The previous member in this series exam - ined or so important concepts related to Ã"teachingÕ and Ã" acquireÕ. In this term we take a short look at the role of communicating in teaching. The article aims to make readers more certified of the importance of communion in teaching, and hopes to ravisher some ideas of how readers can remediate their own teaching practice. Communication What is Ã"communicationÕ? According to the Concise Oxford vocabulary the word means Ã"the act of transfer, especially recognition agencyÕ, or Ã"the learning and practice of transmitting informationÕ. These definitions give way a lineably figure the link betwixt Ã"teachingÕ and Ã"communicationÕ: teachers are constantly imparting new knowledge, or transmitting information. Hubley has shown us that communication is a confused parade (Fig.1).1 At any coif of this process things may go wrong, devising the communication little effective.
For instance, the sender may non express what s/he wants to tell apart clear; or the room may be noisy; or the receiver may not understand the words the sender is utilise. To be effective, teachers have to try to belittle these barriers to communication. We do this in a number of ports à for example, by devising sure that the room is good-tempered and well lit; by speaking slowly and clearly; by only development words which the students should be equal to(p) to understand. However, the most important elbow room to overcome the barriers is two-way communication (Fig. 2). This means go inting regular feedback from the receivers (the students in this case): are they rightfully understanding what we are trying to vex across?If you want to get a full essay, dress it on our website:
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