COMMUNICATIONS IN TEACHING AND LEARNING

Vernalin B. Terrado

Focus of study
Modes of Communication Communication Process in TeachingLearning Situation Barriers to communication Importance of Communication in Teaching and Learning

Learning Objectives:
At the end of the discussion the listener will be able to: Differentiate the two modes of communication and be knowledgeable not only to each definition but to understand the application of each mode under different circumstances in teaching and learning. Illustrate the process of communication in teaching and learning situation into an easier way.

 Identify different barriers to communication and how to avoid it. Recognize the importance of communication in Teaching and Learning.

 Various meanings, depending on the context in which it is used. Interchange of information between two or more people Exchange of ideas or thoughts Painting, dancing and story telling are also methods of communication.

Modes of Communication

 Uses spoken or written words. This is messages communicated through words and languages.

Aspects of Verbal intonation

Pace and interaction- will modify the feeling and impact of the message. Simplicity- used of commonly understood words. Clarity and Brevity- saying precisely what is meant; concise; using few but exact words. Timing and relevance

 Adaptability- adjusting to the behavioral cues of the client. Credibility- Reliable; worthiness of belief; trustworthiness Most important criterion on communicating with client. Humor- can be a positive and powerful tool in the nurse-client relationship, but must be used with care.

Aspects of Non-Verbal Communication

Personal Appearance- clothing and adornments can be sources of information about a person. Posture and Gait- the way people talk and carry themselves. Facial Expression- It gives cues that contradicts, supports or disguise the verbal message. Gestures

Components of the Process of human communication

Four major Components Source Message Channel or a transmitter Receiver

COMMUNICATION PROCESS IN TEACHING AND LEARNING SITUATION

Communication model

Elements in communication
Referent- stimulus which motivates the person to communicate with another. It may be an object, emotion, idea, need or act. Sender- also known as the encoder. The person who initiates the interpersonal communication or message. Teacher who wishes to affect the behavior of the student or group of student Encoding- manner of selection of specific signs and symbols to transmit the message.

3. Message- information that is sent or expressed by the sender. -It is what is actually said or written. 4. Channel the means or medium of conveying messages such as through visual, auditory or tactile senses. 5. Receiver- also referred as the decoder. - the person whom the message is sent. 6. Feedback- helps to reveal whether the meaning of the message is received.

The Source A teacher (learner(s) or others)wanting to affect the behavior of students perceives and defines a purpose in such a way as to try to produce the desired response (s)

Directly encodes her purpose into a message intended to produce the desired response using iconic and/or digital signs

Uses a mediated source-message originated and encoded by another source to convey or to assist in conveying the message to produce the desired response.

Message transmitted through vocal mechanism (voice); muscle system---posture, gestures, facial expression, etc.

Message transmitted through a.v media---pictures, graphic, aids, motion pictures, television, radio, recordings, 3dimensonal materials, print, programmed materials, drama, etc.

The student(s) receive the stimuli (message) Decodes the message Responds in some manner

The communication skills, knowledge, attitudes and position within the particular social-cultural system of both the source and the receiver will affect the what and the how and the response in communication.

Factors within that affect the effectiveness of the source (teacher)

Communication skills Knowledge Attitudes Position within the social cultural system of the country in which she teaches

LEVELS OF COMMUNICATION
Intrapersonal levelrefers to the message one send to oneself.

 Interpersonal levelthe process that occurs between two people either in face to face encounter over the telephone or through other communication media.

 Group communicationoccurs when 3 or more person meet face to face encounter or through other media.

Different types of Communications

Interdisciplinarycommunication among the healthcare team members.

 Formal communicationconsists of written messages. (Lecture, reports, chatting)

 Therapeutic communication- use of communication for the purpose of creating a beneficial outcome for the client.

Barriers to Communication
Environmental or Physical barriers Terms or Language Personal considerations

Sender Caused Barriers

Not clear about what you wanted to accomplish Using communication medium not suited for the message Difference in the background, experiences and attitude of the sender and receiver.

Receiver caused barriers

Poor listener Jumps to conclusion Hears or sees what you want to hear and see Rejects message that contradicts his beliefs and assumption Has an emotional, mental and physical barrier.

Barriers/Non-therapeutic communication
1. Stereotyping 2. Agreeing and Disagreeing 3. Being defensive 4. Challenging 5. Probing 6. Testing 7. Rejecting 8. Changing topics and subjects 9. Unwarranted reassurance 10. Passing judgments 11. Giving common advice

Therapeutic Communication

1. Acceptance 2. Giving broad opening 3. Seeking clarification 4. Suggesting collaboration 5. Encouraging comparison 6. Focusing 7. Offering general leads 8. Giving information 9. Making observation 10. Offering self 11. Presenting reality

12. Placing the event in time or in sequence 13. Reflecting 14. Restating 15. Giving recognition 16. Summarizing 17. Translating into feelings 18. Using silence 19. Voicing doubt 20. Seeking consensual validation

Importance of Communication in Teaching and Learning

Interpersonal relationships are grounded on communication that helps individual know himself and those around him. The capacity of communication defines human personality as each of us wants to be perceived in a correct dimension capable of individualization. The need to find out what for we communicate helps the individual define both his conduct, and his language. Capacity to communicate defines human personality

To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.