COMMUNICATION SKILLS IN THE

CLASSROOM
WEEK 9
ZURAIYAH MOHD.YUNUS
 Education is….
Does not mean teaching people what they
do not know.
It means teaching them to behave as they
do not behave…..

It is painful, continual and difficult work to be

done by kindness, by watching, by
warning, by precept, and by praise, but
above all – by example.
 What is Communication?
Why is it Important
• Communication is:
the ability to share information with people
and understand what information and
feelings are being conveyed by others
• Take many forms : gestures, facial
expressions, signs, vocalization (pitch and
tone)
• Teachers and students use non verbal
communication to communicate
 Communication is Essential:
• Understanding roles and assignments
• Planning and carrying
• Coordinating approaches with students
• Providing information to teachers on
students’ progress and behaviours
• Building a positive relationship with
students and other staff
 Strong communication skills are important to
the management of your classroom.
 You should brush up on your verbal and non-
verbal communication skills to effectively
show your students what appropriate
classroom behaviour means.
 The majority of your communication with your
students is non verbal. Strong verbal
communication is significant as well, while
you should show your students the rules and
classroom lessons they need to know.
 Communicating with Students
Verbal and Non Verbal Communication
• It is important that when we talk with the
students we are engaging in certain behaviours
that facilitate openness and acceptance.
• Experts say that communication is composed of
different methods: words, voice, tone and non-
verbal cues. Of these some are more effective
then others- Words – 7% effective Tone of voice
– 38% effective and Non verbal-55% effective
 Communication Elements

Body Language
• Body language is important to the way
students read you. For example, frequently
crossing your arms can put students on the
defensive and make it look as if you're
closing your self off to communication.
• If you do not know what to do with your
hands, try pressing your fingers against
each other in front of your chest.
• Students are more likely to be receptive to
your ideas if you have body language that
is open to them.
• You can utilize hand gestures to make a
point. We all know what a finger to closed
lips means or a wagging finger.
• Posture: It is helpful to have a slightly
forward lean toward the students.
 Communication Elements
Eye Contact
• Eye contact is another way to improve your
nonverbal communication skills. When you look
around your classroom, you secure the trust of
your students while also getting their attention.
• In addition, if a student is acting up you can try
the five second stare. The student should get the
idea that the behaviour is inappropriate when
she notices your stare.
 Communication Elements
Clapping
• Clapping is a quick way to get the
attention of a classroom that is out of
control. If you do not have time for a five
second stare, loud claps should make your
classroom stop acting out and pay
attention. Simply clap your hands together
several times loudly
 Communication Elements
Smile
• Remember to smile when you are giving
your students approval. If a student's
behavior improves, say the word "yes"
with a large smile on your face.
• You want your students to understand that
you notice when they do something right,
too.
 Communication Elements

Greetings

• Remember to say "Good Morning" and

"Good Bye" to your students on a daily
basis. It not only helps to set a good tone
for the day but also helps students learn to
mirror polite behaviour.
• Try to greet students by name. According
to the Teacher Vision website, which
features tools and resources for
educators, students who were personally
greeted by their teachers also felt that
those teachers cared about them
personally. This belief helped motivate the
students in the classroom.
• Think before you speak. Organizing your thoughts
before speaking can reduce the amount of
awkward pauses and verbal "hiccups.“
• It also eliminate the need to make excessive
amounts of clarifying statements.
• It's not possible to make an outline for
impromptu dialogue but writing down your
thoughts before planned discussions can improve
your speaking prowess.
• Use direct and concise language. It's not
necessary to use complex terminology to drive
home important points. Sometimes using
complicated words and sentence structures can
cause more confusion than it explains.
• Avoid using "big words" to sound more educated
because this can quickly backfire, unless you're
sure of their usage and pronunciations.
• Vary your vocal tone. Express interest in what
you're saying so others will pay attention to
you. Use inflection to add emphasis to key
phrases. Raise and lower your pitch to express
active emotion. Avoid blank stares that stem
from being bored.
• Pronounce words completely and correctly. Avoid
chopping off the ends of words or running entire
words together. Slow down when pronouncing
difficult words to minimize mispronunciations.
Practice your diction by recording yourself and
analyzing the results. Don't use regional dialect as
an excuse to continue making pronunciation
errors. Taking the time to correct deficiencies can
enhance your communication confidence and
ability
• Master your nonverbal communication skills.
Understand that your body language also has an
effect on how your verbal communication is
interpreted.
• Speaking with poor non verbal cues such as
slumping your shoulders or scowling can detract
from the effectiveness of your words. Stay in
positive control of your body language to ensure
your words are assessed correctly.
 How to Improve Verbal
Communication Skills
• Learning to speak with authority and confidence
can make you more successful in the workplace,
and even help your dating life.
• Communicating with a trembling monotone voice
can send the message that you lack confidence
and adequate social skills.
• Although it can be difficult to develop strong
communication skills, doing so can have a
positive impact on both your professional and
personal interactions
 Resolving Conflict
How do you respond to conflict?
To become an effective communicator, you also
need three other related skills:
• Constructive assertiveness: Communicating
your concerns clearly, insisting that
misbehaviour be corrected and resisting being
manipulated
• Emphatic responding: Listening to the
students’ perspective and reacting in ways
that maintain a positive relationship
• Problem solving: Includes several steps for
reaching mutually satisfactory resolutions to
problems : requires working with the students
to develop a plan for change
 Constructive Assertiveness
• Ability to stand up for one’s legitimate rights
• The assertive teacher does not talk down or
attack the students
• Used as a general characteristic or attribute that
is used in a wide variety of settings, by doing so
teacher becomes more confident
• Being assertive helps a teacher to have an
unambiguous body language
• Insistence on an appropriate behaviour and
resolution
 Emphatic Responding
• Ability to respond with empathy to students
• Show you are aware and accepting students’
perspective and to seek clarification when
necessary
• Helps keep the lines of communication open
between you and the students
• Appropriate when students express their
concerns, shows stress or display other strong
emotions
• Helps students deal constructively with those
feelings to prevent further distress
 Problem Solving
• A process used to deal with and to resolve
conflicts
• A teacher needs a way to manage it
constructively so that teaching and learning
can take place
• The teacher and a student work out a plan to
eliminate the problem
“ The end and aim of all education is the
development of character. ”
Francis W. Parker
“ I am not a teacher, but an awakener”
David Frost
 Tutorial tasks
1. In your groups, discuss what verbal and non verbal
communication skills must you model and teach?

2. For each of the situations below, what should a

teacher do when he or she encounters defiant
behaviour and an unwillingness to cooperate or to
accept responsibility. Prepare a response.

Situation A: Pipa is sliding, doing the minimum and

barely passing. At the end of the day today she asks
you if she turn in her homework the next day.
• Situation B: During you class Jill and Lily
exchange notes and laugh inappropriately.
You sense the other students’ attention is also
being disrupted by the duo’s antics. You are
beginning to be annoyed at having to deal
with this.
 References
• Emmer, E.T. et.al. Classroom Management for
secondary schools. (2003)
• Rinne, C.H. (1997) Excellent Classroom
Management. Boston: Wadworth Publishing
Company