Communication Practice

Communication

practice

vs.

Pattern practice

Mr. / Girgis

Go to my Blog

https://mrgirgis.blogspot.com/

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته

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“Blessed is the man who trusts in

the LORD, and whose hope is

the LORD.”

Jeremiah 17:7

free-clipart-important-notice-9 | Chippewas of the Thames

Humor

Girl Laughing Hysterically Stock Photo ...

When I say I miss school,

I mean my friends and the

fun. Not the school.

Use the other language selector on

my home page above to go through

my whole site using any native

language you speak,

then use the video above to see and

listen to the same teaching topic in

text below.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح

موقعى باستخدامها . استخدم المؤشر

لذى فى الاعلى

Next, Use the world site selector on

my home page above to go to the

search engine site or the social

media site you like.

YouTube Channel: Click: :( Mr. / Girgis H. H).

منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون

/Unit 1: (Writers and stories) Lesson: 1

Introduction

Communication is key in the classroom: successful

teaching is generally considered to require only 50%

knowledge to 50% communication skills. As a result,

a teacher should be proficient in all four modes of

communication – listening, speaking, reading, and

writing – and should know how to utilize this

proficiency effectively in a school environment.

Being able to do this has been proven to impact the

success students achieve in their academic lives,

as well as the teacher’s own career success.

Since the ultimate goal of language learning is

communication, classroom presentation should,

from the outset, be directed toward the development

of communication skills.

Learning requires practice, but this practice should

be communication practice, not mere pattern practice.

How To Build an Equitable Communications Practice | by We Are RALLY | RALLYBrain | Medium

Why Effective Communication

Skills?

Teachers benefit from good communication skills in

three different areas: when communicating with

students, with parents, and with colleagues.

Communicating with Students

Communication skills are most vital for interactions

with students, because the act of teaching itself

requires them.

In your role, you are responsible for comprehending

and breaking down complex information, conveying

this information clearly to your students (both verbally

and in written resources), presenting in a manner

that sustains their attention, and listening to and

resolving their questions or problems.

You are also required to adapt content for different

learning styles, motivate students to learn, build

supportive relationships using encouragement and

empathy, manage the classroom, and give feedback

–making your classroom a safe and supportive

learning environment. All of these things require

good communication skills.

The better your communication skills, the more

effectively you can perform these tasks. In turn, your

students will make more academic progress. Studies

have found that the success of students is directly

related to interactive, engaging teaching

environments formed by able teachers .

Additionally, the way that you communicate with your

students can positively affect their perceptions of

school, their role in the classroom, themselves and

their abilities, and their motivation to succeed .

However, this works both ways: poor communication

skills –and thus poor methods of teaching – causes

students’ comprehension levels to drop, and may

affect their academic progress negatively. It could

also lead to students lacking motivation, disliking

school, and believing themselves to be unable to

achieve. This could have consequences for the

rest of their lives.

Therefore, effective communication between teachers

and students is extremely important. It allows you to

perform your job well, with positive results for your

pupils. An added benefit is that your class can use

you as a model for improving their own

communication skills, which are critical for their

development and future learning.

Effective coaching and mentoring can help boost your

communication with students as you focus on three

key areas: foundations, principles and practice.

Learn how to coach or mentor with consistency here.

Strategies for Effective Communication

in the Classroom

What we classify as ‘good’ or ‘effective’

communication depends on the context. When you

are presenting in front of the class, you will use

different strategies than when you are facilitating a

group discussion, or speaking to a student one-to-one.

Here, we will suggest eight strategies that are

applicable to each of the contexts that you may

encounter.

1. Create a safe learning environment

with supportive relationships

It has been proven that supportive relationships

between students and teachers have a positive

impact on class engagement, participation, and the

students’ achievements.

It has even been suggested that these supportive

relationships may negate the tendency for low-

income students to have poorer school outcomes.

This is because, when students feel supported, they

are more comfortable expressing their own thoughts

and ideas in class discussions, attempting

challenges, and asking when they need help.

Higher levels of engagement and participation then

lead to better developed knowledge and greater

achievement.

