QUESTION 

Explain Communication theory. How can it be used to improve the teaching profession?

Course:: Professionalism in Teaching

Course code 8612

Level: B.Ed Solved Assignment 

ANSWER

Watzlawick, Beavin, and Jackson (1967). They argue that “every communication has a content and a relationship aspect such that the latter classifies the former” (p. 54). Possibly the most relevant treatment of communication for our purposes is the social interaction theory. The meaning of a message is inherently dependent on this context consisting of human relationships. Simpson and Galbo (1986) have applied this theory to the classroom which discusses the influence of relationships on communication. Simpson and Galbo (1986) argue that if the quality of the relationship is as important to communication then the association between teacher and students is important to efficient communication. Furthermore, it seems that communication makes the relationship stable and directly contributes to effectiveness. (Pascarella, 1980)  Explained perhaps this is why informal interaction between teachers and students is linked with positive outcomes.

Another idea Simpson and Galbo (1986) applied to teaching and learning from the Watzlawick theory is that any communication is a function of the unique interaction at the time it takes place. The quality of a particular interaction is determined by the time of encounter and the contextual situations in which communication occurs between individuals. Therefore, the quality of a particular interaction is not predictable. Thus, teachers cannot decide with certainty how students will respond to the various parts of learning. Teachers must rely upon information obtained through interacting with students during the class to determine some of the ultimate specifics of instruction (Simpson & Galbo, 1986). Seeking and using the information on the spot during teaching is a high-level professional skill Teachers require high professional skills to seek and use the information on the spot about their students that is little understood and poorly researched, according to Simpson and Galbo (1986). Effective teachers know how to use their personalities to inspire and stimulate connections between students’ previous experiences and the subject matter.

Teachers’ personality is viewed as the instrument of instruction. Researchers seek methods that are independent of personality. Simpson and Galbo (1986,) turn the traditional assumption on its head. Much of the research about classroom instruction has attempted to control the teacher’s personality as a variable. The more productive course of action may be to control for method and to make the teacher’s personality the experimental variable.”

Jones (1989) found that students of different ages and institutions typically report two indicators that they linked with good teachers. These two factors include technical and personal logic. Person logical factor gained much more importance as it helps the students to achieve feelings of self-worth. Teachers’ personality is an important and valid factor. Students' rating of effective teachers’ competence depends upon the perceptions of teachers’ personalities as well as of their technical competence (Jones, 1989). Teacher-student relationship has gained much importance in the educational process (DeVito, 1986). A relational approach to teaching can be best understood and improved by defining it as a process of relational development. DeVito (1986) presents nine relationship skills highlighting openness, sympathy, supportiveness, fairness, collaboration, trust, and interaction that can help teachers to enhance their effectiveness. Teachers should be able to build relationships between students and teachers. They should encourage meaningful dialogue and serve as a role model. Teachers should be reflective and be able to able to relinquish control to students.

Feedback is another central theme of communication theory. It is considered one of the dominant mechanisms of experiential learning and action research (Kolb, 1984), sensitivity training (Lakin, 1972), and laboratory methods of personal and organizational change. Descriptive feedback enhances both teaching and learning that occurs in the course of interaction between teachers and students (Schein & Bennis, 1965). Interaction in the group is linked to feedback. This is true in the dynamic teacher-student relationship as in tutoring or advising and in the classroom group(Billson, 1986). When students are given the autonomy to define issues, problems, and projects, work can be broken into discrete blocks that can be targeted, attempted, and mastered, with many opportunities for immediate feedback, criticism, redirection, and consultation. The cognitive aspect points to the critical role feedback plays in mastery learning (Guskey, 1988).

