COMMUNICATION

COMMUNICATION

OBJECTIVES

1. Define communication and explain the importance of communication process

2. Explain the different settings/ contexts of communication in teaching and learning
situations
3. Analyze modes of speech and writing appropriate to different educational situations
4. Demonstrate effective communication skills appropriate to different teaching and
learning situations
5. Evaluate the significance of verbal and non-verbal communication in classroom
interaction

CONTENT

1. Definition Of Terms
2. Communication Theory And Process
3. Types Of Feedback
4. Models Of Communication
5. Verbal Communication
• Oral And Written Communication
6. Nonverbal Communication
7. Barriers To Effective Communication
8. Communication Breakdown
9. Listening And Hearing
10. Question And Answer Technique
11. Channels Of Communication
12. The 5Cs Of Effective Written Communication
13. Language Use
14. Summary Writing Techniques

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SPECIFICATION GRID

TOPIC # TOPIC WEIGHTING

1 DEFINITION OF COMMUNICATION TERMS 10
2 COMMUNICATION THEORY & PROCESS 15
3 MODELS OF COMMUNICATION 10
4 VERBAL & NON VERBAL COMMUNICATION 30
5 QUESTION & ANSWER TECHNIQUE 15
6 EFFECTIVE COMMUNICATION 20
TOTAL 100

1. DEFINITION OF TERMS

COMMUNICATION DEFINITIONS:

1. The process by which information, ideas, attitudes and emotions are exchanged between one
person and another by the use of a common system of symbols, signs and behaviour. (Hammond S
1998:19)
2. The giving, receiving or exchange of information, opinions or ideas by writing, speech or visual
means or a combination of these three- so that the material communicated is understood by
everyone.
3. The transaction (an exchange) whereby participants together create meaning through the exchange
of symbols. (Michael Fielding 1993:4)
4. Communication is a skill acquired by an individual to exchange messages, facts, ideas, opinions and
even express emotions.

The definition stresses 4 major points which are:

• Communication as a transaction: A transaction involves 2 or more people who exchange or

discuss or construct meaning together, they have to take one another into account and have to
work together according to a set of rules.
• People working together: People are central to communication. They should pay attention to
each other and learn to develop mutual expectations.
• The creation of meaning: People need to ensure that the others understand what they are
saying. We create meaning because of the words that we say or share i.e. sharing of meaning.
• The exchange of symbols: people exchange verbal (words) non Verbal Gestures Facial
expression and graphic (table) diagrams and symbols.

Explain the importance of the following communication terms in teaching and learning: (25)

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i. encoding
The encoding of a message is the production of the message. When the source of the communication
puts together their intended message, this is referred to as ‘Encoding’. ‘Encoding’ can be defined as
transforming an abstract idea into a communicable message. This is done using words, symbols,
pictures, symbols and sounds. In regards to teaching and learning marketing communication, encoding
involves transforming the organizations ideas about a product into various forms/types of promotion:
advertisements, press releases, sales promotions or a personal sales pitch.

ii. decoding
When the receiver views or hears the message they do what is termed ‘decoding’. Decoding can be
defined at the receiver interpreting the message and coming to an understanding about what the source
is communicating. Decoding is the receiver’s interpretation of the sender’s message. Here the receiver
converts the message into thoughts and tries to analyze and understand it. Effective communication can
occur only when both the sender and the receiver assign the same or similar meanings to the message.
In teaching and learning marketing communication, an example of this would be a consumer viewing an
advertisement and coming to an understanding about what the product is.

iii. feedback
Feedback refers to the response or reaction of receiver to the sender’s message. Feedback is the
essence of communication and is the final step of communication process. Without feedback from the
receiver, communication process remains incomplete. This feedback may be an oral or written message,
or an action or simply a silence.
In teaching and learning marketing communication, feedback refers to the way the consumer responds
to the promotional campaign. For example, purchasing a product after viewing an advertisement is an
example of feedback to a promotional campaign. Measuring feedback is extremely important in a
marketing communication campaign because it allows for a measure of the success of the marketing
campaign. For example, negative feedback such as no increase in sales would show that changes need to
be made in the promotional strategy.
iv. overloading
Information overload occurs when the amount of input to a system exceeds its processing capacity.
Students have fairly limited cognitive processing capacity. Consequently, when information overload
occurs, it is likely that a reduction in the quality of the student’s work will occur. Information Overload is
when you give a lot of information to students than they are able to process to make sensible decisions.
The result is either that they delay making decisions, or that they make wrong decisions.

v. under loading
Is a situation often when we do not have ready access to the specific information we need to answer
questions, solve problems, and accomplish tasks we want to accomplish. In teaching and learning when
students are under loaded they fail answer questions, solve problems, and accomplish tasks.

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COMMUNICATION PROCESS

Communication process consists of some interrelated steps or parts through which messages are sent
form sender to receiver. The process of communication begins when the sender wants to transmit a
fact, idea, opinion or other information to the receiver and ends with receiver’s feedback to the sender.

The main components of communication process are

• Sender,
• Message,
• Channel,
• Receiver
• Feedback
• Noise

Steps or elements of communication process

The communication process refers to the steps through which communication takes place between the
sender and the receiver. This process starts with conceptualizing an idea or message by the sender and
ends with the feedback from the receiver. In detail, communication process consists of the following
eight steps:

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1. Sender: In the first step, the communicator develops or conceptualizes an idea to be sent. It is
also known as the planning stage since in this stage the communicator plans the subject matter
of communication.
2. Encoding: Encoding means converting or translation the idea into a perceivable form that can be
communicated to others.
3. Message: After encoding the sender gets a message that can be transmitted to the receiver. The
message can be oral, written, symbolic or nonverbal. For example, when people talk, speech is
the message; when people write a letter, the words and sentences are the message; when
people cries, the crying is the message.
4. Medium: Medium is the channel or means of transmitting the message to the receiver. Once
the sender has encoded his into a message, the next step is to select a suitable medium for
transmitting it to the receiver. The medium of communication can be speaking, writing,
signaling, gesturing etc.
5. Transmission of message: In this step, the sender actually transmits the message through
chosen medium. In the communication cycle, the tasks of the sender end with the transmission
of the message.
6. Receiver: This stage simply involves the reception of sender’s message by the receiver. The
message can be received in the form of hearing, seeing, feeling and so on.
7. Decoding: Decoding is the receiver’s interpretation of the sender’s message. Here the receiver
converts the message into thoughts and tries to analyze and understand it. Effective
communication can occur only when both the sender and the receiver assign the same or similar
meanings to the message.
8. Feedback: The final step of communication process is feedback. Feedback means receiver’s
response to sender’s message. It increases the effectiveness of communication. It ensures that
the receiver has correctly understood the message. Feedback is the essence of two-way
communication
9. Noise: Noise is any type of disruption that interferes with the transmission or interpretation of
information from the sender to the receiver.

Psychological noise
Psychological noise results from preconceived notions we bring to conversations, such as racial
stereotypes, reputations, biases, and assumptions. When we come into a conversation with ideas about
what the other person is going to say and why, we can easily become blinded to their original message.
Most of the time psychological noise is impossible to free ourselves from, and we must simply strive to
recognize that it exists and take those distractions into account when we converse with others.

Physiological noise
Physiological noise has to do with distractions from the natural effects of the body, such as being tired
or hungry.The pains a person received will also result in physiological noise. For instance, great anger or
sadness may cause someone to lose focus on the present moment.

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Physical noise
Physical noise is any external or environmental stimulus that distracts us from receiving the intended
message sent by a communicator.Examples of physical noise include: others talking in the background,
background music, a startling noise and acknowledging someone outside of the conversation.

Semantic noise
This is noise caused by the sender. i.e., the encoder. This type of noise occurs when grammar or
technical language is used that the receiver (the decoder) cannot understand, or cannot understand it
clearly. It occurs when the sender of the message uses a word or a phrase that we don't know the
meaning of, or which we use in a different way from the speakers. This is usually due to the result that
the encoder had failed to practice audience analysis at first. The type of audience is the one that
determine the jargon one will use.

Assess what the term noise refers to in teaching and learning. Give
practical examples. [25]
In communication studies and information theory, noise refers to anything that interferes with the
communication process between a speaker and an audience. It is also called interference. Noise is
anything that interferes with communication. Noise can be external (a physical sound) or internal (a
mental disturbance), and it can disrupt the communication process at any point. Another way to think of
noise, (Zaremba,2010) is as a "factor that reduces the chances of successful communication but does
not guarantee failure."

A broad definition of noise in communication is something that keeps a receiver from completely
comprehending a message. Distractions can inhibit a person from offering his undivided attention and
may keep him from fully grasping what you are trying to say. These disturbances guarantee that the
receiver will either misinterpret your information or not understand it at all. Noise interferes with
learning, through direct effects on information processing, and via indirect effects on teachers, learners
and communication in the classroom.

Learning depends on how one absorbs the information and how it was delivered to him. It is much the
same on a theory on communication where sharing of message would be successful after the receiver
received and understood the message. In a classroom situation, learning is highly dependent on how
intently the student listens to his teacher and how the teacher delivers the lesson, as well.

In teaching and learning noise can be , semantic noise, psychological noise, physical noise and or
physiological noise.

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Semantic Noise

Semantic noise affects communication when people communicate from different playing fields. In other
words, they are working from different understandings, such as different primary languages, dialects or
basic cultural characteristics. Poor handwriting and using slang can also be semantic noises that
complicate effective communication. Semantic noise refers to when a speaker and a listener have
different interpretations of the meanings of certain words. For example, the word "weed" can be
interpreted as an undesirable plant in a yard or as a euphemism for marijuana.

Syntactical Noise - Communication can be disrupted by mistakes in grammar, such as an abrupt change
in verb tense during a sentence. Using of jargons can be problem for successful communication between
students and teacher. Jargons are technical terms that are rarely used in everyday conversation.
Listeners may find these unfamiliar or vague, preventing them to understand sentences or statements
mentioned in the discussion. Thus, it is very important for a teacher to define particular terms before
proceeding to her lesson proper.

Psychological Noise
Psychological noise can be more difficult to define in a particular situation, as the mental makeup of
every person is different. This type of noise includes concepts like prejudices, narrow-mindedness and
personal bias. Communication can also be difficult if a person is feeling very emotional -- anger, sadness
and even joy can affect how much someone can pay attention to a conversation or lecture.

