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Program Goal VI: Communication
The Education Department regards communication to be a critical component of the teaching process. We agree with Dettmer, Thurston, and Dyck (1996), West and Cannon (1988), and Carl Rogers (1962) that communication is among the most important skills for educators to possess. A gap in meaning between the intended message and the message received can render ineffective the outcome of even the best teaching decision. Poor listening skills, ambiguous use of verbal and nonverbal language, poor semantics, and differing values are all items that can distort a message. To become effective communicators, educators must be aware of these potential problems and consciously work to eliminate them from their classroom interactions. They must also become knowledgeable about the importance language has in the learning process, the importance of language development, and the important use of technology in communication and teaching.
Language Development: The development of language and literacy is considered the school’s first and foremost responsibility. Teachers who understand language development and its implication for learning are more likely to make effective instructional decisions (Kohler, 1983). Strickland (1983) has identified five areas of language development essential for educators to understand and consider in teaching:
universals in language development: function of language, systematic development, interaction as key to language development;
differences in language development: rate of language development, factors influencing language development;
relationships between language and thought: cognitive theories of Bruner, Piaget, and Vygotsky;
models of teaching language and literacy: holistic models, sub-skills models;
interrelationships between reading and writing: linguistic awareness, syntax, vocabulary development, and writing development.
Role of Language in Learning: According to Cooper (1995) and Hurt et al. (1978), the teaching-learning process is primarily a communication process. Any variable that prohibits effective communication can adversely affect the learning process. Norton (1983) adds that the teacher’s communication style and skills have an extreme impact on students’ motivation to learn and participate. Teachers who manipulate their communication style to fit the lesson and its the content, as well as the students' needs, are more likely to create a positive attitude towards school and subject matter and, thus, have a more positive impact on achievement.
Effective Communication Skills: Dance and Larson (1976) suggested that successful leaders are effective communicators. Effective communicators match their communication behaviors to their goals and monitor the effect of their communication to create the desired impressions in the minds of others. These researchers identified three clusters of communication skills that are essential for good leadership: 1) Linking, which includes monitoring the environment, creating a trusting climate, and building cooperative teams; 2) Envisioning, which encompasses creating new agendas, visions, or knowledge out of previously existing elements; and 3) Regulating, which involves influencing others by developing credibility and power, using effective verbal and nonverbal communication, creating positive expectations, managing change, guiding compliance, and negotiating.
In education, the aspects of the regulation cluster have received most attention. Extensive research has been done on nonverbal communication and suggests that up to 65% of meaning is communicated non-verbally (Cooper, 1995). Research also suggests that educators who use nonverbal cues consciously are more effective than those who do not use nonverbal cues in their teaching (Love and Roderick, 1971). Cooper (1995) suggested that it is important for educators to understand and use the nonverbal communication strategies listed below:
Proximity: how to use fixed space and personal space to enhance student learning;
Spatial arrangements: the way the classroom is arranged and the impact it has on student participation;
Environmental Factors: lighting, color, temperature, and the effect these factors have on student achievement and classroom climate;
Time: wait-time, time spent on different activities and topics, time spent with individual students;
Physical Appearance: style of dressing and use of artifacts;
Kinesthetic Behavior: use of body movements, gestures, facial expression, eye contact, and touch;
Vocal Qualities: intensity, pitch, range, rhythm, articulation, tempo, variation.
In addition to verbal and non-verbal communication, Friend and Cook (1992) suggested listening skills as another aspect of communication that is essential for effective teaching. According to these writers, listening is the primary means of gaining information. Students, as well as educators, acquire knowledge, develop language skills, increase communication skills, and gain understanding of the world through listening. Listening is also a major tool in establishing rapport with others. According to Cooper (1995), a good listener attends to the intent as well as the content of a message, reflects on and paraphrases what is being said, asks clarifying questions, elaborates and summarizes what is said, and gives and receives feedback. Cooper went on to state that in order to establish and demonstrate respect for the ideas and thoughts of others, develop a positive learning environment, and provide students with the best possible opportunities to learn, an educator must listen for the meaning beneath the words, not just the surface meaning.
