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.
