dr.v.bastin jerome asst. professor of commerce st.joseph’s college, tiruchirappalli –2

Dr.V.Bastin Jerome Asst. Professor of Commerce St.Joseph’s College, Tiruchirappalli –2.

This presentation includes…………

COMMUNICATION

• NATURE

• CHARACTERISTICS• TYPES

• BARRIERS and• EFFECTIVE CLASS ROOM COMMUNICATION.

PAPER - I MODEL

OLD QP PAPER – I / II / III / IV / V / VI / VII

UGC - NET/Dr.V.Bastin Jerome/Paper I/Communication

This aspect speaks about……..

1. Importance of Communication

2. Persons involved for effective Communication

3. Class room environment

4. Why Communication fails inside the Class room

5. Qualities of a Teacher

6. Qualities of a student

7. Communication methods used in the Class room.

8. Aids for learning and teaching.

9. It speaks about the Communicative media

10.It speaks about listening, listener, benefits of listening

11. Education related media and Communication.

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DEFINITION OF COMMUNICATION

• Communication is the process by which information is transmitted and understood between two or more people.

• The word itself is derived from the Latin verb communicare, which means "to share" or "to make common“. That derivation provides one half of the English meaning of communication.


What is Communication?

Define Communication • Communication is defined as the management of

messages for the purpose of creating meaning.

Meaning • The process of communication is what allows us

to interact with other people; without it, we would be unable to share knowledge or experiences with anything outside of ourselves. Common forms of communication include speaking, writing, gestures, touch and broadcasting. Wikipedia definition


OBJECTIVES OF COMMUNICATION

• INFORMATIONINFORMATION

• ORDERS AND INSTRUCTIONSORDERS AND INSTRUCTIONS

• EDUCATION AND TRAINING EDUCATION AND TRAINING

• MOTIVATIONMOTIVATION

• RAISING MORALERAISING MORALE

• PERSUASIONPERSUASION

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• Poor communication is the source of interpersonal conflict

• Individuals spend 70% of their working hours communicating-reading, speaking, listening

UGC - NET/Prof.V.Bastin Jerome/Paper I/Communication

THREE SIMPLE DEFINITIONS

Communication is the sharing of information

Communication is the giving and receiving of messages

Communication is the transfer of information from one or more people to one or more other people .

COMMUNICATION PROCESS• Communication is a two way process that operates at the

interpersonal and mass levels. It binds people everywhere and is the back-bone of our existence.

• The aim of communication in any field is to obtain an understanding response. At every stage communication plays an important role in leading the organization towards its goals.

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THE COMMUNICATION PROCESS - MODEL

source Encoding Channel Decoding Receiver

Feedback

message

message

message

message


What is meant Communication?

Communication is the process by which we• Give• Receive or Exchange• Information with others.

It can involve

• Speaking

• Listening or

• Writing


The Communication Equation• What you hear• Tone of voice• Vocal clarity• Verbal expressiveness 40% of the message

• What you see or feel• Facial expression• Dress and grooming • Posture• Eye contact• Touch• Gesture 50% of the message

• WORDS … 10% of the message!


Communication is a 2-way process• Communication skills involve:

• Listening to others (Receiving) message

• Asserting/ Expressing (Sending)

• Barriers to communication can lead to misunderstanding and confusion

sender

receiver

sender

receiver

values and attitudes“generation gap”

Cultural differences

language

noise

hearing

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COMMUNICATION FUNDAMENTAL

• Directions of communication Downward, upward, lateral

• Communication networks informal network-grapevine formal network-chain, wheel, all channel


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COMMUNICATION EFFECTIVENESS

Criteria ChainWheel All channel

Speed Moderate Fast Very fast

Accuracy High Very high Moderate

Emergence of leader Moderate High None

Member Moderate Low High

Satisfaction


Effective Communication Skills

Effective Communication skills

Eye contact & visible mouth

Body language

Silence

Checking for understanding

Smiling face

Summarising what has been said

Encouragement to continue

Some questions


Barriers to Effective Communication

Barriers to effective

communication

Language NoiseTime

DistractionsOther people

Put downsToo many questions

Distance

Discomfort

with the topic

Disability

Lack of interest


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BARRIERS TO EFFECTIVE COMMUNICATION

A. Noise Barrier

1. Poor timing

2. Inappropriate channel

3. Improper or inadequate information

4. Physical distractions

5. Improper organizational structure

6. Information overload

7. Network break down


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BARRIERS TO EFFECTIVE COMMUNICATION

B. Interpersonal barriers• Filtering• Semantic barrier• Perceptual barrier• Cultural barrier• Sender credibility• Emotions• Feedback barrier


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GUIDE LINES FOR EFFECTIVE COMMUNICATION

1. The ideas and messages should be clear, brief and precise.

2. Sense of timing-timely for action to be taken.

3. Integrity-communication should pass through proper channel.

4. Consult with others who are involved in planning the communication.


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GUIDE LINES FOR EFFECTIVE COMMUNICATION (Contd...)

