Effective Communication in an Educational Environment

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Effective Communication in an Educational Environment

In everything we do we communicate.  Effective communication occurs when the receiver receives the message in the way it was intended and the receiver provides feedback to the sender.  In an educational setting, a teacher must have the ability to communicate effectively with a wide range of people in a variety of contexts.  Parents, for example, play a vital role in a school environment and positive interactions between a teacher and a parent can lead to a productive learning experience for the child.  For effective interpersonal communication to result and a positive relationship built, acknowledgement of and respect for the attitudes, values, perceptions, beliefs and biases of both a teacher and a parent is important.  In relation to this overarching factor, three of many guiding principles that assist with building a strategy for effective communication are discussed in the following paragraphs.  These are audience analysis, contexts and cultural literacy and non verbal cues.  When combined, this factor and these principles used in various contexts, such as a one-on-one situation, will positively impact on the communication process between a teacher and parent.

According to Cole, “Communication begins inside with our thoughts, values and beliefs about ourselves and others.” (2004, p. 7)  Family, school and church are all “agents of socialization” (Holmes, Hughes & Julian, 2007, p. 114) which assist in forming a personal orientation (values, attitudes, perceptions, biases and beliefs) and this socialisation occurs in childhood long before attending school (Barker & Gaut, 2002).  The way that people or situations are perceived depends on upbringing, personality, interests and past experiences. (Tyler, Ryan, & Kossen, 2002) It is important for a teacher to be aware of their own attitudes, values and beliefs, and appreciate those of others, as all forms of communication and interactions are influenced by them.  “Our values, beliefs and thoughts create what we say and do, which determine the results we get.  These results, in turn, confirm our values, beliefs and thoughts.  They become self-fulfilling prophecies.”  (Cole, 2004, p. 5) A parent-teacher interview is a significant part of the communication process between a teacher and a parent as it may be the only opportunity that a teacher is given to exchange information with the parent.  In this context, it is hoped that the interaction will be a positive one with open-minded participation, empathy and mutual respect shown for and from both sides.  According to Groundwater–Smith, Ewing, Le Cornu, 2003):

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Teachers need to establish positive relationships based on courtesy, mutual trust and open communication, respect family privacy and treat information with an appropriate level of confidentiality, respect parents’ and guardians’ rights of enquiry, consultation and information with regard to their children, understand and acknowledge social and cultural differences that may affect parents’ expectations. (p. 325)

To assist in accomplishing this task and ultimately achieving effective communication, a teacher needs to gain a better understanding of the receiver or audience

A guiding principle used to achieve this understanding is audience analysis – “researching the needs and desires of those with whom ...

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