Emotional barriers and taboos are also barriers. In this kind, a student find it difficult to express his
emotions and personal opinions in front of everyone in the class. These barriers can be observed mostly
during recitals. The main reason is due to tense and stage fright filling the person. Taboos can also cause
the same worry. In here, a student felt that he is avoided to speak about a topic because there are
limitations.

The lack of attention can also be a barrier to successful listening. In this kind of barrier, a student may
lost his interest for the lesson, or he may find the speaker to be irrelevant. Another is the differences in
perception and viewpoint. In the classroom setting, a misunderstanding may arise between the teacher
and student because of differences or clash of opinions. In another words, what a teacher believes as
right may not be favorable to the student or vice versa.

Certain attitudes can also make communication difficult. For instance, significant anger or sadness may
cause someone to lose focus on the present moment. By acknowledging and adjusting to noise, a
communicator can make it more likely that their message will be received as intended.

Physical Noise

Physical noise or environmental noise is noise that physically disrupts communication, such as very loud
speakers at a party or the sounds from a construction site next to a classroom.
Physical noise is interference that is external to both speaker and listener; it hampers the physical
transmission of the signal or message.

Examples of physical noise: loud party at the neighbors while you’re trying to record, loud kids who
don’t want to take their nap, irritating hum of your computer, air conditioner, or heater.

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Sometimes the biggest impediment to clear communication is everyday environmental noise. This can
include loud passersby, music (think talking over a band at a concert), traffic or children playing. Even a
simple phone ringing can distract a listener so that she cannot fully focus on a conversation. Other
physical conditions that can hinder communication are physical illness, being under the influence of
drugs or alcohol, or being tired.

Physical barriers including misunderstanding of non-verbal communication are another common barrier
to an effective communication in the classroom. These will appear when the student failed to see the
non-verbal cues such as gestures, posture and general body language which make lesson delivery less
effective.

Physiological-Impairment Noise

Physical conditions such as deafness or blindness can impede effective communication and interfere
with messages being clearly and accurately received. Physical disabilities such as hearing problems or
speech difficulties would also be a problem in a conversation. The teacher, in this situation, would not
be successful in delivering his lesson because the student cannot hear it properly or perhaps, the
student cannot understand him due to his speech difficulties.

Physiological noise is created by barriers within the sender or receiver. Examples of physiological noise
articulation problems, mumbling, talking too fast, talking too slow, forgetting to pause, forgetting to
breathe and so on. Another example of physiological noise on the listener’s side: hearing problems.
Maybe the listener can’t hear high tones as clearly as they used to. For some, low tones are the
problem. Their difficulty in literally hearing words and sounds becomes physiological noise.

Learning is not just sharing the lessons but also on how the teacher presented and shared, and as well
on how critically students have absorbed these lessons. After all, successful learning, in order to be
realized, sender and receiver should be participative. In addition, detecting common problems and
giving careful measures are helpful ways in improving teacher-student interaction.

2. COMMUNICATION THEORY AND PROCESS

Communication Theory Framework

Let us examine communication and communication theory through the following viewpoints:

Mechanistic - The mechanistic view point says that communication is simply the transmission of
information from the first party to the second party. The first party being the sender and the
second party being the receiver.

Psychological - According to the psychological view point, communication is simply not the flow
of information from the sender to the receiver but actually the thoughts, feelings of the sender
which he tries to share with the recepients. It also includes the reactions, feelings of the receiver
after he decodes the information.

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Social - The social view point considers communication as a result of interaction between the
sender and the receiver. It simply says that communication is directly dependent on the content
of the speech. “How one communicates” is the basis of the social view point.

Systemic - The systemic view point says that communication is actually a new and a different
message which is created when various individuals interpret it in their own way and then
reinterpret it and draw their own conclusion.

Critical - The critical view point says that communication is simply a way with the help of which
an individual expresses his power and authority among other individuals.

To summarize the communication theory proposes that to survive, every living entity, needs to
communicate with others and also among themselves. Communication is a dire need of survival.

3. TYPES OF FEEDBACK

Motivational Feedback:
• It is used to reward and support positive behavior e.g. your employee performs good
and to motivate him u appreciate his work, this is motivational feedback.
Developmental Feedback:
• It is given when a particular area of performance needs to be improved e.g.highlighting
the areas of your subordinates’ performance which needs improvement.
Constructive feedback:
• It is given so that to encourage the development of the individual towards which it is
directed.
Intrinsic feedback:
• It is feedback from one’s own self e.g. a person engaged in thinking and pondering over
ideas, evaluating options and assessing their outcomes.
Extrinsic feedback:
• It is feedback which a person receives from others e.g. customer’s response to a
payment request.

Some other common types of feedback include:

· Negative feedback
· Positive feedback
· Immediate feedback
· Delayed feedback
1. Constructive feedback – information specific, issue-focused and based on observations.
There are four types of constructive feedback:

• Negative feedback – corrective comments about past behavior. Focuses on behavior

that wasn’t successful and shouldn’t be repeated.
• Positive feedback – affirming comments about past behavior. Focuses on behavior
that was successful and should be continued.

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• Negative feedforward – corrective comments about future performance. Focuses on

behavior that should be avoided in the future.
• Positive feedforward – affirming comments about future behavior. Focused on
behavior that will improve performance in the future.

2. Praise – positive statements about a person. Most employees will respond to praise with
an increase in self-esteem, self-efficacy and/or confidence.
3. Criticism – an opinion, judgment or negative statement about the person or their
behavior. Criticism is destructive feedback and is generally not effective at increasing
performance in the workplace.

WHAT IS COMMUNICATION FEEDBACK?

Feedback refers to the response or reaction of receiver to the sender’s message. Feedback is the
essence of communication and is the final step of communication process. Without feedback from the
receiver, communication process remains incomplete. This feedback may be an oral or written message,
or an action or simply a silence.

Transmitting or sending message is half of the communication process. When messages reach to the
receiver, he decodes the message and sends his response to the sender to complete the communication
process. Feedback enables the sender to evaluate the effectiveness of his message. If the receiver does
not understand what the sender wants to convey, then the sender refines or repeats the message.

Some quotations on feedback are given below:

• In the opinion of Bartol and Martin, “Feedback is the receiver’s basic response to the
interpreted message.”
• Boone, Kurtz and Block defined, “Feedback consists of messages-verbal and non-verbal-that
convey a reaction to the communication’s message.”
• According to Bovee, Thill and Wood, “Feedback is a response from the receiver that informs the
sender how the message is being interpreted form the receiver that informs the sender how the
message is being interpreted and how the communication is being received in general.”
• Weihrich and Koontz said, “A feedback is an information input in a system transmitting message
of system operation to indicate whether the system is operating as planned, information
concerning any type of planned operations relayed to the responsible person for evaluations.”

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Feedback in communication is shown in the fallowing diagram

CAUSES OF POOR FEEDBACK:

Feedback is an essential component of communication process. Without feedback, none can ensure the
effectiveness of communication. However in some cases, proper feedback is hindered by some causes,
factors. These causes, factors are as follows:

1. Reliance only on formal communication channel: Employees in the organization primarily

communicate through normal channels following the organizational hierarchy. Communication
through formal channel is essential to maintain order and discipline. However, excessive
reliance on formal channels discourages feedback.
2. Sanctioned communication: When communication is formalized through rules, regulations and
bindings, it is called sanctioned communication. Such rules and regulations restrict feedback.
Because, employees cannot communicate violating these roles. So sanctioned communication
created by rigid rules and restrictions acts as a major cause of poor feedback.
3. Negative organizational climate: It internal operational environment, inter-personal
relationship and social climate of organization are unfavorable to free and fair flow of
communication, then the whole communication process will be affected. In such a situation,
normal flow of feedback will also he blocked.

NECESSITY OF FEEDBACK

Feedback is the essence of two-way communication. In two-way communication, the sender must wait
for receiver’s response before deciding what to say nest and how to say it. Feedback is the check on how
much successful one has been in transferring his message as originally intended. If there is no feedback.
Communication will be incomplete and ineffective. Based on feedback, a sender may either alter the
presentation of the message or cancel it entirely. Thus, there is no alternative to feedback,. Some points
highlighting the importance of feedback are mentioned below:

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Why feedback is necessary for completion of communication process?

1. Completion of communication: Two-way communication requires feedback from the receiver.

Through the feedback, sender can understand the attitude of the receiver. Burton and Thakur
said, “The receiver’s feedback to the sender completes the communication process loop.”
2. Measuring the effectiveness of communication: Feedback ensures the sender regarding the
effectiveness of his communication. By means of feedback, sender can be sure that the receiver
received the message and understood it in the proper way. Sender needs feedback in order to
determine the success or failure of communication.
3. Understanding the receiver’s view: Feedback helps to understand the receiver’s view and
opinion about the sender’s message. With this understanding, sender can determine the next
course of action.
4. Measuring the appropriateness of media: Message can be transmitted using various media.
Improper media cannot convey the message to the receiver properly. So proper understanding
of the message by the receiver and his feedback proves that the sender has selected the right
media.
5. Making correct decision: Feedback communicates the receiver’s opinion to the sender.
Considering this opinion, the communicator can take proper decision. Information of the
receiver can also improve the quality of decision.
6. Collection of information: One-way communication only sends information. If communicator
wants to gather information, he must seek feedback.
7. Coordination of activities: Responsibility of performing organizational activities is assigned to
various departments. In this case, organizational success depends on proper coordination of
inter-departmental activities. Feedback helps top management to ensure proper coordination.
8. Improving labor-management relationships: Healthy labor-management relationship is
essential for organizational success. If management wants to build a congenial atmosphere, they
should encourage two-way communication. That means, management should seek feedback
from employees as well as they should provide feedback to the employees. Through this
practice, managers can create democratic atmosphere in the organization.

The above discussion reveals that feedback is an essential element of communication process. Through
feedback, the sender and receiver can know each other and accordingly they can decide their next
course of action.

4. MODELS OF COMMUNICATION

The purpose of a “model” is to offer a visual representation of a concept with the intent of facilitating
the understanding of it. Traditionally speaking, there are three standard models of the communication
process: Linear, Interactive, and Transactional, and each offers a slightly different perspective on the
communication process.

