The spoken word is just made up of empty letters and meanings, unless it is conveyed with feeling, meaning & tone, since the interpretation can be quite different to each individual learner. During my teaching sessions I have sometimes been misinterpreted and my language misconstrued, because of the way that something was said, which was not the intended meaning. In face-to-face communication, we use different tones and intonations of the voice, we use different humour to lighten a moment, therefore, tone and emotions are important to convey the intended essence of the meaning that it is intended, as quite often communication can break down very easily and the learner’s concentration levels can waiver very easily.
There are non-verbal barriers to communication too. A teacher needs to have the right physical appearance. For myself, as a cognitive co-learner, I prefer a more informal dress style that does not portray the image of a typical classroom teacher, but still maintaining a professional image.
During the contact with my learner’s there is a culmination of non-verbal characteristics that is evident with my learner’s. For instance, I often smile to encourage, show pleasure, praise, show enthusiasm and interest. However, on occasions to portray disbelief, disappointment or disapproval, I frown, raise my eyebrows and change ego states from an adult to a parent. My voice also has a different meaning with what I am conveying. For instance when my pitch & tone of voice is raised, this indicates that I am angry and annoyed, however it may also mean that I am excited and exuberant.
A teacher who mumbles to the board, who swallows words, who speaks in a monotone manner, who says unexplained technical and specialist terms, who does not repeat points and speaks too quickly, is a very ineffective and negative way of delivering teaching sessions
Room Layout
I feel the physical environment is very important during the process of learning and in which the way we communicate with our student’s.
The room lay out is often taken into consideration, therefore a spacious training room that provides a welcoming and stimulating
atmosphere to my learner’s is one that I always take pride in. The layout and décor of surroundings is often well thought-out, as this can have a major impact, on whether or not learning is taking place effectively.
My particular group of learner’s are all pregnant and working towards an accredited qualification, therefore comfortable chairs, varied working areas and a non-classroom environment is vital for acquiring a relaxed atmosphere, which undoubtedly has proved vital to achieve optimal learning. Many of my learner’s have had negative experiences at school, or have been dis-engaged from education. Therefore, the layout of the tables is very important so that when I am delivering a tutor-led session, everyone is sat facing the board and can see what is being written down, as many of my learner’s have spelling difficulties. However, if the learner’s are working either in small groups, or in pairs, then they usually sit facing each other, which aims to give me, the teacher, freedom to walk around the room and
act as a facilitator, rather than a typical ‘classroom teacher’ which puts across a message to the learner’s that we are all learning together. Within the training room there is a learner achievement board, which displays on-going milestone achievements, scheme of work, weekly timetable and scheduled reviews. This has proved to be an effective way of communicating with my learner’s, as it enables them to feel that their needs are being addressed and also gives the learner more ownership of their programme and responsibility for their own learning.
Personal issues, attitudes, feelings
Effective learning is directly related to and dependent on the social and emotional well being of the learner. Therefore, it is important to
Recognise that particular conditions may arise within the social, economic and political environment in which the learner lives, which impact negatively on the learner’s social and emotional well-being, thus placing the learner at risk of learning breakdown. This is very much the
case within my particular learning environment, as the programme is focussed towards those, who have an array of social, emotional and educational learning needs.
Negative and harmful attitudes towards difference in our society remain a critical barrier to learning and development. Discriminatory attitudes resulting from prejudice against people on the basis of race,
class, gender, culture, disability, religion, ability, sexual preference and other characteristics manifest themselves as barriers to learning when such attitudes are directed towards learners in the education system.
For the most part, negative attitudes toward different learners manifest themselves in the labelling of learners. This is a very prominent issue with my learner’s as they are often labelled for being a burden on society, as they are pregnant teenagers and people think that they are placed in a particular learning environment merely because they belong to a category of learners, for which a particular kind of educational placement exists.
Sometimes teacher’s, through inadequate training, use teaching styles which may not meet the needs of some of the learners. A teacher may teach at a pace, which only accommodates learners who learn very quickly. Alternatively, the pace and style of teaching may limit the initiative and involvement of learners with high levels of ability. However, the underpinning knowledge that I have gained from doing my 7407 course has enabled me to consider all learner’s abilities and therefore, when I plan my lessons, there will be attention to all of
my learner’s needs. In recent weeks, the implementation and application of the lesson plans that I have devised, have been an effective tool in dictating the content, delivery and pace of what is hope to be achieved, as I have considered the differentiation of the group and adapted it accordingly to their individual needs, not merely what I want to deliver and the teaching methods that suit me best.
