Teaching Methodology
Subtopic:
Communication and Human Relations
COMMUNICATION IN TEACHING AND LEARNING
Communication
Communication is a word derived from the Latin word communis or commūnicāre, which means ‘to make common’ or ‘to share’.
Communication is the act of conveying intended meaning to another person through the use of mutually understood signs and language.
OR
Communication is the art of transmitting information, ideas, and attitudes from one person to another.
Reasons why we communicate in education:
To change in behavior: Communication allows us to convey information and guidance that can lead to changes in how people think or act.
To influence others: Through effective communication, we can persuade and inspire others to adopt new ideas or viewpoints. vote.
To express our thoughts and emotions through words & actions: It’s a means of sharing our innermost feelings, thoughts, and ideas, fostering understanding and connection.
It is a tool for controlling and motivating people: Communication helps in managing and motivating individuals by providing direction and feedback.
It is a social and emotional process: Communication is the cornerstone of building and nurturing relationships, as it allows us to connect emotionally and socially.
Communication for improving self-confidence: Expressing oneself and receiving positive feedback can boost self-esteem and confidence.
Entertain: Communication serves as a medium for entertainment, enabling us to share stories, jokes, and experiences that bring joy and laughter.
Educate: Through communication, we transfer knowledge and information, facilitating the process of learning and understanding.
Establish relationships: Communication is essential for forming and maintaining connections with others, be it friendships or professional relationships. rapport
Solve problems: Effective communication helps identify issues, discuss solutions, and reach consensus, making it a valuable problem-solving tool. (feels stuck)
Make orders: Communication allows us to give clear instructions and make requests efficiently.
Give directions: Whether it’s navigating physical spaces or guiding someone through a task, communication helps provide directions effectively.
Create awareness
Clarify
Benefits of Communication in Education (SHARE)
S – Shared Information: Effective communication ensures that the right information is shared among students and teachers.
H – Harmony: Good communication minimizes conflicts, fosters cooperation, and establishes harmonious relationships.
A – Allocate Resources: Communication helps in resource allocation, saving time and money by optimizing resource usage.
R – Rapport: Communication helps in building rapport between teachers and students, enhancing the teaching and learning environment.
E – Educational: Communication ensures that intended educational results are achieved.
Types/forms of Classroom Communication
Effective learning in the classroom relies on clear communication. Classroom communication can be categorized into four main types: verbal, nonverbal, written, and visual.
Verbal communication refers to transmitting or receiving messages using spoken sounds and language. Teachers can communicate with individual students or the entire class through verbal means. For instance, a teacher’s instruction to a student to stand up is an example of verbal communication.
Non-verbal communication refers to communication that happens without spoken words, involving body language, gestures, facial expressions, vocal tone, and posture. For example, a teacher nodding while a student talks can signal encouragement or agreement.
Written communication is exchanging information in written form. For example, a teacher might assign written work to check student understanding or provide written notes or slides for complex topics.
Visual Communication – This involves conveying information visually, where messages are grasped or expressed using visual elements. Examples include text styles (typography), photos, signs, symbols, maps, colors, posters, banners, and designs, which help recipients visually interpret the message.
Channels/Media of Communication
Educational media are the various channels used to transmit messages intended for instruction. These channels include:
Face-to-face communication: This involves seeing the other person or people during interaction. It permits the exchange of more than just spoken words, as participants can observe and react to body language and expressions. Examples include direct classroom teaching and group discussions.
Print media: This includes materials like books, journals, magazines, newspapers, workbooks, and textbooks. They are convenient to use, portable, and economical.
Electronic media: Electronic media refers to communication forms requiring electronic energy to produce and share informative or entertaining content as audio, visual, or audio-visual formats. These categories encompass:
a) Audio media: These engage the sense of hearing. They carry sounds that can be listened to independently. Examples include telephone calls, audio recordings, conferencing, record players, and radio broadcasts.
b) Visual media: These appeal to the sense of sight or are media that can be seen. Examples include computer-based activities, projected presentations, emails, chats, and text messages.
c) Audio-Visual: This category refers to instructional resources that offer learners both audio and visual experiences by involving hearing and seeing simultaneously. Examples include television and video recordings.
Factors to consider in communication
Language: Effective communication requires individuals to use a common language for mutual understanding. If there’s a language barrier, an interpreter may be needed to improve communication.
Nature of Message: The chosen communication method depends on the message’s nature. Urgent, confidential, or important messages require different channels than ordinary, routine, or less sensitive ones, and the method should be selected appropriately.
Cost: The expense of transmitting a message should also be a factor when choosing a communication mode. The outcome achieved should warrant the cost.
Record: If a record of the communication is necessary, it should be in writing; otherwise, spoken communication suffices but can be easily forgotten.
Distance: Distance is also a consideration. The communication method should vary depending on whether the message is sent locally or over a long distance. Written correspondence and in-person communication suit short distances, while electronic methods are better for long distances.