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Linear Communication Model

The linear model views communication as a one-way or linear process in which the speaker speaks and
the listener listens .There’s a bit of a debate about the Linear Communication model and how it
recognizes (or doesn’t recognize) the concept of feedback. The linear model’s behavior is belied by its
name, where a sender encodes a message via a channel and the message is decoded by the receiver. It
is straight-line communication found typically in mass communication; think television, radio,
newspapers, etc. According to this model, there is no means for immediate feedback. The main flaw in
the linear model is that it depicts communication as a one-way process where speakers only speak and
never listen. It also implies that listeners listen and never speak or send messages.

The Linear Communication Model

Shannon and Weaver were the first to present the Linear Model of Communication in 1949′s The
Mathematical Theory of Communication. We’re going to discuss more about these two in our imminent
Theories of Communication article. Suffice to say that this theory has become less relevant in inverse
proportion to the advances of communication technology, specifically non-linear forms of electronic
communication where it’s not always clear who is the sender and who is the receiver.

Interactive Communication Model

Simply put, the Interactive Model takes the Linear Model and multiplies it times two with a quick flip of
the return message. It now allows for a feedback element because after a message is encoded and sent
to the decoding receiver, the roles then reverse and the receiver encodes and sends a response to the
original sender who has now turned receiver. It sounds more confusing than it is. Envision an exchange
of text messages whereby your friend sends you a message and you respond to it. The same thing

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happens during a telephone call, or even an email exchange. A message is sent and received, then the
roles reverse. That is the Interactive Model.

Schramm (1955) in Wood (2009) came out with a more interactive model that saw the receiver or
listener providing feedback to the sender or speaker. The speaker or sender of the message also listens
to the feedback given by the receiver or listener. Both the speaker and the listener take turns to speak
and listen to each other. Feedback is given either verbally or non-verbally, or in both ways.

The main drawback in the interactive model is that it does not indicate that communicators can both
send and receive messages simultaneously. This model also fails to show that communication is a
dynamic process which changes over time.

Transactional Communication Model

The Transactional Model becomes more sophisticated yet. This model depicts face-to-face interaction,
or “trans-action” as a dynamic and changeable process that is not limited to simple definition. In the
Transactional Model, receiver and sender can play the same roles simultaneously, as sometimes
happens, as messages can be sent back and forth simultaneously. It appears chaotic and ineffective, but
sometimes communication is just that. Throw in some noise, and it would be a wonder whether any
message is conveyed successfully in this environment.

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The transactional model shows that the elements in communication are interdependent. Each person
in the communication act is both a speaker and a listener, and can be simultaneously sending and
receiving messages.

OTHER – from the ABOVE 3

1. ARISTOTLE’S MODEL:

2. LASSWELL’S MODEL:

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3. CLAUDE SHANNON AND ALSO WARREN WEAVER MODEL:

4. SCHRAMM’S MODEL:

5. THE RILEYS MODEL:

6. BERLO’S S-M-C-R MODEL:

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7. CONTEMPORARY MODEL:

5. VERBAL COMMUNICATION
• ORAL AND WRITTEN COMMUNICATION

VERBAL COMMUNICATION:

Verbal communication is the process of exchanged of information or message between two or more
persons through written or oral words.

Forms of verbal communication are as follows:

1. Oral communication: Oral communication is the process of communication in which messages

or information is exchanged or communicated within sender and receiver through the word of
mouth. It can be divided into two ways: a. Speaking b. Listening.
2. Written communication: Written communication is the process of communication in which
messages or information is exchanged or communicated within sender and receiver through
written form. It can be divided into two ways: a. Writing b. Reading.

QUESTION

Advantages and disadvantages of written communication [10]

Advantages of written communication:

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• Easy to preserve: .
• Easy presentation of complex matter:
• Permanent record:
• Prevention of wastage of time and money:
• Accurate presentation:
• Use as a reference:
• Delegation of authority
• Longevity:
• Effective communication:
• Maintaining image: .
• Proper information: .
• Less distortion possibility.
• No opportunity to misinterpret:
• Controlling tool:
• Easy to verify:.
• Others: Clear understanding, Legal document, Acceptability, Reduction of risk, Creating
confidence, Easy circulation, Wide access or coverage etc.

Disadvantages of written communication

• Expensive:
• Time consuming: Written communication takes time to communicate with others. It is a time
consuming media. It costs the valuable time of both the writer and the reader.
• Useless for illiterate person: It messages receiver is illiterate, written communication is quite
impossible. This is major disadvantage written communication.
• Difficult to maintain secrecy: It is an unexpected medium to keep business secrecy. Secrecy is not
always possible to maintain through written communication. Because here needs to discuss
everything in black and white.
• Lack of flexibility: Since writing documents cannot be changed easily at any time. Lack of flexibility is
one of the most important limitations of written communication.
• Delay in response: It takes much time to get a response from the message receiver; prompt
response is not possible in case of written communication that is possible in oral communication.
• Delay in decision making: Written communication takes much time to communicate with all the
parties concerned. So the decision maker cannot take decisions quickly.
• Cost in record keeping: It is very difficult and expensive to keep all the records in written
communication.
• Complex words: Sometimes the writer uses complex words in writing a message. It becomes difficult
to meaning out to the reader. So the objectives of the communication may lose.
• Lack of direct relation: If there is no direct relation between the writer and the reader, writer
communication cannot help to establish a direct relation between them.
• Other: Prompt feedback is impossible, Slowness, Bureaucratic attitude, Understanding problem
between boos and subordinates, lack in quick clarification and correction, formality problem, lack of
personal intimacy, etc.

QUESTION

Different types of oral communication [10]

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Medias or ways or techniques or channels of oral communication

The channels or methods or oral communication may be classified broadly in two categories non
mechanical channels and mechanical channels which are described below:

A. Non mechanical channels

• Conversation: conversation means the informal discussion among the people. When one person
discusses his views, opinion to another person and exchanges their views in the presence of
both then it is called face to face conversation. It also includes the face-to-face discussion on a
particular issue. In this method both the information receiver and sender can exchange their
views freely and fairly.
• Interview: It suggests a meeting between two or more persons for the purpose of getting a view
of each other or for knowing each other. When we normally think of an interview, we think a
situation in which an employer tries to size up an applicant for a job. The employer’s aim is to
know whether the applicant can be fit for service to this organization and the applicant’s aim is
to find whether the job being offered by the organization can be suitable to him. Its first, the
speaker asks questions to the listener and then the listener answers the question. There are
three major techniques of interview. They are as follows:
o Direct questioning
o Non-directive interview and
o Guided interview
• Does speech: Speech means what the speaker says in front of the audience. It is fully audience-
oriented system. Generally the political leaders, the managers, the business man or the workers’
leaders use this system sometimes. It can build tension or it can relax tension. This system is
practiced in public gathering at company meetings, inauguration and seminars etc. In needs to
considerable skills otherwise it is not effective.
• Group discussion: Group discussion is a popular method of oral communication. Management
arranges group discussion to take a decision on a special matter. Group discussion is very helpful
to human relation, idea getting an idea development and training.
• Formal training courses: Effective communication can be performed through formal training
courses. It is a wide used technique of oral communication. Both the trainer and the trainee can
exchange their views directly.
• Meeting: Meeting means the formal group discussion about a specific predetermined topic or
subject. Meeting members to get together and discuss about a problem or issue or a special
matter. There are several types of meeting such as –
o Security meeting
o Minutes meeting
o Social meeting
o General meeting itself
• Counseling: Counseling is an effective medium of oral communication. Generally it held yearly
or bi-yearly. It is adopted by the higher authority for their followers.

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• Committee: Committee is an organization. The committee meeting is a popular technique of

oral communication. Special decision is taken through face to face discussion of a committee
meeting.
• Special prize-giving ceremony: Sometimes the businessmen can meet with others arranging a
special prize giving ceremony for the workers. In this ceremony the businessmen can exchange
their views and ideas orally.
• Conference: Conference is a kind of meeting at which participants exchange views and talk
together. A conference may be held to exchange views on some problem being faced by the
organization or some other issue related to it and it may even suggest a solution but the
suggestions from a conference are not binding. They are more in the nature of the
recommendation.
• Lectures: Lecture is used to create an understanding of a topic or to influence behavior,
attitudes of the trainee through spoken words. The lecture is telling someone about something.
The method is an effective way to introduce new information or concepts to a group of learners
who gathered at on place. A lecture is given to enhance the knowledge of the listener or to give
him the theoretical aspect of a topic.
• Informal communication: Informal communication is another technique to exchange
information orally. It can be occurred in the playground, tea table etc. In those situations both
the boss and subordinate can exchange their views informally.
• Others: Invitation to a lunch, Brainstorming, Advisory board, Inspection of factory and office.

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QUESTION
WRITTEN COMMUNICATION VS ORAL COMMUNICATION

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QUESTION

Advantages and disadvantages of oral communication [10]

1. Time saving:
2. Cost savings:
3. More powerful: .
4. Effectiveness: With the help of variations in the tone, pitch and intensity of voice, the speaker can
convey shades of meaning. This factor also contributes to the effectiveness of oral communication.
5. Immediate feedback:
6. More suitable:
7. A relationship develops: Oral communication is mostly carried out helps to promote friendly
relations between the parties communicating with each other.
8. Flexibility: By the demand of the situations, oral instructions can be changed easily and for these
cases maintain the formalities are not necessary. So it is very much flexible and effective.
9. Easiness: Correction of errors: If any error is expressed at the time of oral communication. It was
possible to rectify at that time or within a very short time.
10. Informal communication: In oral communication, no need to maintain such formalities which are
needed in written communication. So it is easy and helpful to any organization.
11. Motivation: In oral communication system, top executives and sub ordinates staff can sit face-to-
face and exchange their views directly, so sub-ordinates are motivated day by day.
12. Special applications: Oral communication is more helpful in communicating messages to groups of
people at assembly meetings etc.
13. Maintaining secrecy: Interested parties of oral communication can maintain the secrecy of messages
easily.

