AFRICANAZARINEUNIVERSITY
EFFECTIVE COMMUNICATION FOR ISTRUCTRUCTION
NAME: HASSAN AHMED MOHAMED
STUDENT NO: 11SO1CED 027
UNIT CODE: EDO 282
DATE: 5TH January, 2013
EFFECTIVE COMMUNICATION FOR INSTRUCTION
The following are key elements derived from the model developed by Everett (1973)
Source (encoder)
Receiver (Decoder)
Effects
Some of the barriers to effective communication
Message competition
Multiple links in the communication chain
Effective Communication in the Classroom
The classroom Arrangement
Teaching Approaches
1
EFFECTIVE COMMUNICATION FOR INSTRUCTION
Rogers(1973) defines human communication as the process by which an idea is transformed from a source to a receiver with the purpose of bringing about certain desired effect on the part of the receiver.
Wiseman and Barker (1974) define communication from the transactional and the functional perspective thus; communication is process that involves a series of interactions where relationships are integrated towards specific objectives that are trying to influence one another.
Communication scholars have developed various models for illustrating visually the key element of the process and to show the relationship among the variables involved.
The following are key elements derived from the model developed by Everett (1973)
Source (encoder)
This is the originator of the message. This could be an individual, a team of persons, a radio station or organization.
Receiver (Decoder)
This is a person or persons we wish to address. He/she decodes the message according to their knowledge and past experience. The message should be tailored to the needs and circumstances of the receiver rather than be burdened by the value and perspectives of the source. The key questions to ask ourselves are do we understand the audience? Is the channel we have selected, the most appropriate one for conveying the message to the intended audience?
Effects
The effects are the changes are the changes in the behavior of the receiver resulting from the message received. It is from this effects we get the phrase effective communication that describe the acts of communication that result in behavioral change on the part of the receiver. The changes could be: Gaining new knowledge; change in attitude values and worldviews, it could also mean change in behavior.
Some of the barriers to effective communication
Message competition
For concentration and effort one can handle only one thing at a time. A person, who reads the newspaper while at the same speaking on the phone, is likely to loose bits of information from the two sources. When multiple messages compete for attention from the same individual the likelihood of communication breakdown increases. Others have to do with the way the receiver relates to the message or its source. selective exposure means attending only to communication that are consistent with your existing attitudes and beliefs; selective perception is the interpretation pf message according to your present attitude or belief , selective recall is remembering messages that are consistent with your system of values and attitudes
Multiple links in the communication chain
This is the relaying a message via several emissaries, increases the chance of distortion. Every person who handles the message puts a perspective that was not n the original message; drops some details that were in the message also delays in sending the message could lead to forgetting some details or substituting others. Timely delivery of the message reduces the chances of distortion.
Effective Communication in the Classroom
The classroom Arrangement
The most important aspect of maximizing communication in the classroom is the arrangement of the room to facilitate eye contact among all the students and the class teacher. They should mot allow students to sit in straight rows because there will be no eye contact between those in the front; those behind and those on either side of each student.
A circular or horse shoe arrangement facilitates eye contact between and among students and teacher. Eye contact contributes immensely to non-verbal communication such as the use of movement, gestures, winks, body language and other communication signals.
Teaching Approaches
The teacher talks to students when presenting or introducing new material or a new topic. In doing so the teacher employs such methods as short lectures, talks, stories and jokes. The teacher might talk to the students when giving fresh instructions on a job to be done or giving a dictation.
The teacher should encourage the student to be active. Active students participate by contributing to discussions and ideas. They ask questions and seek clarification of matters that might be difficult or ambiguous. That difference in the students view and perception are desirable and contribute more to learning than forced consensus. The student rights to make mistakes should be recognized and the student shouldn’t be made to feel ashamed of makingmistakes during the learning process.
1