CLASSROOM COMMUNICATION PROCESS – COLE AND CHAN MODE

Classroom teaching still dominates the scene of formal education systems where face-to-face instruction is given to students. The primary objective of classroom teaching is to achieve instructional objectives in the cognitive domain, namely those concerned with developing knowledge, comprehension, application, analysis, synthesis, and evaluation abilities.

Communication is an integral part of any teaching-learning process and its effectiveness is one of the factors that determine the degree to which the intended learning outcomes are achieved. The process of classroom communication is affected by multiple factors pertaining to teachers, students, message, instructional methods and media, and learning environment. However, very few of us understand the nature of communication and make deliberate attempts to improve its effectiveness. Communication skills are acquired through training and it can be improved with practice and it requires conscious knowledge and strategic judgement. Evidences indicate that by improving communication skills, individuals can have more effective and satisfying communication experiences.

All communication is based upon symbols. It is a process that involves organizing, selecting and transmitting symbols in an appropriate manner to ensure that the receiver perceives in his/her thought process, the intended meaning of the communicator.

According to Cole and Chan, a typical process of classroom communication (and communication in general as well) includes the following give distinct stages.

1. Formulation of message

2. Message encoding

3. Message transmission

4. Message decoding and interpretation

5. Feedback and evaluation

formulation of Message

The success of communication depends on what we say and how we say it.

1. All communication starts with an idea or a message that is to be transmitted to the target audience (individual) with a motive to get a positive response. sender or encoder) is the one who Starts the communication process.

2. A message is a set of verbal or non-verbal cues sent by a source. Messages can be spoken or written, gestures, movements, etc. They cannot have a meaning apart from the person involved in the sending and receiving process.

3. An effective communication depends on the knowledge level, communication skill, and attitude of the communicator and how he/she desires to affect his/her receiver. Ability to think, organizing, thoughts quickly, and express himself/herself effectively are some of the attributes of a good communicator.

4. Teachers concerned, conceptualize ideas to be conveyed to students by arranging them in a coherent and meaningful sequence. In most of the instances, they will draw on content from curricula. Teachers interpret those ideas and determine the appropriate organization of the content.

Message Encoding

1. The internal shaping, sorting, and sifting of ideas for clarification and organization is called message formulation. Its purpose is to create a clear and meaningful message.

2. Encoding involves converting an idea into a form that can be transmitted to receivers.

3. The communicator not only translates his/her purpose (ideas, thoughts, or information) into a message but also decides on the medium to communicate his/her planned message.

4. The communicator must choose the media (speech, writing, signaling, or gestures) that the receiver can comprehend well. For instance, an illiterate receiver may fail to understand a written message but can understand it well if told orally.

5. Teachers encode their ideas in different ways according to the demands of various curricula. It is the teacher’s responsibility to use appropriate symbolic forms for each subject and to teach students to use these forms.

Message Transmission

1. It is a critical stage in the communication process and it answers how a message is delivered. The sender selects an appropriate channel or mode of presentation

2. A ‘channel’ is the vehicle or means through which a message or stimulus is carried from the communicator to the receiver. There are various options available as channels, like written, spoken, verbal, non-verbal, mass media, etc.

example, a teacher may use a film or physical demonstration to convey the same idea. Teachers are usually able to use more than one channel in ways that allow for an integrated presentation.

Message Decoding and Interpretation

1. Decoding is an interpretation of the message by the receiver. Actually, the receiver looks for meaning in the message that is common to both the receiver and the communicator.

2. process of decoding by the receiver is not passive, but an active one. Language does not have meaning, it has the potential for meaning and it is the decoder who is actively engaged in making meaning on the basis of his/her background knowledge and the context of communication.

3. If the receiver possesses the background information and is familiar with the form of language used, then it becomes easier for him/her to decode and comprehend the message.

4. If the receiver does not have the ability to listen, read and think, he/she will not be able to receive and decode the messages in the manner the communicator wants him/her to.

5. For effective communication, the receiver is the most important link in the communication process.

Feedback and Evaluation

1. Feedback is the response or acknowledgment of the receiver to the communicator’s message. The exchange is possible only if the receiver responds.

2. It involves the receiver reacting to the transmitted messages and conveying he response to the sender.

3. Most effective communicators encourage feedback and adjust the content and presentation of their messages as per the feedback received.

4. Teachers need to be aware to the subtle and direct ways of students for conveying reactions to the messages received. Skilled teachers can also control feedback so as to avoid unnecessary interference in the ongoing communication process.

5. Even by fluttering eyelids, raising an eyebrow, making facial expressions, organizing a point and asking for explanation. Thus, the message is shaped and reshaped by the communicator, and the receiver until the meaning becomes clear. In this way, both the participants in communication interact and constantly exchange roles. In face-to-face communication, the receiver responds naturally, directly and immediately. This provides the communicator an opportunity to improve and make his/her communication effective.

6. Therefore, feedback provides an opportunity to evaluate what is right or wrong about a particular communication. It helps to regulate the conversation among two or more individuals and also stimulates and reinforces an idea that is desired to be communicated.