Disadvantages of oral communication

1. No record: In oral communication, messages are difficult to record. So it is impossible to preserve

the message for future.
2. Distortion of the word: If distortion of the word occurs in oral communication, then main goals of
the organization may be filed.
3. Inaccuracy: There is very possibility of inaccurate messages to reach the destination. So, the reverse
result of expected plan may be occurred.
4. Limited use: The scope of usage of oral communication is limited. It is not suitable for lengthy
messages. It should be sued for short message.
5. Probability of omitting main subject: Sometimes, main subject may be omitted to express a word
for communicating. So, expected result may not be achieved.
6. No legal validity: there is any legal validity of the oral message. As, the oral messages are not taped
and kept records, so it can be denied easily if the situation goes against the speaker.
7. Late decision: It takes time to reach a decision. At the beginning stage, sometime is killed in the
discussion of any personal matters. Besides some time is also wasted for irrelevant discussion. In this
way decision making is delayed.
8. Less important: In oral communication, meaningless speech can mislead the main effects of the
communication. But when the information comes out in written, we take it seriously.
9. Lack of secrecy: In oral communication, the important and secret information may be disclosed.

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10. Creates misunderstanding: The speaker often gives message without having properly organized it
earlier. So, it is possible that he may not be able to make himself properly to communicate with the
receiver. As a result, misunderstanding May develops.

6. NONVERBAL COMMUNICATION

NONVERBAL COMMUNICATION:

• Nonverbal communication is the expression or exchange of information or messages without

using any spoken or written word.
• Nonverbal communication is the sending or receiving of wordless messages.
• We can say that communication other than oral and written, such as gesture, body language,
posture, tone of voice or facial expressions, is called nonverbal communication.
• Nonverbal communication helps receiver in interpreting the message received.
• Often, nonverbal signals reflects the situation more accurately than verbal messages.

Some of the forms of non-verbal communications are as follows:

1. Facial expression
2. Gestures
3. Body language
4. Proximity
5. Touch
6. Appearance
7. Silence
8. Paralinguistic
9. Eye Gaze or eye contact etc.

QUESTION

Characteristics of non-verbal communication [10]

Non-verbal communication is any information that is communicated without using words. The
important characteristics of non-verbal communication are as follows:

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• No use of words: Non-verbal communication is a communication without words or language like

oral or written communication. It uses gestures, facial expressions, eye contact, physical
proximity, touching etc. for communicating with others.
• Culturally determined: Non-verbal communication is learnt in childhood, passed on to you by
your parents and others with whom you associate. Through this process of growing up in a
particular society, you adopt the taints and mannerisms of your cultural group.
• Different meaning: Non-verbal symbols can many meanings. Cross-culture aspects give various
meanings to same expression in respect of non-verbal communication.
• Vague and imprecise: Non-verbal communication is quite vague and imprecise. Since in this
communication there is no use of words or language which expresses clear meaning to the
receiver.
• May conflict with verbal message: Non-verbal communication is so deeply rooted, so
unconscious, that you can express a verbal message and then directly contradict it with a
nonverbal message.
• Largely unconscious: Non-verbal communication is unconscious in the sense that it is usually
not planned nor rehearsed. It comes almost instantaneously.
• Shows feelings and attitudes: Facial expressions, gestures, body movements, the way you use
your eyes – all communicate your feelings and emotions to others.
• Informality: Non verbal communication does not follow any rules, formality or structure like
other communication. Most of the cases people unconsciously and habitually engaged in non-
verbal communication by moving the various parts of the body.

QUESTION

Advantages and disadvantages of non-verbal communication

It has multiple advantages or functions:

1. Complementary: Non-verbal cues complement a verbal message by adding to its meaning. You can
pat someone you offended at the back as you say sorry to him or her.
2. Easy presentation: Information can be easily presented in non-verbal communication through using
visual, audio-visual and silent means of non-verbal communication.
3. Substituting: Non-verbal message may substitute for the verbal message especially if it is blocked by
noise, interruption, long distance etc. for example: gestures-finger to lips to indicate need for quite,
facial expressions- a nod instead of a yes.
4. Accenting: Often used to accent a verbal message. Verbal tone indicates the actual meaning of the
specific words.
5. Repeat: Used to repeat the verbal message (e.g. point in a direction while stating directions.)
6. Help to illiterate people: This type of communication use gestures, facial expressions, eye contact,
proximity, touching etc. and without using any spoken or written word. So, it is very much helpful for
illiterate people.
7. Help to handicapped people: Non-verbal cues of communication greatly help in handicapped people
especially to deaf people. Deaf people are exchange message through the movements of hands,
fingers, eye ball etc.
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8. Attractive presentation: Non-verbal communication is based on visual, picture, graph, sign etc. that
can be seen very much attractive.
9. Reducing wastage of time: The message of non-verbal communication reached the receiver very
fast. For this reason it reduces the wastage of valuable time of the communicator.
10. Quick expression of message: Non-verbal cues of communication like sign and symbol can also
communicate some messages very quickly than written or oral messages.

Disadvantages or limitations of non-verbal communication:

1. Vague and imprecise: Non-verbal communication is quite vague and imprecise. Since in this
communication there is no use of words or language which expresses clear meaning to the receiver.
No dictionary can accurately classify them. Their meaning varies not only by culture and context but
by degree of intension.
2. Continuous: It is possible to stop talking in verbal communication, but it is generally not possible to
stop nonverbal cues. Also, spoken language has a structure that makes it easier to tell when a subject
has changed, for instance or to analyze its grammar. Nonverbal does not lend itself to this kind of
analysis.
3. Multi-channel: while watching someone’s eyes, you may miss something significant in a hand
gesture. Everything is happening at once and therefore it may be confusing to try to keep up with
everything. Most of us simply do not do so, at least not consciously.
4. Culture-bound: Non-verbal communication is learnt in childhood, passed on to you by your parents
and others with whom you associate. A few other gestures seem to be universal. Evidence suggests
that humans of all cultures smile when happy and frown when unhappy. However, most nonverbal
symbols seem to be even further disconnected from any “essential meaning” than verbal symbols.
Gestures seen as positive in one culture (Like the thumbs-up gesture in the USA) may be seen as
obscene in another culture.
5. Long conversations are not possible: In non-verbal communication, long conversation and necessary
explanations are not possible. No party can discuss the particular issues of the messages.
6. Difficult to understand: Difficult to understand and requires a lot of repetitions in non-verbal
communication. Since it uses gestures, facial expressions eye contact, touch etc. for communicating
with others which may not be understandable for the simple and foolish people.
7. Not everybody prefers: Everybody not prefers to communicate through non-verbal communication
with others. Sometimes it cannot create an impression upon people or listeners. It is less influential
and cannot be used everywhere. It is cannot be used as a public tool for communication.
8. Lack of formality: Non-verbal communication does not follow any rules, formality or structure like
other communication. Most of the cases people unconsciously and habitually engaged in non-verbal
communication by moving the various parts of the body.
9. Costly: In some cases non-verbal communication involves huge cost. For example, neon sign, power
point presentation, cinema etc are very much costly compared to others form of communication.
10. Distortion of information: Since it uses gestures, facial expressions, eye contact, touch, sign, sound,
paralanguage etc. for communicating with others, there is a great possibility in distortion of
information in non-verbal communication.

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QUESTION

Differences between verbal and non-verbal communication:

• Verbal communication is the expression or exchanged of information or messages through

written or oral words.
• On the other hand, non-verbal communication is the expression or exchanged of information or
messages through without using any spoken or written word. The important differences
between verbal and non-verbal communication are as follows:

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QUESTION

• Different types of Non Verbal Cues

• Medias Or Ways Or Methods Or Kinds Of Non-Verbal Communication

Non-verbal communication is the expression or exchanged of information or messages through without

using any spoken or written word. Several symbols can be used in non-verbal communication. We will
discuss here only the following types of communication that occur without words.

A. Body language: Some parts of our body can express many indications without any sound. Message
can be transmitted with the help of our body movements which is called body language. Body language
is a form of non-verbal communication, which consists of posture, gestures, facial expressions, eye
movements etc.

1. Facial expression:
2. Gestures:
3. Posture
4. Eye Gaze or Eye contact:
5. Appearance and dress:
6. Touch:
7. Silence:
B. Space or proximity: People often refer to their need for “personal space”, which are also important
types of nonverbal communication. The physical distance between you and others signals your level of
intimacy and comfort. If someone you don’t know stand too close or touches too often, you will
probably begin to feel uncomfortable.

C. Time: Another type of non-verbal communication involves time. Thant is how we give meaning to
time communicates to other. For example, begin late in work everybody a worker can be considered as
a man of carelessness but if a manager does it; we say it is a symbol of power. We know, time can play a
vital role to reduce tension, conflict among groups. It is said that- “Kill the time to delay the justice”.

D. Paralinguistic (Tone and volume of voice): Paralinguistic refers to vocal communication that is
separate from actual language. Paralanguage also include such vocal characteristics as rate (speed of
speaking), pitch (highness of lowness of tone), inflection, volume (loudness) and quality (pleasing or
unpleasant sound).

• Vocal characterizers (laugh, cry, yell, moan, whine, belch and yawn). These send different
message in different cultures (Japan- giggling indicates embarrassment; India- belch indicates
satisfaction)
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• Vocal qualifiers (volume, pitch, rhythm, tempo and tone). Loudness indicates strength in Arabic
cultures and softness indicates weakness; indicates confidence and authority to the Germans;
indicates impoliteness to the Thai; indicates loss of control to the Japanese. (Generally, one
learns not to “shout” in Asia for nearly any reason). Gender based as well women tend to speak
higher and more softly than men.
• Vocal segregates (UN-huh, shh, uh, ooh, mmmh, hummm, eh mah, lah). Segretates indicate
formality, acceptance, assent, uncertainty.

E. Visual communication: When communication takes place by means of any visual aid, it is known as
visual communication. Such as facial expression, gesture, eye contact, signals, map, chart, poster, slide,
sign etc. for example, to indicate ‘danger’, we use red sign, to indicate ‘no smoking’, we use an image
showing a lighted cigarette with across mark on it etc.

Discuss the relevance of non-verbal cues in the teaching and learning context, giving practical
examples (25)

Non-verbal communication is the expression or exchange of information or messages without using any
spoken or written word. Zoric, Smid et al (2007) defines non-verbal communication as communication
or exchange of messages without the use of words. They added that it includes all expressive signs,
signals and cues that are audio or visual among others. Nonverbal communication includes speed and
timing of words used in communication. It also includes; body language, space or proximity, time,
paralinguistic (tone and volume of voice) and visual communication.

