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EDFD220 Assignment 2 - Essay

Teachers communication skills within the classroom community have a significant

positive impact on student learning and wellbeing.
The way in which teachers choose to communicate with their students can have
a meaningful impact on individuals and their classroom community. Language is
powerful and so effective communication strategies are fundamental to promoting
positive teacher-student relationships (Johnston, 2004; Lyons, Ford, & Arthur-Kelly,
2011). Consequently communication can also cause negative outcomes when body
language, voice and words are incorrectly used. Ensuring positive communication is
crucial when providing feedback as well as when adopting a proactive approach to
behaviour management. Therefore, by becoming constantly aware of, and skilled in
communicating, teachers can confidently assist their students education and welfare.
This essay argues that though teacher communication occasionally causes negative
student responses, effective strategies have an overall positive influence in the
classroom.
Communication is a process whereby two or more people construct meaning
(Fellowes & Oakley, 2010, p. 5). Communication is a two-way transaction in which the
receiver of the information is not passive and interprets and assigns their own meaning
to the information being sent. Therefore, the receiver, or for the sake of this essay, the
student, plays just as important role as the teacher in communicating. A students
interpretation of information conveyed is influenced by a multitude of factors. Forms of
communication which influence the message of verbal language include; use of
gestures, expression and eye contact, proximity, paralinguistics, word choice and
posture (Fellowes & Oakley, 2010; Lyons, Ford, & Arthur-Kelly, 2011). Students use
these signals to construct meaning from teachers language. Teachers are not the only
senders of information however, and attention also needs to be paid to actively listening
to students messages and clearly identifying their intentions. Everyone communicates a
message, whether or not it is intentional, all of the time. Teachers need to be aware of
the messages they are sending; whether they are in discussion with the whole class,
managing students negative behaviour, or praising individual students, effective
communication is essential (Lyons et al., 2011; Haydn, 2012).

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EDFD220 Assignment 2 - Essay

Feedback is one of the most important factors influencing the successful

education of students and is itself influenced by the way it is communicated (Hattie,
2012). According the Hattie (2012), feedback has over twice the average effect as all
other schooling influences. Shute (as cited in Hattie, 2012) highlights ways in which
feedback should be communicated to students effectively including; being specific and
clear, focusing the feedback on the task not the learner, and providing elaborated
feedback. One of the most common forms of feedback is praise. Praise supports and
comforts students and has been suggested to increase intrinsic motivation and improve
positive behaviour. To be effective praise must be sincere, specific and respectful
(Johnson, 2010; Sutherland, Conroy, Abrams, & Vo, 2013). By using I messages in
praise, language becomes more personal and can express active involvement in
teachers appreciation, for example I like the way your bunches have those green
ribbons. That looks really pretty as opposed to Oh, arent you pretty! (Johnson,
2010, p. 38). However praise can also have a negative influence on students in the
classroom. Use of excessive praise often becomes meaningless and can lead to
demotivation to work when it is withdrawn (Haydn, 2012). Praise should therefore be
used at a personal level, and feedback should be communicated when referring to the
learning of the child. This is because feedback focuses more on the processes and
understanding of learning and so failure becomes less personal (Hattie, 2012). Your
work got a D, however this part was very good and this is what you need to work on to
improve instead of You got a D, this is why focuses on the effort students put in,
instead of the product or skills to validate that effort is the key to success and that it is
the work that is poor, not the student (Gould, 2012). Also, mentioning a positive
aspect of a childs work when wanting to point out something they need to improve
confirms the successful aspects of their learning (Johnston, 2004). Use of feedback is
not only effective in regards to academic education, but can also be a valuable strategy
for positive behavior management.
Proactive behaviour management strategies are considered by research an
effective method of improving student behaviour and on-task performance in the
classroom, and rely heavily on being a skilled communicator (Clunies-Ross, Little, &
Kienhuis, 2008). Multiple methods of communicating such as; word use,
paralinguistics and body language can be effectively used for behaviour management.

