Factors Affecting Classroom communication

 

Classroom communication 

FACTORS AFFECTING CLASSROOM
COMMUNICATION

The quality and effectiveness of the process of communication is affected favourably or adversely through the presence of some other intervening variables lying between the source of communication and the receiver. These variables according to their

nature, helping or obstructing the path or communication may be termed as facilitators or barriers of communication. The presence of congenial, physical, psychological and environmental conditions and facilities available for effective communication may facilitate and help in providing the desirable effectiveness to the communication system. Barriers may cause simple communication gaps or total failure of communication. Some major barriers of communication are as follows:

 Lack of common language: Language uses oral or written symbols to transmit messages from one person to another. If the sender and the receiver

of a message do not belong to the same language group, then this deficiency

will pose an obstacle to the process of communication. The sender and the

receiver will not be able to communicate with each other if they do not know a common language. Communication will not be possible between a boy who

can only speak only in English and another boy who can only speak in French.

 Semantic barrier: It is possible for one word to have many different meanings.

It is not necessary for the meaning that is ascribed to a word by the communicator to be the same as that ascribed by the receiver to the same

word. One word can have different meaning for different people at different

points of time. Hence, it is possible that the sender and the receiver, most of

the time, ascribe different meanings to the same word. Occasionally, they

might possibly make use of dissimilar words to communicate the same meaning.

 Poor listening: Poor listening skills are one of the chief problems while

communicating. If people are attentive in listening a lot of misunderstanding

can be reduced. A large number of people do not pay value added attention to

the message because of a variety of disturbances, feelings, enthusiasm,

absence of interest, unwarranted assertiveness and roving concentration. This

usually leads to misunderstanding and conflict.

 Poor vocabulary: Low level of vocabulary is an obstacle to the communicator

in conveying the message in its exact form. It makes the message more

complicated and reduces its effectiveness. If the recipient cannot figure out

the words, he will not be able to comprehend the sentences.

 Noise: A lot of noise also affects communication. Noise is usually, but not

always, in the form of sounds. It can be visual, audio-visual, written, physical

or psychological. Noise, in a physical form denotes the loud noise made by

machines or speaker or other such things. Noise occurs when a student arrives

late for a class and his arrival becomes a source of distraction for others in

that class. Bad handwriting and incorrect typing leads to written noise.

Psychological noise refers to mental trouble and turmoil, inattentiveness and

indifference.

 Time: Time factor may also hinder the process of communication. For

example, a phone call at midnight may irritate the receiver and he may not

listen to the communicator. Thus, his communication becomes ineffective.

The best of communication may prove to be ineffective if it does not take place at the right time.

 Distance: The distance between one who communicates the message and

one who receives it may be a strong obstacle to communication. This can be due to absence of technical equipment such as telephone, telefax, for linking

them. An unfavourable system of seating in the classroom can give rise to a type of communication gap, which can be eradicated by making adjustments in the distance.

 Attitudes and values: People interpret messages on the basis of their attitudes and values. If a message is adverse for the receiver, it will not be able to persuade him easily. Thus, personal attitudes, values and opinions are transformed into obstacles, in the process of effective communication.

Negative attitude of a teacher or a student may affect communication in the classroom. 

 Emotional barrier: Emotions refer to the way we feel about the world around us. Constructive emotions like happiness, adoration or liking make the

flow of communication smooth. However, negative emotions like fear, distrust,

anger, anxiety and hatred, work as powerful hindrances to efficient means of communication.

 Different perceptions: Different perceptions of different people have their

own limitations. According to Francis Bacon, ‘man prefers to believe what

he prefers to be true’. Our reality is created by us with the help of selective

perception. This conceals specific things that are present and reveals other

more specific things, in addition to those which are already present. Every person’s experience and his way of interpreting things are never the same

since every person has a perception of his own. A communication barrier

emerges, when the same object or concept is interpreted differently by two or more people.

 Wrong channel: At times, simple rules for selection of a channel cause more problems than they solve. In selection of a channel, the sender needs to

be sensitive to things like complexity of message, consequences of a misunderstanding, knowledge, skills and abilities of the receiver and timely response on receiving the message.

 Poor retention: There  is  a limit to the  functioning  of  human  memory.

Everything that is said cannot be always retained. The retention is even lower

if the receiver is not interested or attentive. This causes a breakdown in the process of communication.

 Closed mindedness: It is not at all easy to communicate with a person with

intense prejudice. This type of a person is not ready to receive any message

on a subject about which he believes that he knows everything. His mind is

closed to new ideas, facts and proposals. Hence, he completely rejects the

information and recommendations of the communicator, even before he knows the real facts.

 Physical distractions: Physical distractions are physical things that interrupt

communication. For example, uncomfortable seating arrangement makes it

difficult for a learner to concentrate on the communication.

 Lack of proper feedback: Without feedback, communication is one-way.

Feedback in terms of proper motivation, incentives, zeal and enthusiasm is needed on the part of the sender and the receiver. If, in a classroom the

teacher is not getting feedback of his teaching, he may never achieve the actual goal of teaching.

