Teachers, students communicating effectively in the classroom

 Communication is an important activity, which enables exchange of ideas and, therefore, development. Due to the significance of the activity or process, to avoid generalization, the term is further divided into poor communication and effective communication. Poor communication results when there is a discord between what the sender intended to convey and the interpretation of the recipient. In other words, there is misunderstanding between the parties involved. Effective communication is a result of training and attentiveness. There is no discord in the exchange of ideas between the sender and recipient; this is determined by appropriate feedback from the recipient. In an academic setting, communication affects the learning and teaching processes. Poor communication may result if the teacher does not express him/herself correctly, there is noise or interference, the students do not understand the words used, and so on. For many years, instructors have known that for effective communication and learning to occur, the class must be quiet or orderly, they must speak slowly and clearly, and use simple or common terms. The outcome is even better when the learning experience is engaging. This requires dialogue between the teacher and students so that everyone remains attentive. Effective communication does not only utilize words but also body language. Teachers must show enthusiasm in class and be able to know, by observation, if a student is confused or alert (Boye, 2014). Eye contact, therefore, is crucial.

Despite the knowledge found in literature, with regard to effective communication in school, teachers and students still face a challenge as seen in the quality of learning. Learning goes beyond the classroom; it involves every member of the society.  Parents have been encouraged to attend some classes with their children in hopes that it will improve the whole learning process (DCSF, 2008). The reason for that is that there is a tendency of parents to reduce their involvement in learning as children advance (Michigan Department of Education, 2001). The question now is will effective communication improve as measured by attendance of parents? The factors that affect effective communication in the modern classroom include conflicts between teachers and students and lack of attentiveness, confidence and understanding.

Parent participation in learning has always been encouraged, especially in assisting with homework and assessing academic reports (DCSF, 2008; Michigan Department of Education, 2001). The subject of parents attending classes is still experimental. There is great potential that the experience will be beneficial to the learning process, especially with regard to effective communication. Many parents are professionals in various fields and come with a wealth of knowledge of various disciplines in class. It cannot be overlooked that at one point they were students and, therefore, know what students experience and require. This setup will help in evaluating the effectiveness of the teaching methods and aides employed and provide crucial feedback to improve the performance of both students and teachers. The presence of parents will also reduce distractions and help resolve conflicts between problematic children and teachers. In the elementary setting, the attendance of parents is promising. They have a better understanding of the background of their children and, therefore, can explain to a teacher why a certain student is adamant (DCSF, 2008). Given that they are the primary disciplinarians, their firmness can coerce distracted learners to be attentive. Even more important is the backing children receive. Some children are confident at home but become shy when interacting with other students. The presence of parents can be a motivating factor for interaction in such situations.

Boye, A. (2014). Communicating Effectively with Students. Retrieved 24 January, 2014, from

http://www.tlpd.ttu.edu/teach/TLTC%20Teaching%20Resources/CommunicatingEffectively.asp

DCSF (2008). The Impact of Parental Involvement on Children’s Education. Retrieved 24

January, 2014, from

http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DCSF-Parental_Involvement.pdf

Michigan Department of Education (2001). What Research Says about Parent Involvement in

Children’s Education in Relation to Academic Achievement. Retrieved 24 January, 2014, from http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet

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