7. An interactive model of communication (Cole and Chan) has a specific application for classroom teaching and learning. In most classroom interactions, there are constant role changes and many times the communication process is reversed.

PRINCIPLES OF EFFECTIVE CLASSROOM COMMUNICATION

The effectiveness of classroom communication depends on five major factors, namely teacher, student, message, instructional methods and media, and learning environment. The principles of effective classroom communication have been discussed under the following four headings.

1. Principles for teachers.

2. Principles for message design.

3. Principles for selection of instructional methods and media.

4. Principles for creating a conducive learning environment.

Principles for Teachers

A teacher should have the following qualities.

1. Develop a realistic self-concept and a perception of surroundings: This requires analysis of one’s strengths and weaknesses, acceptance of reality, and efforts to realize one’s potential.

2. Develop proficiency in the subject matter: The desire to acquire knowledge is a must for the teacher. In the words of Mahatma Gandhi,

• as if you were to die tomorrow was if you were to live forever.

A teacher should make every effort to remain updated in his/her subject area by independent reading, participation in short-term courses, attending classes of proficient teachers/experts, discussing subject-related issues and problems with other colleagues or seniors, etc. this helps in boosting the confidence of the teacher.

1. Understand the learners: A teacher should try to collect as much information about the learners’ characteristics as he/she can. Information needs to be collected about the previous knowledge, learning styles, cognitive styles, motivation, and interests. A teacher should accept the fact that no two individuals are alike and thus cannot be treated in the same manner.

2. Develop effective communication skills (both verbal and non-verbal): Communication skills can be acquired through training and practice. A teacher can record his/her own audio and analyze, the same for identifying the strengths and weaknesses in the spoken language. He/she should remain open to feedback from colleagues, superiors and students.

3. Knowledge about pedagogy and andragogy: This enables the teacher to plan, organize, deliver and evaluate instructions based upon the sound principles of teaching, learning and thereby, promote learning among students.

4. Adopt a flexible approach: This helps in modifying instructions as per the needs of the students.

5. Being objective and unbiased: A teacher should treat students as equal and not give any preferences to students on the basis of sex, caste, or creed.

Principles for Message Design

The message should have the following characteristics:

1. Clear and specified objectives: Objectives should satisfy the criterion of being SMART.

• Specific

• Measurable

• Achievable

• Realistic

• Time framed

2. Relevant to the objectives: Contents should be relevant to cover all the objectives.

3. Properly sequenced: This is covered in Unit I under the maxims and principles of teaching. It should be seen that the content is organized based on the following parameters.

• Simple to complex

• Easy to difficult

• Concrete to abstract

• Known to unknown

• Observation to reasoning

4. Use language comprehendible to the learners: The language of the message should be simple and comprehensible to the learners. Technical jargon should be avoided.

5. Use appropriate symbols: Symbols used in the message should be technically correct and standardized.

6. Include relevant exercises: The exercises selected should be of varying difficulty levels and should involve the learners meaningfully.

4. Make generous use of examples and non-examples: Examples from daily life and the world of work should be used to facilitate understanding of the applicability of content in different settings and thus, it ensures greater transferability of the learned materials.

Principles for Selection of Instructional Methods and Media

1. Select relevant and appropriate methods and media: The methods and media should be relevant to the objectives, content, and context, and should be appropriate to the level of learners. Instructional methods and teaching methods have been discussed in Unit I.

2. Use a variety of methods and media: In order to cater to the individual differences among learners and to avoid monotony, a variety of methods and media should be used by the teacher.

3. Use good quality media: The quality of media in terms of its visibility, legibility, finish, colours and printing should be judged before its use.

4. Integrate media in teaching-learning: Media should not be used in isolation. For example, if a video film is being used at the end of a lesson to reinforce what has been taught in the class, then it should either be followed by a discussion or some quick assessment of students’ understanding.

Principles for Creating Conducive Learning Environment

1. Classes should not be overcrowded: It really becomes difficult for the teacher to manage a big class and pay attention to all learners which is the main reason that the student-teacher ratio is prescribed by various regulatory bodies.

2. Ensure proper seating arrangement in the class: Minimum essential distance should be maintained between the teacher and the students, and among students. Each student should be able to interact with the teacher and other students. Furniture should be comfortable and in proper condition. In addition, there should be proper lighting and ventilation arrangement in the class.

3. Build rapport with the students: A teacher should know each and every student in the class by name and be friendly with the students. He/she should try to give due respect to the individuality of students. He/she should have a positive attitude towards the students.

4. Encourage cooperation and healthy competition among students: This can be achieved by assigning group activities and pairing bright students with average or poor students.

5. Feedback mechanism: It should work both ways.

6. Encourage experimentation: A teacher should encourage experimentation with new ideas and techniques by the students. Creativity should be encouraged rather than curbed. Problems having more than one solution need to be posed in the class.

7. Provide reinforcement: A teacher should reinforce the desired communication behaviour of learners through praise, appreciation, rewards, social recognition, etc.

8. Provide a non-threatening environment: There should not be fear of punishment. Prior information regarding schedule of activities, tests, assignments, etc., should be provided to learners in order to avoid any unnecessary anxiety on the part of the learners.