 Too much information: Excess of information also acts as a communication

barrier. A lot of information faces many drawbacks and different respondents react differently to filter the information and receive only what they need.

Hence, for effective communication, the amount of information can be reduced.

Barriers to Effective Classroom Communication

Sometimes obstructions are confronted in communication, as a result of which the

transmitted message either goes wrong or received incompletely. Sometimes,

communication relations are broken down. Among other types of barriers are included:

a message being misread, a message having more than one meaning, deformities in

a message, limitations of the message-receiver, shortcoming in the communication

channel, and sound pollution.

Dr Kumar (1996) has tabulated the chief barriers in communication as follows:

Table 2.3 Barriers in Communication

Types of Barriers Barriers

Physical barriers Noise, invisibility, environment and physical inconveniences, poor health, lack of attention

Linguistic barriers Verbose, unclear words, unnecessary words, grinding words, wrong pronunciation, unclear graphics and 

symbols 

Psychological 

barriers

Prejudice, disinterest, wrong perception, unrewarding 

experience, more than necessary anxieties, incomplete 

curiosities 

Background 

barriers

Previous learning, cultural discrimination, previous 

work situation and environment

Barriers of communication can be classified into three types:

 Barriers related to message-sender

 Barriers related to message transmission

 Barriers related to message-receiver

These barriers and difficulties can be classified in another way into the following types:

 Linguistic barriers

 Technical problems related to transmission

 Problems related to the process of mutual influence

 General problems related to transmission

Some Other Barriers

 Noise: Noise is a great barrier. Many times a message is lost in the noise,

and it may be received incorrectly. Here, noise becomes a barrier.

 Language: A word may have several meanings. Therefore, the use of word

should be clear as to its context and place, else there may be misunderstanding.

 Previous experience: Sometimes we try to understand a stimulus on the basis of our past experiences. These past experiences are related to our

background. Background experiences, needs, values and stimuli play an important role in encoding and decoding of a message. Sometimes the background experiences, needs, stimuli and values are very helpful in understanding a message correctly, and sometimes they become a barrier in understanding a message correctly.

 Emotions and sentiments: Different types of reactions occur in the mind on listening different types of words. These reactions depend on our emotions

and sentiments. Favourable words give us good reactions and unfavourable

words give incorrect reactions. Incorrect reactions result in misreading of the message. Thus, emotions and sentiments function like a barrier in the communication process.

 Situational context: When a word, sentence or phrase is seen out of its context, then its sense undergoes a change, and the right meaning is lost. In such a situation, a message gives a wrong meaning. Therefore, it is necessary

to look at a message in the right context; else it will work as a barrier in the communication process.

2.4.2 Guidelines for Better Communication in Classrooms

Effective communication is the essential requirement for having an effective interaction or getting maximum advantages from the process. In this way, the degree

of its effectiveness can be judged from the amount of advantages drawn through it.

Now the question arises what should be done for realizing the utmost

effectiveness in communication. The answer is very well linked with our attempts in

improving each component or element involved in the process of communication.

Let us think over the ways and means to bring efficiency in the nature and working of these components.

Following aspects should be given attention in order to overcome barriers in communication in order to affect an effective communication:

 As far as possible, clear, simple and comprehendible language should be used

 A message should be written such that the message–receiver can understand it well

 If there is a need to lay stress on a certain point, then this can be repeated, but to a certain extent

 More than one channel can be used simultaneously or one after another

 There should be provision for feedback, only then it can be ascertained whether

the message has been transmitted in the real sense

 The elements delaying the process of communication should be paid attention to

 The habit of listening should be cultivated. For it, the following points should be looked into:

o It is wrong to guess the message in the envelope by looking at the

message-carrier or its envelope. The habit to listen to the message or

message-carrier should be cultivated. 

o More attention should be paid to the facts mentioned in the message as compared to the views on it.

o If some point has not been cleared in the class, then the problem should

be presented at the end of the class instead of asking it immediately, so

that the teacher can be heard without any interference from beginning to end.

o Listen carefully. Do not give a false impression of listening to the speaker.

o While listening, do not pay attention to other visuals or noise.

o Whatever you are listening, listen it completely and attentively.

o When you are asked something, listen properly and then answer. It is not good to guess.

o Attention should be paid to the speaker’s facial expressions, voice, rate of speaking.

o Cultivate the habit of listening actively.

o Keep in mind, a good listener is able to transmit well.

o The message of the speaker should be heared attentively.

o If somebody is speaking loudly in the proximity and you are facing difficulty in listening, tell him to shut up.

o Never think that what the speaker is telling is already known to you.

Even if you know it, listen attentively; it may be possible that you may

get some new message in it which you did not know before.

o Listen to the speaker attentively, think over it and try to find out its inner,intended and deep senses.

o If you are asked a question, listen to it attentively and then determine

what answer you will like to give. Your answer should be given in simple and correct language.

o When you listen, listen mindfully, actively and keep noting the important points in brief.

 Read the written message well. If need be, read it again. Then ask yourself

the following questions:

o What is being said in the message?

o What is the purpose of the message?

o What has been said at different points in the message

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