Chapter 5: Communication
Introduction
Have you ever thought about how many opportunities you are presented with throughout your day to communicate with others? Do you feel as though you are successful in communicating with everyone you encounter? Are you more successful with some individuals than others? Even if you are successful with some individuals, are you always successful in communicating with these individuals?
Overview of Communication
Communication has many different components. These components include the process of communicating, which consists of verbal and nonverbal techniques. However, the process of communication is not a one-way street. Not only does the information have to be shared; it also must be received and understood by others. Additionally, being understood by others can be influenced by your membership in the dominant culture. The current dominant culture may not be accepting of or understand certain phrases. Membership in or out of the dominant culture can lead to power dynamics when communicating with others. The dominant culture is generally thought of as white and identifying as heterosexual individuals. A member of the LGBTQI+ culture may not be accepted or understood by the dominant heterosexual community. Members of other nondominant cultures may be interpreted as subordinate, and their opinions or views may not be sought out or valued. It is imperative to think about how this may impact you in your role as a teacher. Are you not being heard by others because of your membership? Are your students not being heard by others because of their membership? How can we resolve or make others aware of this?
Source. Your no-nonsense guide to communication in the workplace. Atlassian.
Communication in the Context of Education
In the field of education, our communication encompasses several stakeholders, ranging from students and parents to our supervisors and many other individuals throughout the school and community. Our ability to be effective communicators is critical to our success as a teacher. There are many different and valid ways of communicating; as teachers, it is important to pay attention to several aspects of these ways. The four aspects of communication include:
- The context of a conversation (e.g., stating what you want to talk about and why, reaching consensus on having the conversation) and audience inclusion (e.g., the individuals who will be communicating);
- Relationships (e.g., Are the two people considered equals? Are there power dynamics – teacher to student, familiar to strangers, friends to enemies, etc.?)
- The location (e.g., in-person, online, public, etc. ); and
- The time of day (e.g., morning, afternoon, evening, before breakfast, after lunch, etc.).
Each of the four dimensions of communication can influence the dynamics of classroom interactions. To understand how these aspects manifest within an educational setting, consider the following:
Application to the Classroom
Scenario:
A teacher wants to talk to their students about classroom rules; they decide to do this after their class comes back from lunch. They share this is what happens:
As soon as they all enter the classroom and sit down after lunch, you state, “I need to remind you about all about our classroom rules. I am noticing that some of these are being followed, and some of these are not being followed.” I immediately start to notice surprised looks on their faces. I see some students look defensive while others have put their heads down on their desks.
In the scenario where a teacher chooses to discuss classroom rules with students immediately after they return from lunch, several key aspects of effective communication were not adequately considered, leading to a mixed reaction from the students, including:
- Initially, the teacher did not provide any context for the conversation, which could cause confusion and concern among the students. This absence of context makes it challenging for them to grasp the significance of the discussion, resulting in surprised and defensive reactions.
- Furthermore, the power dynamic inherent in the teacher-student relationship was not delicately handled, potentially causing some students to feel as though they are being reprimanded without justification. This perception can strain relationships and contribute to a tense classroom atmosphere.
- The setting of this dialogue, within the classroom, also plays a crucial role in how the message is received. While the classroom may be a neutral or even positive environment for some, it could represent a stress-inducing space for others, affecting their openness to the discussion.
- Finally, the timing of the conversation, occurring right after lunch, may not have been the most opportune. Students are likely to be in a post-meal lull, experiencing decreased energy and concentration levels, which can hinder their ability to fully engage with and absorb the importance of adhering to classroom rules.
Incorporating a more thoughtful approach to the context, navigating the teacher-student power dynamics carefully, choosing an appropriate setting, and timing the conversation to coincide with students’ peak attentiveness could foster a more understanding and effective dialogue about classroom expectations and behaviors.
Your Turn:
Create another education related scenario. Then analyze the scenario using the four aspects of communication.