Non-verbal communication plays a very major role, in the classroom, during teaching and learning
process. Non-verbal communication creates an impact on the understanding of the students, which
ultimately results in better learning and understanding of the concepts. Lecturers, like daily life
situation, also use non- verbal communication in the class rooms but if they use it purposely and as a
teaching technique with the objective to create interest amongst the students, better results can be
obtained in the form of students' learning outcomes.

It should be noted that words alone have limitations. Trehnolm and Jensen (2008) note that non-verbal
communication actions modify and refine concurrent non-verbal actions and are more efficient and
more accurate than verbalization. Leathers (1992) and Miller (2005) concluded that non-verbal
messages are relatively genuine and free from deception.

Nonverbal cues are greatly used in teaching and learning environment to aid communication during the
teaching and learning. It should be noted that non-verbal communication are exhibited both consciously
and unconsciously (Zoric et al 2007). Miller (2005) pointed out that some non-verbal communications
are learned such as a wink, whilst others are innate such as a blush. Hence as a lecturer during the
learning context it is important to realize that unconscious actions and reactions are often the
manifestation of a statement that a student feels uncomfortable otherwise expressing.

Nonverbal communication is important in the teaching and learning environment. McCroskey et al

(2006) pointed out that non-verbal cues stimulate the students’ feelings and attitudes (affective
domain) about material. For instance when analyzing a novel in a literature lesson, the students are able
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to express their feelings about different characters in the text either by frowning or intonation. The tone
they make use of when talking about a character, expresses how they feel about that particular
character.

Suinn (2006) stated that communication is a two way process. Lecturers always strive to communicate
effectively with their students. Radford (1990) pointed out that effective communication is critical in the
classroom environment. Miller (1998) added that knowledge is transmitted through effective
communication and is nurtured by skillfully sending and receiving of messages. It should be noted that
during this learning encounter, a large portion of verbal and non-verbal communication is generated by
both the lecturer and the students. The verbal and non-verbal cues generated by the lecturer are
intended for processing by the students.

Through the interpretation of our students’ non-verbal cues, this seemingly one way classroom
communication can become more interactive, two way process. Students’ ability and comfort with
processing instruction can be interpreted from their non-verbal cues, in turn allows the lecturer to
advance the discussion based on the type of observed cues. For example in a learning situation after
asking a question, students can look down, a non-verbal cue, that might indicate that they don’t know
the answer. This will be a form of feedback to the lecturer, who would in turn try to understand why the
students have not grasped the question. This might at times lead the lecturer to rephrase his question or
make use of teaching aids to make the students understand the question.

According to Angelo and Cross (1993), close observation of students in the process of learning, lecturers
can learn much about how students learn and more specifically how students respond to particular
teaching approaches. In this instance it should be noted that the non-verbal cues that our students
provide in return are critically important as they are our real time feedback. This would influence
subsequent communication. Neil and Caswell (1993) pointed out that this allows us to alter our course
of action if needed.

Webb, Diana et al (1997) states that from observation and interpretation of students’ body language
and facial expressions, the perceptive lecturer can decide whether there is a need to check for
comprehension, provide more or different kind of instruction, or assign more practice. For example
when a lecturer instructs students to write some work and then notice that some are writing whilst
others are not the lecturer would check for comprehension. Those not writing are a clear indication that
probably they did not understand what the lecturer is saying.

Moreover non-verbal communication is also important as it helps students to recall what they would
have learned. For example eye movement can provide the lecturer with an indication of the students’
mindset and thoughts. Hartley and Karinch (2007) argued that images are stored in the visual cortex
which is located in the rear of the brain. Thus, when students attempt to recall an image, their eyes tend
to drift upwards. Likewise, recall of a sound is indicated by the eyes drift to the left or right and in line
with the ears. Moreover, thoughts associated with intense feelings and emotions result in the eyes
projecting down and to the right.

Non-verbal cues are also important in that they help the lecturer to assess the learning environment. For
instance, when there is a clock in the class and a student is constantly looking at it this might be an
indication that he or she is bored by the lesson. In the same vein students in a lecture can express
boredom by yawning. Also, a frown is an indication of anger and confusion. This indicates that the

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student would not be paying attention to what would be going on. On the other hand relaxed or smiling
facial expression is an indication that the student is satisfied with their current learning environment.

7. BARRIERS TO EFFECTIVE COMMUNICATION

• According to Dr. Suruj Kumar Debnath, defined, “Barriers to communication mean obstacles
to the process of communication.
• In the opinion of Louise E. Boone and Others, “Communication barriers are the problems that
arise at every stage of the communication process and have the potential to create
misunderstanding and confusion.
• According to C. B. Mamoria, “Communication, when it is impeded and does not reach the
receiver is often somewhat ineffective and the impediments are known as barriers.”

What is a communication barrier?

By considering the above discussion and definitions, it can be concluded that communication barriers are
the factors that inhibit the effective flow of information that communication barriers are the factors that
inhibit the effective flow of information in the process of communication. Communication barriers
impede the flow of information or create problems in understanding and acceptance of information.

*COMMON BARRIERS TO EFFECTIVE COMMUNICATION*:

• The use of jargon. Over-complicated, unfamiliar and/or technical terms.

• Emotional barriers and taboos. Some people may find it difficult to express their emotions and
some topics may be completely 'off-limits' or taboo. Taboo or difficult topics may include, but
are not limited to, politics, religion, disabilities (mental and physical), sexuality and sex, racism
and any opinion that may be seen as unpopular.
• Lack of attention, interest, distractions, or irrelevance to the receiver. (See our page Barriers
to Effective Listening for more information).
• Differences in perception and viewpoint.
• Physical disabilities such as hearing problems or speech difficulties.
• Physical barriers to non-verbal communication. Not being able to see the non-verbal cues,
gestures, posture and general body language can make communication less effective. Phone
calls, text messages and other communication methods that rely on technology are often less
effective than face-to-face communication.
• Language differences and the difficulty in understanding unfamiliar accents.
• Expectations and prejudices which may lead to false assumptions or stereotyping. People
often hear what they expect to hear rather than what is actually said and jump to incorrect
conclusions. Our page The Ladder of Inference explains this in more detail.
• Cultural differences. The norms of social interaction vary greatly in different cultures, as do the
way in which emotions are expressed. For example, the concept of personal space varies
between cultures and between different social settings.

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Most Common Barriers to Effective Communication

1. Physical Barriers: this has to do with poor or outdated equipment used during communications,
background noise, poor lighting, temperatures that are too hot or too cold.

2. Attitudes: emotions like anger or sadness can taint objectivity. Also being extremely nervous, having a
personal agenda or “needing to be right no matter what” can make communications less than effective.
This is also known as “Emotional Noise”.

3. Language: this can seem like an easy one, but even people speaking the same language can have
difficulty understanding each other if they are from different generations or from different regions of
the same country. Slang, professional jargon and regional colloquialisms can even hurt communicators
with the best intentions.

4. Physiological Barriers: ill health, poor eyesight or hearing difficulties, pain.

5. Problems with Structure Design: companies or institutions can have organization structures that are
not clear, which can make communications difficult. Also to blame for faulty communications are bad
information systems, and lack of supervision or training of the people involved.

6. Cultural Noise: people sometimes make stereotypical assumptions about others based on their
cultural background.
7. Lack of Common Experience: it’s a great idea to use examples or stories to explain a point that is
being discussed. However, if the speaker and the audience cannot relate to these examples because
they do not have the same knowledge or have not shared the same experiences then this tool will be
ineffective.

8. Ambiguity and Abstractions Overuse: leaving things half-said, using too many generalizations,
proverbs or sayings, can all lead to communications that are not clear and that can lend themselves to
misinterpretations.

9. Information Overload: it takes time to process a lot of information and too many details can
overwhelm and distract the audience from the important topics. Keep it Simple, Sweetie.

10. Assumptions and Jumping to Conclusions: This can make someone reach a decision about
something before listening to all the facts.

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OVERCOMING BARRIERS TO COMMUNICATION

• Specifying objective of communication: In order to overcome the problem of ambiguity,

communicator should specify the objective of communication. This will help him to arrange the
message concisely and clearly.
• Clear-cut message: Top executives should send clear orders, instructions, policies, procedures
and directions so that misunderstanding and confusion do not arise. This will enhance the
effectiveness of communication.
• Using simple language: Language creates numerous communication problems in organization.
Employees in the organization are neither equally educated nor trained. Therefore, the
communication should use simple and common words. At the same time, they should avoid
technical jargons so that everyone can understand it.
• Selecting proper media: Appropriate media should be used for effective communication.
Management should decide when to use oral medium and when to use written medium. While
selecting media, management must consider the nature of the message, its importance and
complexity.
• Encouraging feedback: Managers should encourage feedback from subordinates to attain the
objective of communication. This will help the manager to know the reaction of subordinates
and to take proper action.
• Providing communication training: Organizations can provide training to enhance
communication skills of their employees. In this regard, organizations can arrange seminars,
symposiums or institutional training programs.
• Using modern communication technologies: In order to facilitate speedy and regular
communication, organizations need to use modern communication devices.
• Encouraging informal communication: To make formal communication effective, organizations
can arrange informal channels. This will obviously promote good relationship among the
participants in the organization.
• Unbiased attitude of tutor: Tutor should be free from political, regional and religious biasness.
Their neutral attitude will bring a fair environment of communication in the organization.
• Communication audit: According to Howard H. Greenbaum, one way to improve
communication in organization is to conduct a communication audit. Communication audit
means examining and evaluating communication networks, communication functions and
communication principle. If communication audit is undertaken after certain intervals,
communication will obviously improve.
• Orientation: Orientation refers to introducing the newly appointed employees with the
company mission, goals, policies, rules and regulations, procedures etc. this can greatly enhance
the effectiveness of communication in the organization
• Communication training: To make the employees efficient communicator, organizations can
arrange various training programs for them.
• Reducing information overload: Communication system becomes defective if more information
flows at a time than is necessity. To resolve this problem, only necessary information should be
conveyed. Moreover, separate messages should be communicated after certain intervals.

