There are no items in your cart
Add More
Add More
| Item Details | Price | ||
|---|---|---|---|
In this Article we are going to discuss about Classroom Communicaion for UGC NET Paper 1 along with some important previous year MCQs asked from this topic in exam.
Communication within the classroom is important in order for students to learn effectively and should be put in place from an early stage of learning. Classroom communication exists in three categories: verbal, nonverbal, and written.
Verbal communication refers to sending or receiving a message through sounds and languages. Teachers can address one student or the whole classroom through verbal communication. For example, a teacher may ask a student to stand up which is verbal communication.
Non-verbal communication refers to communicating without words through body language, gestures, facial expressions, the tone and pitch of the voice, and posture. For example, if a teacher is nodding their head while a student is speaking, this can be encouraging or show that they agree with the student.
Written communication is sending or receiving information through writing. For example, a teacher may arrange a written assignment for students to test their knowledge or present lecture slides or notes for complicated information.
According to Cole and Chan, a typical process of classroom communication (and communication in general as well) includes the following five distinct stages:
1. Formulation of message
2. Message encoding
3. Message transmission
4. Message decoding and interpretation
5. Feedback and evaluation
USING TECHNOLOGY IN CLASSROOM COMMUNICATION
Technology provides access to information and helps in establishing contacts with teachers and students located at different locations.
1. OHP or the overhead projector
2. Audio-Video Resources
3. Computer Technology
Schmuck and Schmuck (1997) recommend that teachers be aware of things which may have a negative impact on classroom communication. The teacher should arrange opportunities for the discussion of such feelings, attitudes and expectations which remain just under the surface in classroom communication to enable learners to improve themselves and benefit from better classroom communication. They continue by listing four levels of classroom communication.
The term classroom discourse refers to the language that teachers and students use to communicate with each other in the classroom. Talking, or conversation, is the medium through which most teaching takes place, so the study of classroom discourse is the study of the process of face-to-face classroom teaching.
Classroom discourse is an interaction between teachers and learners and between learners and learners. It is generally claimed to form an isolated discourse domain. Teachers and students construct an understanding of their roles and relationships, and the expectations for their involvement classroom. To be successful, students must develop the communicative competence.
Researchers argued that learning process was contained in the process of participating in classroom discourse. As students engage in the discourse they acquire ways of talking and thinking that characterize a particular curriculum area.
The field of discourse processing investigates the structures, patterns, mental representations, and processes that underlie written and spoken discourse. It is a multidisciplinary field that includes psychology, rhetoric, sociolinguistics, conversation analysis, education, sociology, anthropology, computational linguistics, and computer science
Levels of Discourse Processing
Discourse researchers have identified five levels of cognitive representation that are constructed during comprehension
1. The surface code is a record of the exact wording and syntax of the sentences. This code is preserved in memory for only a few seconds when technical text is read.
2. The textbase contains explicit propositions in the text in a stripped-down form that captures the semantic meaning but loses details of the surface code. The textbase is preserved in memory for several minutes or longer.
3. The situation model (sometimes called the mental model) is the referential mental world of what the text is about. The situation model is retained in memory much longer than the text base and the surface code, assuming that the comprehender has adequate world knowledge to build a situation model.
4. The pragmatic communication level refers to the information exchange between speech participants. In a two-party oral conversation, the two speech participants take turns speaking while pursuing conversational goals. There may be additional participants in a conversation, such as side participants in the circle of conversation and bystanders who are outside of the circle
Discourse genre is the type of discourse–such as narration (stories), exposition, persuasion, and so on. Discourse analysts have proposed several different discourse classification schemes, which are organized in a multilevel hierarchical taxonomy or in a multidimensional space (a set of features or levels of representation that are potentially uncorrelated)
Teacher/class communication exists when a teacher communicates with his entire class. Verbal communication exists when a teacher tells students information they need to know. For example, if a teacher asks a student to "stop talking," this is a direct form of verbal communication. There are ways for teachers to communicate nonverbally with their classes, such as through their posture, gesticulations and proximity to the students. Instead of telling a student to stop talking, a teacher could use nonverbal communication by moving toward the disruptive student's desk. Not only does the disruptive student receive the message, but other students in the class who observe the intervention receive it as well. Written instructions for an assignment are given from the teacher for the whole class
Teacher/student communication occurs when a teacher interacts directly with a particular student. Since a teacher interacts with her students mostly in front of the whole class, it can be difficult to distinguish teacher/student communication from teacher/class communication. Teacher/student communication requires that the teacher act one-on-one with a student, such as in a conference during class activities, before or after class or after school. This type of communication is effective for teachers who want to communicate a private message, such as a talk about constant inappropriate behavior or about taking more of a leadership role in class.
