TEACHING COMMUNICATION

Teaching Communications

Features of teaching communication

takes place between two or more agents: teachers and students, with the common goal of their training using verbal communication, written, non-verbal, paraverbal and visual communication, especially combined form

didactic message is designed, selected, organized logically by the teacher, based on precise learning objectives set out in the curriculum;

teaching style of communication is determined by the academic concept of Professor and his psychic structure

the didactic message is transmitted to students using teaching strategies appropriate to their intellectual development and level of knowledge to be understood by students;

Types of communication

incidental (accidental) communication is characterized by random transmission of information, which is not for the learning process (eg, finding a lack of chalk or sponge);

subjective communication: direct express the speaker's emotional state, the accumulation of mental stress (positive or negative), eg:

- exclamation of surprise at such great response: "Well done, son!"

- high tone of reproach, "I’m mad!" - student that twists automatically lock of hair, just,

just answer appears, - Teacher that spin glasses more nervous as listening

responses;

Types of communication

instrumental communication occurs when some particularities are met:

- intentional and clearly focus on a specific purpose communicated more or less to partners;

- the aims pursued through an effect on the behavior of the receiver;

- ability to change depending on the partners reaction to achieve their goals;

This type of communication is dominant in the teaching, without exclusion and present this to the other two.

Types of communication

Group communication takes place in small human communities: teams, families, groups of friends, colleagues etc.

- It is another aspect of interpersonal communication, however, requires more than two participants. The upper limit varies from case to case, but, in general, are considered typical for this type of communication small groups with a maximum of 10 -15 participants (for example, brainstorming).

- This level ensures the exchange of ideas and emotions are shared experiences and seek solutions to problems, make decisions and settle the conflicts.

Types of communication

Public communication is a formal communication relating to the implementation of the rules that society sets (means of implementation: conference, meeting, radio, TV)

vertical communication (student-teacher, soldier-officer);

horizontal communication (student-student, teacher-teacher).

The teacher-student interaction, pedagogical communication fulfills several functions:

the informative function, transmission of teaching and educational message;

the educational function of transmitting educational influences, cohesion and affirmation of the school groups;

the function of evaluation and adjustment of teaching-learning process;

the function of teaching problem solving and conflict resolution.

Teaching communication rules are:

to listen, take into account the opinions and interests of others;

to observe or inquire as to what is going on in the communication situation and to understand the status of receptors;

to analyse and to know the situation of receptors;

to express yourself is to expose yourself to your views and feelings on the subject of communication;

to control or to track the quality and efficiency of communication.

To be effective, communication training is required for certain

features:

1. Of teacher:the clarity of the messagesthe accuracy of the messages use appropriate language and accessible to

students (science fair) the logical structuring of messages;interesting presentation of the contents of

the training;ensuring a climate suitable for

communication.

To be effective, communication training is required for certain

features:

2. Of students :to be able to receive and understand

the message the teacherpossess prior knowledge necessary for

the learning;to be motivated to learnbe familiar with the languages used

(as a teacher or in the case of computer-assisted instruction)

The professor must make students feel that he has a vocation in teaching communication direction, he is a reliable partner, which wants a genuine dialogue.

Communication competence will be manifested through the ability to listen to students.

The most appreciated teachers are those that allow the free expression of students, that does not make them feel judged, neither handle nor advised, but those that provide a feeling of safety and freedom of communication.