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8. COMMUNICATION BREAKDOWN

• A lack of communication; a failure to exchange information

• A communication breakdown occurs when communication is incomprehensible to one
party or entirely absent between two people

9. LISTENING AND HEARING

Definition of Listening

• Listening is defined as the learned skill, in which we can receive sounds through ears, and
transform them into meaningful messages. To put simply, it is the process of diligently hearing
and interpreting the meaning of words and sentences spoken by the speaker, during the
conversation.
• Listening is a bit difficult, because it requires concentration and attention, and the human mind
is easily distracted. People use it as a technique to comprehend, what is being said, through
different verbal and non-verbal signs, i.e. how it is being said? What type of words is used? Tone
and pitch of voice, body language and so on.
• Active listening is the key element; that makes the communication process effective. Further, it
encompasses making sounds that show listener’s attentiveness and providing feedback. It had a
greater influence in our lives and used to gain information, learn and understand things and so
on.

Definition of Hearing

• The natural ability or an inborn trait that allows us to recognize sound through ears by catching
vibrations is called the hearing. In simple terms, it is one of the five senses; that makes us aware
of the sound. It is an involuntary process, whereby a person receives sound vibrations,
continuously.
• A normal human being’s hearing capability ranges from 20 to 20000 Hertz, called as audio or
sonic. Any frequency above and below the given range is known as ultrasonic and infrasonic
respectively.

Hearing vs. Listening

• Let's face it; every public speaker had a moment where they asked themselves, 'Did the
audience hear me?' Well, the real question is, 'Are they listening?' and that is definitely
a matter of choice.
• You see, hearing is an involuntary process that starts with noise, vibrations, the
movement of fluid in the ears and sound sent to the brain. Simple!
• Where it gets a little complicated is when the noise actually arrives to its final
destination: the brain! This is where listening happens.
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• Listening is a voluntary act where we try to make sense out of the noise we hear. That
could be your partner telling you to rake the leaves or your boss droning on about the
latest plummeting sales figures. But the worst is when a speaker is on stage vying for
your attention. In any event, hearing and listening are very different because listening
requires conscious action.

Difference between Hearing and Listening

Comparison Chart

Basis for
Hearing Listening
Comparison
• Hearing refers to one's ability • Listening is something done
to perceive sounds, by consciously, that involve the
Meaning
receiving vibrations through analysis and understanding of
ears. the sounds you hear.
What is it? • An ability • A skill
Nature • Primary and continuous • Secondary and temporary
Act • Physiological • Psychological
• Receipt of message through • Interpretation of the message
Involves
ears. received by ears.
Process • Passive bodily process • Active mental process
Occurs at • Subconscious level • Conscious level
Use of senses • Only one • More than one
• We are neither aware nor we
• We listen to acquire knowledge
Reason have any control over the
and receive information.
sounds we hear.
Concentration • Not required • Required

Key Differences between Hearing and Listening

The following points are vital so far as the difference between hearing and listening is concerned

1. An individual’s ability to perceive sounds, by receiving vibrations through ears, is called the
hearing. Listening is something done consciously, that involve the analysis and understanding of
the sounds you hear.
2. The hearing is the primary and continuous in nature, i.e. the first and foremost stage is hearing,
followed by listening and it occurs continuously. On the other hand, listening is temporary, as
we cannot continuously pay attention to something for long hours.
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3. The hearing is physiological, which is through one of our senses in the living organisms. On the
contrary, listening is a psychological (conscious) act.
4. While hearing is a passive bodily process that does not the involve use of the brain. As opposed
to listening, it is an active mental process, which involves the use of brain to draw meaning from
words and sentences.
5. Hearing involves receipt of the message through ears. Conversely, listening encompasses
interpretation of the message received by ears.
6. The hearing is an inborn ability but listening is a learned skill.
7. In the hearing, we are not aware of the sounds that we receive, however in the case of listening,
we are completely aware of what the speaker is saying.
8. Hearing involves the use of only one sense i.e. ears. In contrast, listening, involves the use of
more than one senses i.e. eyes, ears, touch etc. to understand the message completely and
accurately.
9. In the hearing, we are neither aware nor we have any control over the sounds we hear. On the
other hand, in listening, we are aware of what the other person is saying and so we listen to
acquire knowledge and receive information.
10. Hearing does not require focus whereas listening does.

Conclusion

So, with the discussion, it is quite clear that listening is one step ahead of the hearing. The hearing is
simply the ability to hear, i.e. natural or God-given however, listening is an acquired skill, which only a
few people possess. While the hearing is involuntary and performed effortlessly, listening is done
intentionally, wherein we are selective and pay attention to only those messages, we think important
for us.

10. QUESTION AND ANSWER TECHNIQUE

• Involving a class in questions and answers is the first step away from monological teaching. It is
the initial recognition that learning takes place when students are verbally as well as
intellectually involved in the educational situation. Here we are attempting to secure verbal
interaction. Actually interaction may be of several types and is essential to all learning. Most
educators agree that mental interaction is not sufficient but should be accompanied by some
form of student expression or reaction. The student must comprehend truth in his own mind,
then express it in his own words.
• Question and answer teaching gives the student the opportunity to reflect his inquiries and
needs for further information. At the same time, by soliciting answers to key questions the
teacher gains some insight into the class’ progress.

Questioning techniques are a heavily used, and thus widely researched, teaching strategy.
Research indicates that asking questions is second only to lecturing. Teachers typically spend
anywhere from 35 to 50 percent of their instructional time asking questions. But are these
questions effective in raising student achievement? How can teachers ask better questions of
their students? How can current educational research inform practice?
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WHY ASK QUESTIONS?

Teachers ask questions for a variety of purposes, including:

• To actively involve students in the lesson

• To increase motivation or interest
• To evaluate students’ preparation
• To check on completion of work
• To develop critical thinking skills
• To review previous lessons
• To nurture insights
• To assess achievement or mastery of goals and objectives
• To stimulate independent learning

A teacher may vary his or her purpose in asking questions during a single lesson, or a single
question may have more than one purpose.

In general, research shows that instruction involving questioning is more effective than
instruction without questioning. Questioning is one of the nine research-based strategies
presented in Classroom Instruction That Works (Marzano, Pickering, and Pollock 2001).

One important finding is that questions that focus student attention on important elements of
a lesson result in better comprehension than those that focus on unusual or interesting
elements. Questions should also be structured so that most elicit correct responses.

TYPES OF QUESTIONS

Educators have traditionally classified questions according to Bloom’s Taxonomy, a hierarchy of

increasingly complex intellectual skills. Bloom’s Taxonomy includes six categories:

• Knowledge – recall data or information

• Comprehension – understand meaning
• Application – use a concept in a new situation
• Analysis – separate concepts into parts; distinguish between facts and inferences
• Synthesis – combine parts to form new meaning
• Evaluation – make judgments about the value of ideas or products

Question-Answer Method of Teaching

Question answer teaching strategy is an old strategy also known as “Socratic Method of
teaching”. It was developed by the famous philosopher Socrates. According to Parke, “the
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question is the key to all educative activity above the habit-skill level. It strategy is focused on to
achieve the cognitive objectives and bringing knowledge to the conscious level. It has the
following principle:

1. Theory of unfoldment, all knowledge is within the child, teacher cannot teach any ting from
outside
2. The knowledge can be emitted by linking the questions with his answers

Steps of Question-Answer Method

1. To prepare questions and arrange them in a logical sequence

2. To present the questions in such a way that curiosity arises among the learners
3. To ask new questions by linking with the learners response

Advantages & Disadvantages of Question-Answer Method of Teaching

Advantages

1. While asking questions, the teacher keeps in mind the abilities, needs and interest of the
learner.
2. It involves the learners’ participation towards the subject matter and in teaching acts.
3. It helps in achieving cognitive objectives and bringing knowledge at conscious level.
4. Classroom verbal interaction is encouraged
5. It is a useful strategy at all the levels of education

Disadvantages

1. It is difficult to prepare good questions, and arrange them logically.

2. The whole content-matter cannot be taught by this strategy
3. The teacher wants the structured answers from the learners. There is no freedom for
imaginative answers.

Suggestions

1. Instead of using it independently, this teaching strategy should be supplemented by lecture and
demonstration method of teaching.
2. The teacher should be skilled in framing proper questions and language of the questions should
be clear and unambiguous.
3. The teacher should distribute the questions to the whole class evenly.

What is the importance of questioning in the classroom?

Paul and Elder (2000) state that ‘Thinking is not driven by answers but by questions. Had no questions
been asked by those who laid the foundation for a field…the field would never have developed in the first
place’. In order to keep a field of thought (or a concept/topic) alive teachers have to constantly ask

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questions of it, rather than simply allowing that field to close down. Teachers are then able to challenge
existing or established answers through questioning to challenge students’ thinking.

Research by Smith (1998) states that language-rich classrooms are more conducive environments for
learning and thus progress. Objective studies conducted by Smith have shown that young children have
a higher IQ at a younger age if their parents regularly spoke to and questioned them, compared to those
whose parents did not engage them. In our classrooms, the ability of students to be able to express their
views and thoughts is generated through our questioning of them.

As well as these two functions, there are more basic functions of questioning in our classrooms:

• To develop interest and motivate students to become actively involved in lessons.

• To develop critical thinking skills.
• To review learning.
• To stimulate students to pursue knowledge on their own and ask their own questions.

Cotton (2001) outlined these functions of questioning and states that ‘Instruction which includes posing
questions is more effective in producing achievement gains than instruction carried out without
questioning students’.

What types of questions can we use?

Essentially there are two categories of questions that we use within our classrooms:

• Lower cognitive questions: lower order, convergent or closed questions.

o Usually require memory recall of previously learnt information.
o There is often only one right or wrong answer such as ‘When was the Battle of Edgehill?’
The only answer to this is October 1642.
• Higher cognitive questions: higher order, divergent or open questions.
o These require students to analyse information and apply their knowledge.
o An example would be ‘what were the consequences of the Battle of Edgehill?’ There
could be a range of possible answers to this question, but they would all require the
students to think and engage with the learning.

However, the research conducted by Cotton (2001) and Hattie (2012) showed that:

• 20% of classroom questions are higher cognitive questions

• 20% are procedural questions (‘have you got your books with you?)
• 60% are lower cognitive questions.