A supportive learning environment is built using

communication: you should get to know your

students well, and show them that they are safe

from judgement or humiliation in your classroom.

It is a good idea to learn students’ names early in

the year, and use them often.

Have an open-door policy for students to come and

talk to you about any issues, and be empathic and

caring when you interact with them at all times:

don’t tell them off for not understanding and don’t

ridicule their thoughts and ideas.

Additionally, you should recognize that some

students don’t feel comfortable talking in front of the

class. If you do ask them to participate, you could

use scaffolding (such as sentence starters) to make

them feel safer doing so.

However, forced participation is usually unnecessary:

it is likely that quieter students have excellent

listening skills, and are learning just as much,

despite not sharing their own thoughts.

Eight Things You Can Do To Improve Your Communication Skills - Professional Development | Harvard DCE

2. More teamwork

Teamwork and group discussions contribute to

making the classroom a more comfortable

environment. By working in small groups, students

are able to share their ideas more easily, and

improve their own communication skills.

These activities also give them a good opportunity

to ask you questions and get feedback on their

work, leading to effective communication between

you, better understanding of the lesson, and

academic benefits.

You could also try to improve your communication

skills through teamwork with your colleagues.

Planning more lessons together, sharing ideas, and

problem-solving together will develop the way that

you interact.

3. Body language

Communication is not only verbal, but also non-

verbal: you should ensure that the signals you are

giving out through your body language are positive,

confident, and engaging.

For example, making eye contact with students when

you are talking to them shows that you are being

supportive and attentive. Making eye contact is also

important when you are presenting to the whole class

– it motivates everyone to pay attention, which helps

them to learn, as well as making them feel involved.

In order to make more eye contact, you may have to

learn your lesson content more thoroughly in

advance, so that you don’t have to look away to

read your notes.

As you teach, you should use gestures to emphasize

your words. This increases the interactivity of the

lesson, making it more visually interesting and hence,

more memorable.

Keep your arms open – do not fold them – and use

smiles, nods, and thumbs up to encourage students

when they participate. Moving around the classroom

while you teach can help to remove the barrier

between you and your students, and gives them less

opportunity to zone out or get distracted.

Body language is also important when dealing with

negative behavior. To avoid being confrontational,

ensure that you don’t stand directly above or in front

of a student, point, or invade their personal space.

It may be effective to get down to their level and talk

quietly about their behavior, or speak to them

outside the classroom, to avoid drawing too much

attention.

Remember that students’ behavior is also a form of

communication, and think about what it is telling you.

You can find out more about dealing with challenging

behavior from our dedicated article.

4. Active listening

The ‘listening’ component of communication should

not be overlooked – over 60% of all

misunderstandings result from poor listening.

Practicing good listening in the classroom can benefit

you in two ways. Firstly, you will be a model for your

students, who will improve their own listening skills,

thus retain lessons better. Secondly, by using active

listening, you can correct misunderstandings and

extend learning, resulting in a better education for

your students.

Active listening involves listening carefully to what

your students say, checking that you have understood

them correctly (for example, repeating back to them

what you think they have said), building on their

ideas, and challenging or questioning them.

It is the best approach to use to foster understanding

in the classroom, and is an excellent example of

effective communication.

5. Feedback

Feedback is also an important component of

communication in the classroom. There have

been many studies focusing on feedback in recent

years. It has been shown that positive feedback

(i.e. praise) builds students’ confidence – making

them more likely to believe that they can succeed –

and helps to create a supportive environment and

increase academic success.

You can also use positive feedback to modify

students’ behavior: for example, praising a

student for having their hand up is likely to cause

the students around them to stop ‘shouting out’

and copy this behavior, in order to be praised

themselves

However, positive feedback can be detrimental to

learning if it is used without being deserved, or too

frequently .

Phrases such as ‘good job’ or ‘beautiful’ may not

motivate students, because they do not understand

what they are specifically being praised for, while

over-praising can cause children to lack interest in

situations where they are not being praised.

As a result, you should give specific, deserved

positive feedback – use the student’s name, explicitly

state what they are doing right, and thank them

enthusiastically.