Other aspects focus on making goals more transparent to students. Cross (1988) Cross & Angelo (1988) research indicated that teachers and learners cannot share responsibility for the effectiveness of education if the learner has no idea of the goals planned by the teacher and the teacher has no idea of how the learner is progressing toward those goals. Teachers do not always like to teach they asked in the test while students tend to study what they think will be tested. Teachers remain busy covering the whole content and learners are busy psyching out exams. This gap between teaching and testing presents and hindrance to the sharing of responsibilities and to teacher-learner collaboration. The best way to bridge this gap and to bring learners and teachers into collaboration is to use a technique that teaches and assesses students simultaneously. For instance, requiring students to practice critical thinking as part of a learning exercise can both teach the skill and test it. Learning goals cannot be clearly articulated unless they are well-defined and assessed. Cross and Angel (1988) present over forty classroom assessment techniques that double as teaching tools. One of the tools recommended by Cross (1988) was developed at Harvard called the Teaching Goals Inventory (TGI), intended to help teachers clarify their teaching goals. In addition to this she is now designing assessment measures, these measures will help teachers regulate how close students are to achieving the goals. Recent research indicates that the use of learning contracts to encourage the sharing of responsibility for learning is not new and that they may provide a useful way to teach students some self-directed learning skills (Knowles, 1975; Rossman, 1982).

Research shows that interactive learning experience helps students achieve their educational goals and enable them to identify the resources required to complete different kinds of tasks (Caffarella & Caffarella, 1986). Curricular changes can be improved by students' feedback, shared responsibility to empower students and development of written material. However, the role of students in these areas is not highly encouraged by the teachers. Teachers usually do not believe that their lectures or course materials such as outlines and syllabi could be improved by student input. Menges and Brinko's (1986) research indicated there is evidence that both lectures and the design of teaching materials (Medley-Mark and Weston, 1988) can be greatly improved with the help of student feedback, cooperation, and

assessment.

In the teaching profession, communication theory plays a vital role in enhancing the effectiveness of educators and improving the overall learning experience for students. Here are a few ways communication theory can be used to improve the teaching profession: 

Understanding student needs: Communication theory emphasizes the importance of understanding the audience or receivers of information. By applying this theory, teachers can better understand the diverse needs, learning styles, and backgrounds of their students. This knowledge allows them to tailor their teaching methods, content, and delivery to suit the individual or collective needs of the students. 

Enhancing clarity and comprehension: Effective communication requires clear and concise messages. Teachers can apply communication theory to improve their clarity of instruction, ensuring that students understand the subject matter. By using appropriate language, examples, and visual aids, educators can enhance comprehension and reduce the likelihood of misinterpretation.

 Active listening and feedback: Communication theory emphasizes the significance of active listening and feedback loops. Teachers can apply these principles by actively listening to students, encouraging open dialogue, and providing constructive feedback. This fosters a supportive learning environment, promotes engagement, and helps address any misunderstandings or misconceptions.

 

Nonverbal communication: Nonverbal cues, such as body language, facial expressions, and gestures, play a crucial role in communication. Teachers can employ communication theory to become more aware of their nonverbal signals and use them intentionally to enhance their teaching effectiveness. Positive nonverbal cues, such as maintaining eye contact, open postures, and appropriate gestures, can help convey enthusiasm, empathy, and approachability. 

Overcoming communication barriers: Communication theory explores various barriers to effective communication, such as language differences, cultural variations, and distractions. Teachers can apply this knowledge to overcome these barriers in the classroom. They can use inclusive language, promote cultural understanding, and minimize distractions to ensure clear and meaningful communication with all students. 

Use of multimedia and technology: Communication theory recognizes the impact of multimedia and technology on communication. Teachers can leverage various communication channels and tools, such as visual presentations, interactive software, and online platforms, to enhance their teaching methods. Integrating technology effectively can improve engagement, and access to resources, and facilitate communication beyond traditional classroom boundaries. 

Building rapport and trust: Effective communication is built on trust and rapport between teachers and students. Communication theory emphasizes the importance of building positive relationships. Teachers can apply this theory to establish trust, respect, and open lines of communication with their students. By creating a safe and inclusive environment, educators can foster active participation, collaboration, and a willingness to learn. 

Overall, communication theory provides valuable insights and strategies for teachers to enhance their communication skills, adapt their teaching methods, and create an engaging and effective learning experience for students. By understanding the principles of communication and applying them in the classroom, educators can positively impact student learning outcomes and overall educational success.