As the name suggests, verbal communication is a message or information expressed in words, either orally or in writing. Classrooms obviously have lots of verbal communication; it happens every time a teacher explains a bit of content, asks a question, or writes information or instructions on the chalkboard. Non-verbal communications are gestures or behaviors that convey information, often simultaneously with spoken words Guerrero, It happens, for example, when a teacher looks directly at students to emphasize a point or to assert her authority, or when the teacher raises her eyebrows to convey disapproval or disagreement.
Nonverbal behaviors are just as plentiful as verbal communications, and while they usually add to a current verbal message, they sometimes can also contradict it. Whether verbal or nonverbal, however, classroom communications often convey more meaning than is intended. Like many public settings that involve a diversity of people, classrooms tend to rely heavily on explicit, verbal communication, while at the same time recognizing and allowing nonverbal communications to occur Neill, This priority accounts for the characteristically businesslike style of teacher talk—a style that we discuss in detail in the next chapter.
A major reason for relying on an explicit, businesslike verbal style is that diversity among individuals increases the chances of their misinterpreting each other.
Because of differences in background, the partners may differ in how they expect to structure conversation as well as other kinds of dialog. Misunderstandings may result—sometimes without the partners being able to pinpoint the cause.
Later in this chapter we suggest how to minimize these problems. Burns, C. Interactive or inactive? A consideration of the nature of interaction in whole-class instruction. Cambridge Journal of Education, 34 1 , 35— Collins, J. Speaking and writing: Discourse strategies and the acquisition of literacy.
Cook-Gumperz Ed. New York: Cambridge University Press. Guerrero, L. This increases self esteem and confidence.
A confident student is less likely to second guess his answers on tests, and a self-assured student is more likely to speak up in class. Class participation leads to increased learning for the entire class. Teachers who reward student communication and class participation will notice an improvement in overall class performance. A teacher can gauge the effectiveness of a lecture by student feedback. By asking questions, a teacher can determine if students were able to retain the imparted information.
Studies have found that the success of students is directly related to interactive, engaging teaching environments formed by able teachers see Mashburn et al. It could also lead to students lacking motivation, disliking school, and believing themselves to be unable to achieve. This could have consequences for the rest of their lives. Therefore, effective communication between teachers and students is extremely important. It allows you to perform your job well, with positive results for your pupils.
An added benefit is that your class can use you as a model for improving their own communication skills, which are critical for their development and future learning. As a teacher, you will also need to communicate effectively with parents.
This could take place through a variety of mediums, including phone calls, emails, and in-person meetings, so you must be skilled with both verbal and written language. It is vital that you are clear, but tactful, at all times.
Teaching does not always involve independent work — it also requires collaboration. You might also utilise these skills in staff meetings and training sessions — being able to lead meetings, present in front of varied audiences, and give feedback to other staff could illustrate to your colleagues and superiors that you are a good candidate for promotion.
As we have demonstrated, there are many reasons why effective communication skills are imperative in a teaching career. In the next section, we will give you some strategies to improve your communication in the classroom.
Build on your existing knowledge or learn new skills to help you in the classroom with our CPD Courses for Teaching Staff. When you are presenting in front of the class, you will use different strategies than when you are facilitating a group discussion, or speaking to a student one-to-one.
Here, we will suggest eight strategies that are applicable to each of the contexts that you may encounter. This is because, when students feel supported, they are more comfortable expressing their own thoughts and ideas in class discussions, attempting challenges, and asking when they need help.
Higher levels of engagement and participation then lead to better developed knowledge and greater achievement. A supportive learning environment is built using communication: you should get to know your students well, and show them that they are safe from judgement or humiliation in your classroom. If you do ask them to participate, you could use scaffolding such as sentence starters to make them feel safer doing so.
However, forced participation is usually unnecessary: it is likely that quieter students have excellent listening skills, and are learning just as much, despite not sharing their own thoughts. Teamwork and group discussions contribute to making the classroom a more comfortable environment. By working in small groups, students are able to share their ideas more easily, and improve their own communication skills.
These activities also give them a good opportunity to ask you questions and get feedback on their work, leading to effective communication between you, better understanding of the lesson, and academic benefits.
You could also try to improve your communication skills through teamwork with your colleagues. Planning more lessons together, sharing ideas, and problem-solving together will develop the way that you interact. Communication is not only verbal, but also non-verbal: you should ensure that the signals you are giving out through your body language are positive, confident, and engaging.
For example, making eye contact with students when you are talking to them shows that you are being supportive and attentive.
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