Scale of Organization: Communication methods used in large organizations differ from those in smaller ones. Small businesses often rely more on verbal communication, whereas large businesses tend to use written communication more frequently.
Supporting Technology: Both parties involved in communication must possess the necessary technological tools to use a specific medium. For example, if person A sends an email to person B, person B must have a computer or device capable of receiving it.
Urgency: The choice of communication method should reflect the urgency of the message. The time available is a key factor, and a higher cost might be acceptable to ensure timely delivery. Select a medium that will transmit the information swiftly to the recipient.
Secrecy: If the message needs to be kept secret or confidential, methods that preserve secrecy should be employed. In such situations, direct verbal conversation might be the solution.
Safety: The sender must consider the security of the message. Decisions should be made on how to send it safely, such as using regular mail, registered mail, a courier, or a messenger.
1. (a) State any ten (10) barriers of effective classroom communication (10 marks)
(b) Outline five (5) purpose of formative assessment. (10 marks)
2. (a) Outline five (5) differences between a research proposal and
research report. (10 marks)
(b) Read the passage below and answer questions that follow; The study
was carried out to determine how nurses care for their patients in a
given hospital. It was found out that most of the respondents were
between 30-40 years. It showed that most nurses knew that nursing
care plan care plan was important in nursing care but due to shortage
of nurses, patient’s needs were not met.
(i) Suggest a possible research topic for the above scenario. (2 marks)
(ii) Formulate a suitable purpose of the study. (2 marks)
(iii) State three specific objectives of the above study. (6 marks)
Obstacles to Communication in Teaching and Learning
Several factors can impede effective communication in the educational setting:
Physical hindrances: These are environmental elements that can disrupt or impede the communication process. Examples include distracting ambient noise and malfunctioning sound amplification systems.
Physiological limitations: These barriers occur when a communicator or recipient struggles to clearly send or receive a message due to biological issues such as severe discomfort, hearing difficulties, impaired vision, or speech impediments.
Emotional and Attitudinal (Psychological) impediments: Psychological factors significantly influence interpersonal communication. The mental state of either the sender or the receiver can complicate the understanding of transmitted information, frequently leading to misinterpretations. Feelings like anger, apprehension, and sadness, along with attitudes such as an unyielding need to be correct or feelings of superiority or inferiority, impact objectivity. Preconceived notions based on cultural backgrounds also contribute to these obstacles.
Language barriers: These arise from poor communication between the message sender and receiver. Examples include using different languages, strong regional accents, or employing slang or specialized terminology (jargon), which can frustrate the communication exchange in teaching and learning contexts.
Organizational impediments: These barriers stem from the formal structure, regulations, and procedures within an institution. Hierarchical relationships (like superior-subordinate) can obstruct the free flow of communication and distort information, resulting in misunderstandings. For instance, a student might have to communicate through class representatives and student body leaders before reaching the principal, making direct communication less straightforward.
Cultural impediments: Differences in culture create barriers due to variations in beliefs, practices, and how things are interpreted across different cultures globally. Something innocuous in one culture might be seen as offensive in another, and core beliefs can vary considerably. Gestures, like hugging as a greeting, might also be perceived differently in various cultural contexts.
Absence of Eye Contact: Failing to maintain visual connection with students can create doubt and make them feel detached or distrustful. Sustaining eye contact is vital for successful communication.
Information Overload and Lack of Focus: Presenting excessive information or too many specifics can overwhelm the audience and divert their attention from the main point, leading to a loss of concentration.
Insufficient Preparation: Being inadequately prepared or lacking accurate facts can diminish trust and credibility, negatively impacting the effectiveness of communication.
Excessive Talking: Speaking too much without allowing the audience to respond or engage can hinder effective communication. Active listening is crucial for balanced interaction.
Lack of Trust: Trust is fundamental for effective communication. When individuals do not trust their leaders or managers, communication suffers.
Incorrect Communication Channels: The complexity of modern communication channels can make it difficult to choose the appropriate one to deliver relevant information promptly.
BARRIERS/FACTORS
C – Channels: This stands for the various communication channels or modes of communication. Understanding different communication channels is essential.
L – Language: Language refers to the importance of a common language for effective communication and how language barriers can be a hindrance.
E – Emotions: Emotions and attitudes play a role in communication and can be both a benefit and a barrier.
A – Attentiveness: This relates to the physiological and psychological barriers, emphasizing the importance of attentiveness in communication.
R – Rules: Rules here represent organizational barriers and how the rules within an institution can affect communication.
PLANNING TEACHING
A Teaching plan or Lesson Plan is a document that outlines the structure and details of a single session.
A good teaching plan is a comprehensive write-up of the step-by-step teaching methods, the estimated duration of each segment of teaching, and the materials and resources needed for the session.
Importance of Drawing a Teaching Plan/Lesson Plan
Teaching planning is essential as it provides a guide for the day’s lessons and gives the teacher a clear direction for the day’s activities. Here are some key reasons for its importance:
It organizes the subject matter effectively.