5. Be prepared to help the receiver

6. Mode of delivery

7. Use proper follow up

8. Communication should be comprehensive


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ACTIVE LISTENING

1. Make eye contact

2. Exhibit affirmative head nods and appropriate facial expressions

3. Avoid detracting actions or gestures

4. Ask questions

5. Para phrase

6. Avoid interrupting the speaker

7. Don’t over talk


THE ELEMENTS OF A COMMUNICATION (MESSAGE) ARE

• The sender , Who is the originator and responsible for the content Skills

• How well the message is assembled and delivered

• The messaging process , The way it is delivered and received

• The messaging environment , The medium by which the message is communicated

• The audience, Who receives it and how well

• The intent , What is to be achieved by the message, how and when


Characteristics of Communication Characteristics of Communication

Levels of CommunicationLevels of CommunicationIntrapersonal Communication with in one person

Interpersonal Communication between two people

Small Group groups up to 25 people

Large Group groups of 25 or more

Organizational Communication within business, administration

Public or Mass special media directed to a large audience

International involving cross cultures

Types of Non-verbal CommunicationTypes of Non-verbal Communication

Paralinguistics variations in pitch, speed, volume and pauses that convey meaning

Kinesics physical gesturing such as facial expression, eye movement and posture

Haptics the communication of touch

Proxemics the communication of space and proximity

Appearance the alteration of physical appearance such as clothes, make up & jewelry

Chronemics the effects of time on communication

Iconics symbols used to convey meaning

Olfactory the communication of smell

Strategies for Effective Classroom CommunicationStrategies for Effective Classroom Communication

• Speak slowly. Your students will have more time to understand what you're saying and you'll have more time to choose your words. It's fine to be silent for a few seconds, too; pauses let students catch up.

• Look at your students. Eye contact purposefully and strategically.By maintaining eye contact, you can see if your students are following along as you speak.

• Welcome students' questions on any topic. If your students know that you're willing to answer questions, they'll help you be clearer by letting you know when you aren't.

• Write a short outline of your presentation on the board in advance (or use overhead transparency slides or computer-based slides). This helps students follow along.

• Write each key term on the board (or use slides). Also, make particularly sure that you have the correct pronunciation of the key terms you're teaching about.

• Set clear expectations for student participation in discussion sessions.

• Avoid open questions; call on individual students.

• Ask good questions. Being open, of course, to follow a productive thread should it move away from your plan.

• Students volunteered to answer the teacher's questions.Students volunteered to answer the teacher's questions.

• Students say their opinions freely in class.Students say their opinions freely in class.

• Students speak only when the teacher calls on them.Students speak only when the teacher calls on them.

• Students tell the teacher in class when they don't understand.Students tell the teacher in class when they don't understand.

• Students listen quietly when the teacher talks.Students listen quietly when the teacher talks.

• Students listen quietly when classmates talk.Students listen quietly when classmates talk.

• Students speak loud enough for the whole class to hear.Students speak loud enough for the whole class to hear.

• Students consult with classmates before answering teacher.Students consult with classmates before answering teacher.

• Students ask teacher for help.Students ask teacher for help.

• Students ask for the teacher's opinions in class.Students ask for the teacher's opinions in class.

• Students look at the teacher when s/he speaks.Students look at the teacher when s/he speaks.

• Students want to sit in the front rows of the room.Students want to sit in the front rows of the room.

Negative ImpactNegative Impact 1. Students sleep in class.Students sleep in class.

2. Students copy answers from others during tests.2. Students copy answers from others during tests.

3. Doing homework for other classes or homework which should have been3. Doing homework for other classes or homework which should have been completed for the present classcompleted for the present class

Holistic values in the Class rooms ( STUDENTS point of view)Holistic values in the Class rooms ( STUDENTS point of view)

Holistic values in the Class rooms ( TEACHER point of view)Holistic values in the Class rooms ( TEACHER point of view)

1. The teacher should start with known to unknown questions.

2. Teacher asks students to express their opinions.

3. Teacher encourages students to risk making mistakes.

4. Teacher gives homework.

5. Teacher asks students to discuss in groups.

6. Teacher tries to use humor in class.

7. Teacher looks at the students when talking.

8. Teachers are easy to talk to students after the class.


MANAGING GOOD COMMUNICATIONMANAGING GOOD COMMUNICATION

Before communicating in writing or by the spoken word;• Decide on method of communication to be used.• Make sure you assemble the relevant information.• Make sure it will not misinform.• Make sure you are contacting the correct person.• Check you are not using repetitive, annoying phrases.

SPEAKING & LISTENINGSPEAKING & LISTENING

Various components of effective communication• General speaking skills.• Listening to others.• How to ask questions.• Using the telephone.• Message taking• Giving a talk.

