class who observe the intervention receive it as well. Written instructions for an

assignment are given from the teacher for the whole class

Teacher/Student Communication

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Teacher/student communication occurs when a teacher interacts directlyResults
with a particular

student. Since a teacher interacts with her students mostly in front of the whole class, it can be

difficult to distinguish teacher/student communication from teacher/class communication.

Teacher/student communication requires that the teacher act one-on-one with a student, such

as in a conference during class activities, before or after class or after school. This type of

communication is effective for teachers who want to communicate a private message, such as

a talk about constant inappropriate behavior or about taking more of a leadership role in class.

Student/Teacher Communication

Student/teacher communication is also direct communication between a student and the

teacher, but this time it is the student who initiates the conversation. Also, this can occur during

whole-class participation. For example, a student who asks a teacher a question during class

discussion engages in student/teacher communication because it is a single student

communicating with a single teacher. The reason the reverse situation constitutes teacher/class

communication and not teacher/student is that the teacher's actions and messages are directed

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toward the whole class while the student's questions here are only directed at the teacher.
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When students write emails to their teacher on graded assignments, this constitutes a written

form of student/teacher communication

Student/Student Communication

Student/student communication occurs when two or more students interact with one another.

Successful whole-class discussion stimulates student/student communication because

students should talk to each other and not just to the teacher. Two students may disagree and

talk back and forth to each other during such discussions. Student/student communication also

occurs when students work in groups or pairs to complete assignments.

Student/Class Communication

Student/class communication exists when a student or group of students direct their messages

to the entire class. Whole-class discussion can also stimulate this type of communication. For

example, if a student asks the class a question during a discussion, the student's message is

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directed at the entire class. Individual or group presentations also constitute student/class
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communication, and it is this type of communication about which students feel most nervous or

self-conscious. Nonverbal communication often includes fidgeting or looking away.

TYPES OF CLASSROOM INTERACTION

Collaborative learning Interaction

Discussion And Debate Interaction

Interactive Session Interaction

Conversation With Learners Interaction

Loud Reading Interaction

Story Telling Interaction

Role-play Interaction

Soliloquies Interaction

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Some Previous Year Questions onBlogClassroom

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Communication asked in UGC Net Paper I Exam

Q. Differentiation between acceptance and non-acceptance of certain stimuli in classroom

communication is the basis of:

(A) Selective expectation of performance

(B) Selective affiliation to peer groups

(C) Selective attention

(D) Selective morality

Solution: (C)

Explanation:

Selective attention is simply the act of focusing on a particular object for a period of time

while simultaneously ignoring irrelevant information that is also occurring. This occurs on a
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daily basis and can be seen in basically any of your interactions. Because it is impossible to
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give attention to every stimulus in our environment, we use selective attention to select what

stimuli are important as events occur.

The degree of selective attention one can apply to a situation varies depending on the

person and their ability to focus or concentrate; it's also affected by distractions in the

environment. Selective attention may be a conscious effort, but it can occur subconsciously as

well.

Some studies reveal that selective attention is the result of the mind working to store

memories. Because one's working memory can only hold a limited amount of information, we
often have to filter out unnecessary information.

Q. Assertion (A): Classroom communication is a transactional process.

Reason (R): A teacher does not operate under the assumption that students’ responses are

purposive.

Select the correct code for your answer:

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(A) Both (A) and (R) are true, and (R) is the correct explanation of (A).
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(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(C) (A) is true, but (R) is false.

(D) (A) is false, but (R) is true.

Solution: (C)

Explanation:

Transactional model of communication is the exchange of messages between sender and

receiver where each take turns to send or receive messages. Here, both sender and receiver

are known as communicators and their role reverses each time in the communication process
as both processes of sending and receiving occurs at the same time. The model is mostly used

for interpersonal communication and is also called circular model of communication.

A teacher operates under the assumption that students’ responses are purposive (having

or done with a purpose). If the teacher is talking, sharing interesting information, and using

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teaching strategies about a new topic, the students response include to pay attention, scribble
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notes, nod heads.

Q. The classroom communication should essentially be:

(A) Contrived

(B) Empathetic

(C) Abstract

(D) Non-descriptive

Solution: (B)

Explanation:

Webster’s dictionary defines empathy as: the action of understanding, being aware of, being

sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of

either in the past or present without having the feelings, thoughts, and experience fully

communicated in an objectively explicit manner; also: the capacity for this.

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‘Empathetic’ refers to the ability to understand and share the feelings of another.
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Empathetic communication involves the awareness of what one does and how and its impact

on others; so as to create better connections, and feel motivated and willing to respond in any
situation.

‘Contrived’ refers to false and deliberate, rather than natural. Such communication fails to

create the connect desirable for effective learning.

‘Abstract’ refers to something not specific, nor concrete. Abstract communication is prone to

straying away from the topic, thus, hindering learning.

Non-descriptive communication is likely to compromise the understanding of the learners.

Q.Positive classroom communication leads to

(A) Coercion

(B) Submission

(C) Confrontation

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(D) Persuasion
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Solution: (D)

Explanation:

A communication-friendly classroom should make communication as easy, effective and

enjoyable as possible. It should provide opportunities for everyone to talk, listen, understand

and take part, and will support learning and social and emotional development too. A positive

communication climate in the class is contributed by language teachers who help the students

view language learning positively.

Teachers who display warmth, are approachable, friendly, helpful and supportive and strict
yet with compassion are regarded to create a positive classroom climate. When classroom

communication is positive, students are influenced and persuaded to learn willingly and need

not be coerced into the desired action

Q. Classroom communication is the basis of

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(A) Social identity

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(B) External inanities

(C) Biased passivity

(D) Group aggression

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