Effective Communication in Education: Overcoming Barriers

Posted on Jan 15, 2025 in Primary Education

Obstacles to Effective Communication in Education

A) Obstacles in the Message

  1. Verbal attacks
  2. Insufficient technical or educational skills (e.g., non-use of schemes, examples)
  3. Subjectivity in the presentation, influenced by prejudices
  4. Unawareness or ignorance of partners, ranging from ignoring feedback to contempt or disregard of their responsibilities

B) Obstacles in Reception

  1. Student fatigue
  2. Inappropriate language, especially for foreign students
  3. Inappropriate layout and behavior of subjects, contributing to a negative classroom climate
  4. Egocentrism in students (inability to move beyond themselves) and teachers

C) Barriers in Transmission

  1. Random noise, forcing the issuer to be redundant
  2. Continuous or background noise (e.g., outdoor track, a pavilion with an echo)
  3. Interferences

D) Teaching Aids in the Relationship

Some media that can help improve and strengthen the educational relationship are:

  1. Media: Ensure better understanding and enhance communication
  2. Teacher-student contact: Teachers should not only transmit content but also promote contact (sometimes outside of class) with students
  3. Empathy and understanding: Teachers should strive to understand and accept students, offering them the best possible help

Categories of Verbal Language in Teaching

A) Explanation

We refer to the use of verbal language to present activities to students. It is effective when students listen, understand the information, and can perform the activity described.

Verbal Instructions should have the following characteristics:

  1. If the teacher talks, students listen
  2. Ensure that hazardous elements are underlined
  3. Ensure that safety rules are well understood
  4. If you talk, do not act; if you act, do not talk
  5. Avoid demonstrating at the same time as explaining
  6. Instructions should be brief
  7. Use terms that students can learn
  8. Use simple and straightforward verbal language
  9. Use specific verbal language
  10. Speak with enthusiasm, but slowly
  11. Use language to motivate
  12. Vary your speaking voice
  13. Change tone and timbre
  14. Check for understanding

B) Reinforcement

  1. Positive Reinforcement

    Success is usually the best reinforcement. Activities must be adapted to students’ levels to provide opportunities for success.

  2. Negative Reinforcement

    These reinforcements can sometimes modify behavior faster than other techniques. However, if given repeatedly, they tend to create a negative climate in student-teacher relations.

C) Methodological Requirements for Reinforcement

Reinforcement must be:

  1. Positive: Always positive, never negative
  2. Frequent: Related to age; younger ages require more reinforcement
  3. Generous
  4. Timely: Given at the right moment
  5. Balanced among students
  6. Provided for behavior

D) Delivery

  1. Appropriate before the action: An indication for performing a motor action. Clear teaching is distinct from a teacher’s technical competence in a specialty.
  2. Setpoint during the action: Rhythmic vocals that emphasize the intensity, time, and action time.

E) Verification

Before the end of practice, it is important to verify that the message has been successfully produced. You should check:

  1. Performance criteria of the task
  2. Organization
  3. Safety instructions
  4. Verification can be performed by students chosen to demonstrate the movement