Student/teacher communication is also direct communication between a student and the teacher, but this time it is the student who initiates the conversation. Also, this can occur during whole-class participation. For example, a student who asks a teacher a question during class discussion engages in student/teacher communication because it is a single student communicating with a single teacher. The reason the reverse situation constitutes teacher/class communication and not teacher/student is that the teacher's actions and messages are directed toward the whole class while the student's questions here are only directed at the teacher. When students write emails to their teacher on graded assignments, this constitutes a written form of student/teacher communication
Student/student communication occurs when two or more students interact with one another. Successful whole-class discussion stimulates student/student communication because students should talk to each other and not just to the teacher. Two students may disagree and talk back and forth to each other during such discussions. Student/student communication also occurs when students work in groups or pairs to complete assignments.
Student/class communication exists when a student or group of students direct their messages to the entire class. Whole-class discussion can also stimulate this type of communication. For example, if a student asks the class a question during a discussion, the student's message is directed at the entire class. Individual or group presentations also constitute student/class communication, and it is this type of communication about which students feel most nervous or self-conscious. Nonverbal communication often includes fidgeting or looking away.
Q. Differentiation between acceptance and non-acceptance of certain stimuli in classroom communication is the basis of:
(A) Selective expectation of performance
(B) Selective affiliation to peer groups
(C) Selective attention
(D) Selective morality
Solution: (C)
Explanation:
Selective attention is simply the act of focusing on a particular object for a period of time while simultaneously ignoring irrelevant information that is also occurring. This occurs on a daily basis and can be seen in basically any of your interactions. Because it is impossible to give attention to every stimulus in our environment, we use selective attention to select what stimuli are important as events occur.
The degree of selective attention one can apply to a situation varies depending on the person and their ability to focus or concentrate; it's also affected by distractions in the environment. Selective attention may be a conscious effort, but it can occur subconsciously as well.
Some studies reveal that selective attention is the result of the mind working to store memories. Because one's working memory can only hold a limited amount of information, we often have to filter out unnecessary information.
Q. Assertion (A): Classroom communication is a transactional process.
Reason (R): A teacher does not operate under the assumption that students’ responses are purposive.
Select the correct code for your answer:
(A) Both (A) and (R) are true, and (R) is the correct explanation of (A).
(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(C) (A) is true, but (R) is false.
(D) (A) is false, but (R) is true.
Solution: (C)
Explanation:
Transactional model of communication is the exchange of messages between sender and receiver where each take turns to send or receive messages. Here, both sender and receiver are known as communicators and their role reverses each time in the communication process as both processes of sending and receiving occurs at the same time. The model is mostly used for interpersonal communication and is also called circular model of communication.
A teacher operates under the assumption that students’ responses are purposive (having or done with a purpose). If the teacher is talking, sharing interesting information, and using teaching strategies about a new topic, the students response include to pay attention, scribble notes, nod heads.
Q. The classroom communication should essentially be:
(A) Contrived
(B) Empathetic
(C) Abstract
(D) Non-descriptive
Solution: (B)
Explanation:
Webster’s dictionary defines empathy as: the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either in the past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner; also: the capacity for this.
‘Empathetic’ refers to the ability to understand and share the feelings of another. Empathetic communication involves the awareness of what one does and how and its impact on others; so as to create better connections, and feel motivated and willing to respond in any situation.
‘Contrived’ refers to false and deliberate, rather than natural. Such communication fails to create the connect desirable for effective learning.
‘Abstract’ refers to something not specific, nor concrete. Abstract communication is prone to straying away from the topic, thus, hindering learning.
Non-descriptive communication is likely to compromise the understanding of the learners.
Q.Positive classroom communication leads to
(A) Coercion
(B) Submission
(C) Confrontation
(D) Persuasion
Solution: (D)
Explanation:
A communication-friendly classroom should make communication as easy, effective and enjoyable as possible. It should provide opportunities for everyone to talk, listen, understand and take part, and will support learning and social and emotional development too. A positive communication climate in the class is contributed by language teachers who help the students view language learning positively.
Teachers who display warmth, are approachable, friendly, helpful and supportive and strict yet with compassion are regarded to create a positive classroom climate. When classroom communication is positive, students are influenced and persuaded to learn willingly and need not be coerced into the desired action
Q. Classroom communication is the basis of
(A) Social identity
(B) External inanities
(C) Biased passivity
(D) Group aggression
Solution: (A)
Explanation:
The central hypothesis of social identity theory is that group members of an in-group will seek to find negative aspects of an out-group, thus enhancing their self-image. Classroom communication infuses the social identity of belonging to a class and discriminating against those belonging to another. External inanities and biased passivity in individuals result from a variety of factors. Groups can be formed on any of a wide variety of bases like classmates, playmates, neighbours, colleagues, and so on. So, group aggression is not always based on classroom communication.
In the next article, we are going to discuss Concept & Levels of Teaching under the Unit I (Teaching Aptitude) for UGC NET General Paper-1 on Teaching and Research Aptitude.
Check out our Full Course on UGC Net Paper 1 (Teaching and Research Aptitude) for upcoming UGC Net Examination - Click Here
Launch your Graphy