Immediately, this suggests that teachers need to increase their use of higher cognitive questions, in
order to stretch and challenge their students’ thinking. However, it is not to underestimate the value of
lower cognitive questions.

Benefits of closed questioning

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‘Practice at retrieving new knowledge or skill from memory is a potent tool for learning and durable
retention’

Brown et al., 2014

Retrieval of knowledge is an important aspect of embedding knowledge and Ebinghaus’ ‘Forgetting

Curve’ shows the impact that regular quizzing can have on the retention of knowledge. As a result, lower
cognitive questions play an important role in developing and embedding the core knowledge that
students need to be able to successfully engage with higher cognitive questions.

Benefits of open questioning

Cotton (2001) states that divergent questioning results in the following, amongst high school students:

• On-task behaviour
• Speculative thinking on the part of the students
• Relevant questions posed by the students.

However, he also states that ‘Simply asking higher cognitive questions does not necessarily lead students
to produce higher cognitive responses’. This view is supported by Lemov (2015) who states that ‘without
sufficient factual knowledge this (divergent questioning) will lead to unfounded speculation’. As
teachers, it is important that we plan the use of open questions carefully and attempt to foresee the
potential pitfalls of our questions.

The importance of teacher reaction to students answers

‘To raise your hand is a critical act that deserves some reflection…In a micro-sense, every time students
raise their hands, a milepost passes…To raise your hand is to mark the passage of an event worthy of
action…’

Lemov, 2015

Lemov’s quote is an important one and something which has to be seriously considered by teachers.
Lemov is stressing the importance of the student answering the question, not from the actual level of
knowledge but from the act itself. This student has shown a considerable level of cognitive effort and
has gone through the following processes:

• attending to the question (thinking)

• deciphering the meaning of the question (understanding)
• creating a covert response (forming the answer in their own mind)
• generating an overt response (raising their hand and then speaking their answer).

It is vital that, we as teachers, recognise this but once a student has actively engaged in the learning that
we develop that learning further through:

• Probing – eliciting further information by asking more questions

• Counterfactual answers – asking students for alternative answers or different points of view
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• Playing devil’s advocate – to challenge the students’ conviction with their answer

In essence, we are trying to develop greater levels of critical thinking within our students.

How should we ask questions?

Wait Time

It is also important to consider how we ask questions to our students. Studies have shown that on
average a student is given 1 second of thinking time before being required to answer a question. By
extending the ‘wait time’ for higher cognitive questions we can:

• Increase the number of higher cognitive responses

• Increase the length of responses
• In crease student achievement
• Generate greater participation and increase student-student interactions.

Cold Calling

Lemov refers to the ‘culture of engaged accountability’ where every student knows that it is a possibility
that they will have to answer a question. However, in order to achieve this a ‘safe’ classroom
environment needs to be created. The advantages of selecting students to answer (rather than hands-
up) are:

• It sets clear expectations in your classroom – everyone participates.

• It removes the chance of relying too heavily on one or two confident students

As with all teaching strategies, a mixed approach is beneficial. Calling a students’ name first can be
beneficial; as it focuses them on the question. In addition, posing a demanding question at the
beginning of the lesson and stating that you will select students to answer it in 10 minutes or at the end
of the lesson, provides the opportunity for all of the students to think about the question.

Summary

In summary questioning in lessons is an important aspect of teaching because it:

• drives learning
• creates a language rich environment
• reviews learning
• encourages engagement and motivation
• develops critical thinking

However, the type of and way in which we use questions needs to be carefully considered if we are to
maximise the potential of our students.

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State the major purposes of questioning in teaching and

learning environment. [25]
It is a truism for educators that questions play an important role in teaching. Aschner (1961), for
example, called the teacher “a professional question maker” and claimed that the asking of questions is
“one of the basic ways by which the teacher stimulates student thinking and learning”

Paul and Elder (2000) state that ‘Thinking is not driven by answers but by questions. Had no questions
been asked by those who laid the foundation for a field…the field would never have developed in the
first place’. In order to keep a field of thought (or a concept/topic) alive teachers have to constantly ask
questions of it, rather than simply allowing that field to close down. Teachers are then able to challenge
existing or established answers through questioning to challenge students’ thinking.

A question is a technique by which teacher can measure the degree of understanding of the students
and student can clarify the any point not clear to them. A question is any sentence which has an
interrogative form or function. In teaching and learning environment, teacher questions are defined as
instructional cues or stimuli that convey to students the content elements to be learned and directions
for what they are to do and how they are to do it.

Smith (1998) states that language-rich classrooms are more conducive environments for learning and
thus progress. Objective studies conducted by Smith have shown that young children have a higher IQ at
a younger age if their parents regularly spoke to and questioned them, compared to those whose
parents did not engage them. In our classrooms, the ability of students to be able to express their views
and thoughts is generated through our questioning of them.

Cotton (2001) outlined these functions of questioning and states that ‘Instruction which includes posing
questions is more effective in producing achievement gains than instruction carried out without
questioning students’.

Purpose of asking question in the class room is very important for learning and teaching process. They
not only enhance the teaching activates but also made the teaching more effective. Asking question is
the useful source for the growth of education.

The purposes of questioning

As a teacher, it is important that you recognize the value that questions add to learning. A questioning
student is one who is learning.

1. To motivate the trainees for learning

“By asking question, students are motivated for learning, when you will put a question to the class. If a
student give correct answer he will feel confidence and try to learn more and more . Learning and
questions are tied together. Learning that happens without any questions being asked is not learning,
but rather information simply being absorbed. When a student asks questions, it is because they are
interested in knowing more about the subject. Asking their questions is a child’s way of developing
critical abilities like logical thinking, complex thinking and decision making. If students ask questions,
they are thinking beyond the material that exists in their text book. When you ask your students a
question, you are actually stimulating their interest in the text and therefore encouraging them to learn.
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2. To discover interest of class in subject taught

It is very simple when you are teaching in the class, to find out interest of students, you should put a
question to the class. Questions are a sign of interest – Sometimes questions can be exasperating. But
before you berate a question for asking the question, appreciate the fact that a question has been
asked. Questions represent curiosity and interest in the lesson that is being taught. If the question is not
really relevant to the lesson, gently deflect it.

3. To develop the thinking power and ability

If you want to know how much your students have understood of the lesson so far, instead of asking
them a question and having them nod their heads in perfect unison, pose a question to them and wait
for a few minutes. After you see their brains working hard, you can always call on a student to answer
the question. This way, everybody has at least thought of an answer, even if they didn’t get to answer
and this way, they have actually put some effort into thinking of an answer.
When you will ask the question to the class, students fully concentrates in this way their thinking power
develop, they will get more knowledge.

4. To obtain attention of wandering minds

It is true fact that students or trainees some time physically present in the class but some are not
present in the class mentally, to obtain attention of such student you can put question to the class. Very
simply when you are teaching in the class, to find out interest of student, you should put a question to
the class. Teaching is not a one way process where you talk at students and they listen passively. A good
teacher knows that learning happens when both she and the student are actively participating in the
lesson. Asking questions (the right ones) increases student engagement. Regardless of whether a
student answers right or wrong, they are participating in the class, instead of simply listening.

5. Questions breed more questions

Regardless of who is asking the question, be it a student or a teacher, the birth of one question always
leads to the appearance of another. Sometimes these questions might lead right into what you plan to
teach next, which is a good thing, the other times, they might lead to your students acquiring some
information which they never knew before. Either way, there is no downside to it. In case you feel like
the questions are getting away from you and taking away from the lesson, you can always put them on
hold and answer them at the end of the class.

6. Questions break the monotony of the classroom

Questions have the ability to break the ice, whether they are asked by you or the class. If you ask the
students a question, then you will know if what you have been teaching for the past 20 minutes has
penetrated their heads. If they ask the questions, then you will definitely know that they have been
giving the lesson some thought.

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7. To check knowledge attained or not attained

When you finished your lesson or topic you should put questions to the class. You should judge the class
or student that how much they attained knowledge. How much they familiar their topic this is only done
by asking questions

8. Students asking questions help you become a better teacher

Some questions posed by students can be stupefying because there is no one teacher in the world who
has all the answers at her fingertips. If a question catches you off-guard because you don’t have the
answer to it, don’t fret. Instead honestly let your students know that you don’t know the answer and
that you will have the answer ready the next time you come to class. This will definitely endear you to
your students because not only does it make you more approachable to them, but it also shows them
not even adults know everything and that learning is a process that never ends

11. CHANNELS OF COMMUNICATION

• MEDIA OR CHANNEL: Channel of medium is a pre-requisite of communication. It is the means of

transmitting messages from sender to receiver. Communication media can be verbal and
nonverbal. The verbal media may be of oral and written. Verbal media of communication
include telephonic conversation, fax, newspaper, books, journals etc. On the other hand,
gestures, and body language, facial expression etc. Are the media of non-verbal
communication? The sender must select appropriate media for successful

• Medium: Medium is the channel or means of transmitting the message to the receiver. Once
the sender has encoded his into a message, the next step is to select a suitable medium for
transmitting it to the receiver. The medium of communication can be speaking, writing,
signaling, gesturing etc.

• Medium - Medium is a means used to exchange / transmit the message. The sender must
choose an appropriate medium for transmitting the message else the message might not be
conveyed to the desired recipients. The choice of appropriate medium of communication is
essential for making the message effective and correctly interpreted by the recipient. This
choice of communication medium varies depending upon the features of communication. For
instance - Written medium is chosen when a message has to be conveyed to a small group of
people, while an oral medium is chosen when spontaneous feedback is required from the
recipient as misunderstandings are cleared then and there.

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Discuss the rationale of choosing group discussion over lecture method in the teaching and learning
process.

Lectures are one tool in a teacher’s arsenal of teaching methods. Just as with all the other tools, it
should only be used when most appropriate. Instruction should be varied from day to day to help reach
the most students possible. Teachers should be cautioned that before heading into numerous classes
full of nothing but lectures, they need to provide their students with note taking skills. Only by helping
students understand verbal clues and learn methods of organizing and taking notes will they truly help
them become successful and get the most out of lectures.