Culture and Gender Differences: Effective communication across socioeconomic, gender, racial, and cultural groups is one of the major difficulties in today’s society (Cooper, 1995). This is especially true in the school setting where the student population is becoming increasingly more diverse but where the teaching force remains primarily Caucasian (Delpit, 1990). In most cases, the values of the classroom are those of mainstream America, and students of different backgrounds may have a difficult time adjusting to this classroom culture (Bowman, 1989). These cultural differences often result in variations in communication and learning styles (Gay, 1978). It is thus important that educators identify the groups present in their classrooms and learn about the characteristics of each. Anderson and Powell (1988) put particular importance on an educator’s knowledge of the language, patterns of thought, nonverbal expressions, and social organization of the different ethnic groups.
Gender bias can have an adverse impact on the students’ self-concept, depress or enhance their abilities, set the course of their studies, and impact their career choices (Butler and Manning, 1998) Educators can help reduce this bias by becoming aware of teaching behaviors that may perpetuate sex-role stereotyping, modeling nonsexist behavior and language, and using content that portrays both sexes in equally challenging and important situations and careers.
Technology: Although the availability of technology in American schools has increased (US Department of Education, 2000), information released by The National Education Association (2004) indicates that less than 35% of public school teachers feel they are "well prepared" or "very well prepared" to use this technology effectively. Therefore, they feel unprepared to incorporate this important communication tool. To meet the needs of students whose future life and work will be increasingly more dependent on technological skills (SCAN 1991), educators must participate in ongoing technology experiences and learning opportunities so that technology becomes a natural and integrated component of their future communication and teaching skills as well as an effective communication and learning tool for their students (CEO Forum, 1999). “These 21st century skills include digital literacy, inventive thinking, effective communication, teamwork, and the ability to create high quality products” (National Education Association 2004).
References:
Anderson, J. and Powell, R (1988). Cultural influences on educational processes. In L. Samovar and R. Porter (eds.) Intercultural communication: A reader. Belmont, CA: Wadsworth
Bowman, B. (1989). Educationg language minority children: Challenges and opportunities. Phi Delta Kappan, Oct.: 118-120
Butler, D. A. and Manning M. L. (1998). Addressing gender differences in young adolescents. Onley: Association for Childhood Education International
CEO Forum (1999). School Technology and Readiness (STAR) Report. Professional development: A link to better learning.
Cooper, P. (1995). Communication for the classroom teacher. 5th edition. Scottsdale AZ: Gorsuch Scarisbrick.
Dance, F E and Larson C (1976). The functions of human communication: A theoretical approach. New York: Holt, Rinehart and Winston.
Delpit, L. D. (1990). Language diversity and learning. In Hynds, S and Rubin D. L. (Eds.) Perspectives on talk and learning. Urbana: National Council of Teachers of English.
Dettmer, P. A., Thurston, L. P., & Dyck, N. T. (1996). Consultation, collaboration and teamwork for students with special needs. Needham Heights, MA; Allyn & Bacon.
Friend, M. & Cook, L. (1992). Interactions. Collaboration skills for school professionals. White Plains, NY: Longman
Gay. G. (1978). Viewing the pluralistic classroom as a cultural microcosm. Educational Research Quarterly , 2: p 52.
Hurt, H. T.: Scott, M., D. & McCroskey J. C. (1978). Communication in the classroom. Menlo Park: Addison-Wesley
Koehler, V. (1983): A research base for the content of teacher education. In David C. Smith Essential knowledge for beginning educators. Washington DC: ERIC Clearinghouse of Teacher Education.
Love, A and Roderick, J. (1971). Teacher nonverbal communication: The development and field testing of an awareness unit. Theory into Practice, 10: 295-299
National Education Association. (2004): Technology in Schools. http://www.nea.org/cet
Norton, R. (1983). Communicator style: Theory, application, and measures. Beverly Hills, CA: Sage.
Rogers, C. (1962). The interpersonal relationship: The core of guidance. Harvard Education Review 32: 46.
Secretary’s Report on Achieving Necessary Skills (SCANS) (1991): What work requires of schools. Department of Labor
Strickland, D S (1983). The development of language and literacy: Essential knowledge for effective teaching and learning. In David C. Smith Essential knowledge for beginning educators. Washington DC: ERIC Clearinghouse of Teacher Education.
US Department of Education. National Center for Education Statistics (1998). Internet access in public schools.
West, J. F. & Cannon, G. W. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21 (1), 56 - 63, 28.