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EDFD220 Assignment 2 - Essay

Attending to childrens behaviour is a form of feedback which can be used to correct

unwanted conduct and improve future positive behaviour (Sutherland, Conroy, Abrams,
& Vo, 2013). Non-verbal communication strategies include the look, a gesture of
disapproval or your proximity to a student which encourages them to stay on task
(McDonald, 2010). Verbal language can be used to prevent negative behaviour
escalating by acknowledging its existence in a respectful way. Johnson (2010) and Balli
(2009) suggest the use of do or positive statements as guiding actions to assist students
to move back onto the right path before dont statements need to be used. For
example, instead of Dont interrupt the teacher can positively enforce correct
behaviour by saying We listen to others when they are speaking (Johnson, 2010).
Another verbal strategy for behaviour management is vocal tone. A teachers tone of
voice can have unwanted affects when used inappropriately and can reveal teacher
uncertainties or negative emotions when managing undesirable behaviour. Shouting,
raising pitch and stammering as well as aggression and intimidation have been
recognised as related to increased disobedience and off-task behaviour (Lewis, as cited
in Ertesvag & Vaaland, 2007). However, tone can also be a positive method when used
skillfully such as strong, softer tones displaying authority and purpose (Haydn, 2012).
When communicating with students, teachers need to show they care by using empathy
when listening or trying to manage poor behaviour such as disengagement. For
example asking Are you okay? You seem tired or stressed today as opposed to Pay
attention demonstrates care and respect for the individual. Use of body language and
tone which support your verbal communication of empathy are also important during
these situations. A crucial concept of preventative strategies for behaviour management
is forming positive relationships with students which can be achieved through the use of
communicative strategies (McDonald, 2010).
Positive teacher-student communication can assist in the development of
stronger classroom relationships and a supportive classroom environment (Lyons, Ford,
& Arthur-Kelly, 2011). Interactions students have with teachers can have a significant
impact on their social and emotional regulation as well as their academic learning.
Positive influences can encourage student values such as persistence and cooperation
and help them construct confident views of themselves and others (Gallagher, Kainz,
Vernon-Feagans, & White, 2013; Hughes & Chen, 2011). Strong teacher-student

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EDFD220 Assignment 2 - Essay

relationships have been shown to produce students who are more engaged in their work,
like school more, have better work habits and more nourishing peer relationships
(Gallagher et al., 2013; Klem & Connell, 2004; Field & Hoffman, 2012). Teacher
influence however can also have a negative impact on children as student criticism can
lead to stress, negative self-judgments and helplessness. Studies have shown that
students with disruptive behaviours are often met with less support and increased
negative interactions with their teachers than other, well behaved students. This results
in lack of rapport with teachers, lower self-perceptions and school adjustment ability
(Henricsson & Rydell, 2004). Teachers cannot portray negative feelings towards their
students, even if they do not like them. Body language such as eye contact and time
spent in conversation with these children is noticed by students and they can tell
whether or not their teacher cares about them. Teachers body language can betray what
they are verbalising, sending the message that they do not have confidence the student
will accomplish a task or behave appropriately even if that is what they are asking
(Haydn, 2012). Communication methods which ensure the building of a positive
learning environment and teacher-student relationships are simple. Use of eye contact
to represent interest or attentiveness when listening to a child speak, casual and calm
body language which represents openness and use of proximity to signal closer
relationships such as a touch on the childs shoulder or smile when praising them, are all
non-verbal signals that portray care and interested in the child (Lyons et al., 2011).
Verbal techniques such as using students names as often as possible and saying hello to
individual students every day ensures they are noticed by others and can increase their
self-esteem, reduce feelings of alienation and improve engagement in learning
(McDonald, 2010; Morgan, 2009). Saying thank you and modeling manners
demonstrates respect and encourages student replication of these behaviours (Morgan,
2009). Use of communication strategies can allow teachers to develop relationships
with students that assist in their understanding of student learning situations and
development of genuine care for each child (Johnston, 2004).
Communication is a complex process which all teachers need to be skilled at to
ensure that their messages are supportive, respectful and are correctly understood by
students (Lyons, Ford, & Arthur-Kelly, 2011). If used inappropriately, language can
negatively impact a childs work ethic, self-esteem and relationship building. However,

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EDFD220 Assignment 2 - Essay

simple techniques such as effective use of feedback and praise can constructively
evaluate a childs work while developing characteristics such as persistence and selfesteem. Use of respectful, positive statements can help prevent unwanted behaviour in
the classroom and improve the learning environment. Social communicative strategies
can allow students to feel supported and appreciated within a community they belong,
and foster positive relationships as well as encourage higher academic and social
achievement (Lyons et al., 2001).

Word Count: 1596

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