Group discussions are an excellent teaching method when used in conjunction with other methods.
Instruction should be varied from day to day to help reach the most students possible.
Teachers need to provide their students with note taking skills before starting discussions. It is
important that teachers be good at managing and facilitating discussions. Questioning techniques are
effective for this. Two questioning techniques that teachers employ is to increase their wait time after
questions are asked and to only ask one question at a time.

There are many different types of discussions. From whole class discussions to small group ones,
discussions present many benefits when teaching

Discussions build confidence in students

A student should have confidence in himself. Having confidence in your learning helps you prove
yourself to be correct in your stance. If you study a topic, you may bear some uncertainties about your
learning in your mind. When you discuss it with other, it helps you eliminate these
ambiguities about what you have learnt. Listening to supporting ideas in group discussion helps you
build your confidence. Similarly, differing ideas helps you rectify your ideas and you develop a
confidence in yourself.

Discussion increases understanding of a subject or a lesson

Group discussion opens avenues to you to learn more. You come across new facts about the topic.
Sometimes you might have skipped learning some important aspect of a topic which other student may
have grasped while study the same topic. When you discuss it your friend, you also learn all these areas
which you have omitted during your own study. Sometimes you may have some difficulties in learning a
topic, when you discuss it; it become easier for you to understand the topic with clarity.

Explore different perspectives.

Discussions enable students to consider various viewpoints on a topic. As classmates directly share their
opinions, thoughts, and questions about course content, students learn from others. Students bring a
host of different characteristics to class that inform how they understand and make sense of a
topic. The use of discussions brings these experiences to the forefront more effectively than nearly any
other teaching approach.

Students assume a sense of ownership of class and learning.

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One of the best advantages that I’ve found with discussions is that students become responsible for the
class and their own learning. At times, I have had classes struggle with the idea of discussions. I once
taught an undergraduate class that I could not get to talk about the topic for the day. For four or five
weeks, I was constantly pulling teeth to get them to talk. I finally said that I was going to sit there until
someone said something (and I reminded them there were no wrong answers). I asked a question and
sat down. For about 30 seconds, we all sat in silence. Then one student and then another spoke
up. We never had a problem again as they assumed partial ownership of the class.

Explore topics deeper.

The use of discussions allows students to explore a topic more deeply than simply reading about it or
listening to a lecture about the topic. Through the discussion, we can explore small aspects and details
that might get ignored with other teaching approaches. Moreover, students are often the ones through
their own questions and comments drive the discussion deeper on a topic. In this way, students engage
at a level that helps ensure they fully comprehend the topic under discussion.

It helps in generating more ideas about a topic

Group discussion involves exchange of ideas where important things are learnt from each other.
Learning only from text-books is not always enough. You may also need to acquire learning from other
sources to understand a topic. Different sources are available to different students. Hence, during
group-discussion the students come across new ideas acquired from different sources by the students.
When many minds brain-storm on a topic, it helps them generate new ideas; which are necessary for
conceptual learning of a subject. Similarly, group-discussion lead to generate thought-provoking
questions regarding the topic by the students. In this way, it also helps student prepare for their exam.

Discussions force active participation.

Numerous studies of college students show that students learn better when actively engaged. I believe
discussions are one of the most powerful, yet easiest ways to get students actively involved. Whether
through group discussions or as an entire class, students are all capable of actively participating in a
discussion.

More opportunities for feedback

When students answer or try to explain, teachers can see the extent of their understanding. They can
correct (or help the students correct) what the students haven’t got right or don’t see quite clearly.
When teachers ask questions or otherwise seek student input over a topic, they are letting students
know something about the importance of certain ideas and information.

It lets you know about your mistakes and weaknesses

Group-discussion offers you an opportunity to improve yourself. Group discussion helps you identify
your shortcomings and weaknesses. You come to know about areas which need to be improved.
Participating in group discussion points out these areas as well as give you guidelines

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to improve such areas. Once you realize your weak areas, you focus on them to improve yourself.

Discussions can help students learn a range of skills, improve student motivation, and drive student
learning. Whether teaching a class or leading a small staff professional development workshop, try to
include discussions as part of your teaching. In addition to the five advantages of teaching with
discussions listed here, I believe you will enjoy class more as the instructor as well. I find leading
discussions can be as invigorating for me as for the participants.

12. THE 5CS OF EFFECTIVE WRITTEN COMMUNICATION

According to the 7 Cs, communication needs to be:

1. Clear.
2. Concise.
3. Concrete.
4. Correct.
5. Coherent.
6. Complete.
7. Courteous.

QUESTION
Assess the role of the 5Cs to effective communication in a teaching and learning situation [25]

Clear

Clarity implies emphasizing on a specific message or goal at a time, rather than trying to achieve too
much at once. Clarity in communication has following features:

It makes understanding easier.

Complete clarity of thoughts and ideas enhances the meaning of message.
Clear message makes use of exact, appropriate and concrete words

It is important that you clearly communicate the intended information to your students. Be able to
explain a concept several ways and answer clarifying questions about the topic. If you find that your
students are having difficulty understanding, don’t move on until they do. If you are not clear, then your
training objectives will not be met so it is important to ensure that your students understand.

It can often help to outline the topic you’re going to be teaching on note cards or a notepad which can
help you methodically work through what you want to communicate. Most people will tend to drift or
forget items if they don’t have a clear framework to operate within. Presentation slides can be helpful,
but in many classes these can be overkill – often a simple outline will be enough for you to efficiently
work through your material in a clear manner.

Concise

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Conciseness means wordiness that is, communicating what you want to convey in least possible words
without forgoing the other C’s of communication. Conciseness is a necessity for effective
communication. Concise communication has following features:

It is both time-saving as well as cost-saving.

It underlines and highlights the main message as it avoids using excessive and needless words.

Concise communication provides short and essential message in limited words to the audience.

Concise message is more appealing and comprehensible to the audience.

Concise message is non-repetitive in nature.

It’s also important to keep your message simple and concise. This reduces the opportunity for confusion.
If you see that your students are grasping a concept quickly, move on instead of overstating the
point. Even complex subjects that require a lot of detail can be distilled to major themes or modules
that you can refer to and use to help anchor students and prevent them from getting lost.

Concrete

Concrete communication implies being particular and clear rather than fuzzy and general. Concreteness
strengthens the confidence. Concrete message has following features:

It is supported with specific facts and figures.

It makes use of words that are clear and that build the reputation.

Concrete messages are not misinterpreted.
You’ll lose your audience if they feel the information you are sharing is not applicable to them. Think of
ways to make real life connections in order to fully engage with your listeners. For example, if you are
providing a training seminar on safety procedures, use real life situations where the procedure may be
applied. Ask your students for instances where they had to utilise safety procedures and walk through
ways to take precautions. It can be helpful to use your students in examples or make up names for
characters in a hypothetical situation – use these characters routinely to make abstract concepts more
tangible for learners. Even for very abstract concepts, it can be helpful to construct an analogy to help
explain more involved concepts. Using analogies can be a great way to help students who struggle with
more abstract concepts engage.

Correct

Correctness in communication implies that there are no grammatical errors in communication. Correct
communication has following features:

The message is exact, correct and well-timed.

If the communication is correct, it boosts up the confidence level.

Correct message has greater impact on the audience/readers.

It checks for the precision and accurateness of facts and figures used in the message.

It makes use of appropriate and correct language in the message.

You need to be a master of the content you are delivering. That may take considerable effort and
planning beforehand, but it is essential to know what you are teaching! However, if you are asked a
question that you don’t know the answer to, admit it and be sure to find the answer for the next
session. In more advanced courses, expect to be challenged by some of your better students, and
welcome this challenge, just be prepared!

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Complete

Completeness - The communication must be complete. It should convey all facts required by the
audience. The sender of the message must take into consideration the receiver’s mind set and convey
the message accordingly. A complete communication has following features:

Complete communication develops and enhances reputation of an organization.

Moreover, they are cost saving as no crucial information is missing and no additional cost is
incurred in conveying extra message if the communication is complete.

A complete communication always gives additional information wherever required. It leaves no
questions in the mind of receiver.

Complete communication helps in better decision-making by the audience/readers/receivers of
message as they get all desired and crucial information.

It persuades the audience.
Part of your planning process needs to ensure that you allot enough time to complete your objectives.
You need to know what the essential pieces of information are and communicate those to your
students. Most likely you will move through material faster than you anticipate, so “over planning” is
recommended.
If you find yourself finishing too quickly and your class is tracking with you at each step along the way,
have a few other relevant examples or case studies prepared that you can run through the material
again (but with a different flavour) to really reinforce understanding and tease out any grey areas within
student’s minds.

Courteous

Courtesy in message implies the message should show the sender’s expression as well as should respect
the receiver. The sender of the message should be sincerely polite, judicious, reflective and enthusiastic.
Courteous message has following features:

Courtesy implies taking into consideration both viewpoints as well as feelings of the receiver of
the message.

Courteous message is positive and focused at the audience.

It makes use of terms showing respect for the receiver of message.

It is not at all biased.

Treat your students professionally and with respect. Your students will not respect you if they don’t feel
respected in turn. Even if there is a disruptive student it is your job to be courteous and professional at
all times. Often students are disruptive because they want a reaction from the authority figure. If you
counter while being polite and calm, chances are they cease being disruptive.

Consideration

Consideration implies “stepping into the shoes of others”. Effective communication must take the
audience into consideration, i.e, the audience’s view points, background, mind-set, education level, etc.
Make an attempt to envisage your audience, their requirements, emotions as well as problems. Ensure
that the self-respect of the audience is maintained and their emotions are not at harm. Modify your
words in message to suit the audience’s needs while making your message complete. Features of
considerate communication are as follows:

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 COMMUNICATION

Emphasize on “you” approach.

Empathize with the audience and exhibit interest in the audience. This will stimulate a positive
reaction from the audience.

Show optimism towards your audience. Emphasize on “what is possible” rather than “what is
impossible”. Lay stress on positive words such as jovial, committed, thanks, warm, healthy, help,
etc.

While these concepts are important for public speaking, training, and teaching, they are also good rules
to follow for all communication! Whether you are writing an email, speaking to a student after class or
grading tests, it is important to be clear, concise, concrete, correct coherent, complete and courteous.

13. LANGUAGE USE

14. SUMMARY WRITING TECHNIQUES

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