It prevents thoughtless teaching.
It fosters the proper atmosphere for the learning process.
It ensures that the learning objectives (integral components of the lesson plan) are central to all classroom activities.
It allows the teacher to design an assessment plan to evaluate whether the class has met its targets.
It provides clarity on when to start the evaluation and when to proceed to the next lesson.
Lesson plans promote organized teaching and save time.
They enable the teacher to select appropriate teaching strategies.
They make the teacher more prepared and confident while teaching the lesson.
P – Proper Organization: Lesson plans ensure that teaching content is well-organized, making it easier for the teacher to deliver the material in a structured manner.
L – Learning Environment: They create an environment conducive to learning, helping students engage with the material more effectively.
A – Assessment: Lesson plans place a strong emphasis on learning objectives, allowing teachers to assess whether students have met their targets.
N – Navigation/Objectives: They act as a roadmap for teachers, indicating what to cover next.
I – Increased Preparedness: Lesson plans make teachers more prepared and confident during teaching, leading to a smoother classroom experience.
LESSON PLAN
Divided into two parts:
Face Page
Table page
FACE PAGE
Name of institution
Number of students
Expected: filled in at preparation
Present: filled after roll-call
Names of Tutor, Subject, Topic, Class,
Date/Duration
Objectives
Teaching methods
Teaching aids
References
table
CHARACTERISTICS OF A LESSON PLAN
Written Preparation: Lesson plans should be written down rather than remaining oral or mental. This ensures clarity and prevents over-reliance on notes.
Clear Aims: Lesson plans should have clear objectives, both general and specific, that allow for measurable outcomes.
Linked to Previous Knowledge: Lesson plans should connect the new topic to students’ prior knowledge, promoting continuity and better understanding.
Teaching Techniques: Plans should outline the steps of the class and include questions the teacher will ask.
Illustrative Aids: They should mention any visual aids or materials the teacher intends to use.
Appropriate Subject Matter: Carefully select and organize content that is relevant to the topic and objectives.
Reference Material: A good plan may refer to additional reading material to motivate independent learning.
Student Assignments: Lesson plans should include appropriate assignments for students in various forms.
Self-Evaluation: A quality lesson plan should incorporate a self-critique mechanism for the teacher to assess the effectiveness of the lesson, often involving questioning students.
Outline five (5) reasons why it is important for health educators to use a lesson plan (5 marks)
Outline five (5) qualities of a good research. (5 marks)
SCHEME OF WORK
It is a summarized forecast of work that the teacher considers adequate and appropriate for the class to cover within a given period from those topics already set in the syllabus.
A scheme of work can be made to cover one week, one month, one term, or even one year, depending on the duration of a given program. Ideally, schemes of work should be prepared before classes begin.
COMPONENTS OF A SCHEME OF WORK
Components listed before the table include:
Name of Organization/Institution: Refers to where one is working or training.
Tutor’s Name: The person owning/designing the scheme of work.
Trainees Level: Refers to the grade level in training, e.g., diploma in midwifery.
Subject/Course Unit: This refers to the subject being schemed, which may be theory or practical, e.g., teaching methodology.
Duration/Period of Preparation: Refers to the timeframe the scheme of work will be completed. It includes the year of study and semester of that particular group of learners.
The table is then drawn with 10 columns containing the following:
Week: Most institutions are specific in time allocation, and each week should be spelled out in the week column. Weeks should be separated by a line running across the page, especially when the same scheme of work form contains more than one week.
Number of Periods: The subject may have one, two, or more periods in one week. Some periods may be single, double, or triple. When two spaced periods are indicated on the timetable in the same week, then there should be two distinct rows for two periods. The numbering process should be repeated for the other weeks.
Topic/Sub-topic: The topics in the syllabus need to be rearranged in the order in which they are supposed to be taught, e.g., teaching-learning process. This should be clear and definite. The instructor should single out all the sub-topics/lesson titles in a particular syllabus topic.
Objectives: Each sub-topic/lesson title should be followed by an objective(s), which is meant to pinpoint the anticipated learning behavior of the learners.
Content: What subject matter will be covered in that period. It includes all the important headings based on the objectives.
Methods/Techniques: Teaching methods and techniques to be used. This depends on the set objectives of that period.
Teaching Aids: Resource materials for specific content coverage used in scheming are necessary and should be noted down with their relevant pages for ease in reference during lesson planning. References include chalkboards, books, handouts, reports, etc.
Teacher’s References: The various sources of reference that the teacher used to gather the content of that lesson.
Students’ References: What references does the teacher recommend students to use for further reading and when doing assignments? These need to be part of the teacher’s references that are accessible to learners, simpler to understand, and rich in content.
Remarks/Comment: Remarks in the scheme of work should be made immediately the lesson is over. The teacher is supposed to indicate whether what was planned for the period has been covered, whether there was overplanning or a failure of the lesson and reasons for either case.
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