Negative feedback is used more often in the

classroom than positive feedback, and many

researchers have argued that this should not be

the case. While negative feedback can help

students to improve – for example, by changing

their behavior, or trying harder at a task (Conroy et

al., 2014) – it does also contribute to conflictual

relationships with students (e.g. Allen et al., 2013).

It has also been suggested that it can cause lower

levels of academic success (e.g. Wu et al., 2010).

These disadvantages are compounded by the fact

that the negative feedback is not always successful –

students tend to continue the behavior despite

negative feedback around 20% of the time – and it

tends to decrease students’ motivation and interest

in a task (e.g. Spilt et al., 2016).

As such, you should ensure that you use negative

feedback only sparingly; for general classroom

management, using positive feedback to illustrate

the behavior that you want to see is much more

effective. In situations where you do have to use

negative feedback.

You should explicitly address the behavior you want to

stop, give an explanation why (e.g. ‘don’t do that.

I don’t think it is safe’), allow the student to think about

morality (e.g. ‘are you doing the right thing?’), or use

a simple form of ‘no’ (e.g. ‘no’, ‘mm mm’). These

techniques increase the effectiveness of negative

feedback, and decrease any detrimental impact that it

might have.

Finally, you should give students the opportunity to

give you feedback on your lessons or teaching styles.

This shows that you value their opinion, increases

communication between you, and helps you to

improve your teaching and their learning.

6. Sense of humor

The use of humor in the classroom has been found

to increase learning, self-motivation, and positive

relationships between students and teachers.

It allows you to establish a rapport with your class,

and keep them interested in the lesson.

For example, you might tell jokes or funny

anecdotes,give lighthearted personal examples, or

laugh at students’ own jokes. However, you should

ensure that you don’t use negative humor – where

you demean or embarrass students – or humor that

is either irrelevant to the lesson, disturbing, violent,

sexual, or forced. Only continue to use humor that

has received a positive response from the class

(such as laughing).

7. Technical skills

Using up-to-date teaching aids such as computers,

videos, and online resources is another way to keep

students engaged and reinforce their understanding.

It can also increase the effectiveness of your

communication with students with different learning

styles, who may benefit more from online resources

than more old-fashioned ones. Try to work some of

these aids into your lessons on a regular basis.

8. Be clear

Good communication – and good teaching – is about

understanding and being understood. For this

reason, you should always be clear and

unambiguous, and adapt your words to your

audience. Think about this while writing lesson plans

(ensure that you break complex ideas down into

simple, logical parts for your audience to understand),

but also while you interact with the children after

presenting the lesson.

For example, you may wish to check that your

teaching was clear by asking your students questions,

or requesting summaries of the lesson in their own

words.

When you ask your students questions, use

appropriate scaffolding to ensure that they understand

exactly what you are asking. If you teach in a primary

school, your students’ language abilities won’t yet be

fully developed.

Closed questions (eliciting yes/no responses), forced

alternatives (such as ‘is he angry or happy?’), and

sentence starters (e.g. ‘a noun is…’) are most

effective for communicating with younger children.

For older children, open-ended questions (such as

‘how do you think…’ or ‘tell me about…’) allow them

to extend their thinking and develop their problem-

solving skills.

The importance of effective communication in the

classroom should not be underestimated – it can

have an impact on your students’ academic progress,

feelings of self-worth, perceptions of school, and your

own career.

Using communication strategies like the ones we

have detailed above could allow you to become a

more successful teacher who better meets your

students’ needs.

View Resources:

1-Go To : CLT Page.

2-Teaching Vocabulary communicatively

3-Teaching Grammar communicatively.

4-Active Teaching.

5-Critical Thinking 1

6- Critical thinking 2

7-Critical Thinking Test.

8- Learning outcomes.

9-Learner-centered Teaching.

10- Education with a good quality.

11-A Learning and Teaching

Environment / Environmental Edu

12- Technology in Teaching.

English Teaching Forum

2007, Volume 45,

Number 1

1- Critical Thinking

2- Exploring the Content of Movies

3- Teacher Trainees

4-Action Research

5-A Classroom Response to HIV/AIDS -

6-U.S. Coins

7-Poetry Corner

8-The Lighter Side

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