Various components of effective communicationVarious components of effective communication

• General speaking skills.• Keeping it simple• Being accurate• Behaving normally• Managing your appearance• Managing your voice - Accents - Speed and punch

• Listening to others.• Be interested in what is being said• Take notes • Do not interrupt until the speaker takes pause • Never fall asleep

• How to ask questions.• Wait for right time right questions• Ask one question at a time.• Put your questions easily understood• Wait for the answer without interrupting • If the answer does not satisfy you, ask another question.

Various components of effective communicationVarious components of effective communication

• Conversation• Guidelines for making effective calls• Always be polite• Always be brief• Say who you are• Speak clearly and slowly• Repeat difficult words• Use everyday language.

• Giving a talk• Good presentation• Short and Simple• Preparation• Arrange it with audio visual effect• Practice your speech

SELECTING THE RIGHT EQUIPMENTSELECTING THE RIGHT EQUIPMENT (( you should know)you should know)

• The typewriter – keys, importance• The word processor – usefulness, how it works, advt and disadvat• Electronic mail – how it works, persons involved, importance etc• The fax machine – how it works, abbreviation, inventor’s name etc • Computer messenger – Websites, .com, domainname, IP, EFT, EDI, History of Computers etc.

COMMUNICATION AND GROUP BEHAVIOURCOMMUNICATION AND GROUP BEHAVIOUR

Six skills of Communication

1. Telling – one way communication from transmitter to receiver.

2. Asking – to build confidence

3. Listening – Be a good listener.

4. Observing – Watching people’s reaction, looking and feedback

5. Understanding – creating belief

6. Convincing – correctness of his statement.evidences are true

Information acquired must be:-• Accurate or correct: The source of information must be

checked, the information itself should be verified.

• Timely: The information (facts, statistics etc) must be the latest or if not should be up-dated.

• Relevant: Make sure that the information relates to issues you are dealing with.

• Reliable: Use recognised or standard sources of information that will be honest and can be depended upon. This will ensure accuracy.

• Sensible: Illogical and trivial information will not be useful.


Organizational Communication

Communication in an organisation may be used to influence, inform, control or inspire. Organisational communication can be divided into two broad categories - formal or structured (within the 'systems' established by management) and informal (as when co-workers chat about company matters). Both areas are significant and both need to be 'healthy' for the organisation to be healthy.

Formal Communication Channels and Networks

Formal communication channels follow the organisational structure or hierarchy and flow in four directions:

These four directions in which communication can travel are: downward; upward; lateral or horizontal; and diagonal. Downward (1) communication involves communication from higher to lower levels so that leadership can communicate goals, strategies or role expectations. Upward (2) communication flows from lower levels to higher levels of the organisation, for example, when there is a need to communicate problems, results or suggestions.

Horizontal (3) communication occurs across the same level and involves for example, coordination of activities with peers (teams, committees), dissemination of useful information from one department to another (for example sales forecasts from the sales department to production, and problems such as a problem with product design from the production department to research and development). Horizontal communication facilitates the l inking of different areas of expertise and this may encourage innovation. Diagonal (4) channels may potentially cause conflict as they involve communication between the lower level of one department to a higher level in another.

Formal communication networks also occur within the hierarchy of the organisation and reflect how groups of employees, for example those in a department, work together. Networking or mapping the flow of communication in an organisation can be a useful device. This can identify who is communicating with whom and whether the lines of communication are effective and efficient, or whether there is potential for destructive conflict or tension arising from the communication channels (for example, inappropriate diagonal communication).

COMMUNICATION MODELS

Dwyer categorises these into three forms of communication - verbal, nonverbal and graphic

four types of communication - intrapersonal, interpersonal, public and mass.

Berlo's Model ( Different Models of Communication)

• Berlo's focus remained on the transmission model of communication.

• He introduced more of the human elements, such as the relationship between the message channel and the five senses

• Effective communication involves both the sender and the receiver.

• The sender must be as clear as possible and the receiver must signal understanding or clarification.

Berlo's Model (Models of Communication Continues...)

• The sender must be as clear as possible and the receiver must signal understanding or clarification.

• It involves both content and relationship elements Content = message, idea

relationship = emotions, power, status

personal Encoding and decoding are based on a person's perception of the world.

The Transmission Model

The transmission model is concerned with the transfer of meaning from the sender to the receiver. Communication is a one way process.


The Process Model

The transmission model was subsequently adapted to form the process models in which people transmit, receive, interpret and respond to messages with feedback.

The process models have seven main elements:

Sender - Message - Receiver - Feedback - Channel - Context or setting (environment) - Noise or interference

In the process models, a message is encoded by the sender through a communication channel, such as voice or body language, and then decoded by the receiver. The receiver then provides feedback.

The process is influenced by the context of the situation and any noise or interference.

CHECK YOUR COMMUNICATION ABILITY

Effective Teaching in the Class rooms

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CONCLUSION

Poor communication in Class room is a major source of learning dissatisfaction


dr.v.bastin jerome asst. professor of commerce st.joseph’s college, tiruchirappalli –2

Documents

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