One needs application, self-reflection and personal growth to become a good communicator.

The importance of classroom communication

Calitz, Fuglestad and Lillejord (2002:223) state that one cannot acquire good communication skills merely by reading about them. One needs application, self-reflection and personal growth to become a good communicator.

People interact through communication. Teaching and classroom management take place by means of communication. Communication is a means by which the varying needs, feelings and attitudes of teachers and learners are conveyed to each other in order to establish cooperation and achieve the learning outcomes. If communication is not effective, the objectives of education cannot be attained. Therefore, the classroom manager must know exactly what good communication is and what the principles and conditions for effective communication are, and which factors might impede these. Successful communication happens when the message is understood correctly by the receiver and the feedback given to the sender is acceptable (Kruger & Van Schalkwyk, 1997:58-60).

Since all interaction in the classroom takes place through communication, it is crucial that the teacher:

Communicates effectively
Helps learners to develop their communication skills
Ensures a classroom atmosphere where all learners can express their views and feelings freely
Ensures that the thoughts and ideas of learners are accepted and appreciated in class (Kruger & Van Schalkwyk, 1997:164).

Prinsloo (2003:171-2) points out that effective communication can be achieved when the teacher:

Earns the trust and credibility of learners, parents and fellow teachers
Empathises with problems experienced by learners, parents and other teachers
Displays good listening skills
Communicates in an open and honest manner.

Effective communication between teachers and learners in the classroom includes the sending of clear messages by the teacher and the teacher’s receiving clear messages from learners.

Schmuck and Schmuck (1997:151) state that certain feelings can lead to learners avoiding communication, with results such as:

Being preoccupied with other issues and wanting to be left alone
Fearing that they might be perceived as incompetent and therefore holding back on communication
Simply disliking school
Peer pressure, as learners perceive that their friends do not think that learners should communicate with teachers
Previous unsatisfactory communication with the teacher, which is now causing apprehension.

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.

Spoken-unspoken messages – Clear communication requires that spoken and unspoken messages are the same, otherwise learners will be confused by the conflicting communication.
Surface-hidden intentions – This comes to the fore in competitive classrooms, where learners are outspoken about their goals to do well but hide their ambition to do better than others, using negative remarks to air their hidden intentions.
Work-emotional activities – Communication regarding curriculum work in class is always influenced by feelings about the way the work is done. If such feelings are not addressed and improved over a period of time, learners may become resistant to learning and develop feelings of apathy to school work.
Task-maintenance functions – Good communication in class can help a group to make progress with tasks and can ensure that group members work together in a positive atmosphere.

According to Schmuck and Schmuck (1997:149), teachers can use group learning to raise the level of communication of learners who perform on a lower level than their peers. From time to time, they can give all learners the opportunity to act as group leader, group expert, group convener or recorder. Teachers should make sure that the class understands that all learners’ inputs and unique talents are valued. They should ensure that all learners contribute on their chosen level to group work. Schmuck and Schmuck (1997:149) also recommend that ‘everyone participates and everyone helps’. They further state that the teacher should plan social skills training if learners with a lower social status than others are not treated equally.


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