It is also important to recognise that learning breakdown can perpetuate further breakdown, often manifesting itself in disruptive and self-destructive behaviour by the learner, which also negatively affects other learners (Wallace, 2001).
Most learners’ respond favourably to a positive approach, however some learner’s have underlying Special Educational Needs (SEN) in relation to behaviour, and may have been identified and assessed as having particular emotional and behavioural difficulties (EBD). In this instance SMART targets would be an effective way of monitoring a learner who has an SEN, as they are in bite-size form and are individual to their specific needs.
S: Specific
M: Measurable
A: Achievable
R: Realistic
T: Timebound
Positive strategies can enhance a learner’s self-esteem, therefore supporting them to recognise the effect of their behaviour; being constructive with dealing with their behaviour and providing motivational feedback can undoubtedly have an effective approach to controlling inappropriate behaviour within the learning environment (Minton, 2001)
During the first six weeks of a learner being on the YMTB programme, an Initial Assessment is devised, to determine their learning aims, objectives and goals. The main items that are discussed with the learner are their achievements, qualifications, prior experience learning, education background and strengths and weaknesses, in order to devise a programme that is specific to their needs. At the same time, a review of progress is also carried out, where the learner will highlight and identify
what their targets are, a timescale of how they want to achieve them and the level of support that is required from the tutor.
A further area of barriers arising from the curriculum, are those which learning takes place through a language, which is not their first language. This not only places these learners at a disadvantage, but it also leads to linguistic difficulties, which contribute to learning breakdown. Second language learners are often subjected to low expectations, discrimination and lack of cultural peers and teachers; furthermore often experience difficulties in developing appropriate support mechanisms for second language learners (Gray et al 2005).
This issue has only arisen once in my current teaching role, as most of my learner’s have English as their first language. However, last year a learner who was French speaking presented with barely any understanding of English. I was faced with a dilemma with how to translate what I wanted to say in his or her own language, without the help of a LSA. Fortunately, the learner was able to quickly develop her English speaking and therefore this made it easier for both of us, but it was still a lot hard work, which often made the learner feel inadequate and frustrated.
By fostering an atmosphere of trust and by leading by example, I feel that we are encouraging our learners to communicate effectively and to act in a professional manner. I try to foster a safe environment where they know they will not be ridiculed if they answer a question incorrectly, but will be encouraged to try again. All learning materials are free from
discrimination and bias, and can be made available in different formats if a particular learner has a particular learning need. This addresses all of the learning domains, and brings the learner into the classroom so that they feel included and part of the group. In this way, I feel that the learners benefit from being included, and several of their barriers to learning are removed and their motivation is kept high.
Motivation and reward are also important aspects of the communication process. It is important to keep them motivated remembering of course Maslow’s hierarchy of needs, and to reward them when they do make a contribution, no matter how small. This reward may be a ‘well done’, a positive comment on their weekly activity plans or a certificate of achievement, which is put on the learner achievement board in the
training room. Reece & Walker (2003) asserted, that re-enforcement should be positive and criticism constructive not negative.
Berne (1968) asserted, that personality is made up of thee egos; Parent, Child and Adult, and that at any given time, one ego state tends to dominate (Reece and Walker 2003). However, It is possible to change from one state to another very quickly, even though we don’t tend to be aware of which state we are in (Reece and Walker 2003). The parent state is often concerned with teaching ‘how to’ do something as well as
protecting and nurturing, the adult is often concerned with the acquisition of data, choice of alternatives and decision-making processes, the child in us relates to frustration and fear amongst other things and is connected to curiosity and the desire to explore (Reece and Walker
2003). The nurturing parent supports, helps by reassuring and is protective, sympathetic and understanding (Reece and Walker 2003).
According to this theory, we can use communication as a means of ‘switching’ a person between states. The use of negative feedback and comments will switch a person into their child ego, whereas the use of positive means (feedback, constructive criticism) can switch the person out of the child ego and into their adult self so that they can start learning once again.
The ego states that I adopt during my teaching are quite variable and can often unknowingly change from being in one ego state to another. My learner’s are all young pregnant girls and therefore, they often need nurturing, supporting, guiding and made to feel special, therefore in this case I am trying to act as the ‘parent’. However, during a teaching
session, I am a facilitator in their learning process, which guides and encourages the learner to seek answers to their questions and to never be afraid to ask for advice and support, in this case I am acting as the adult.
During a review with a learner, I switch unknowingly from a parent ego state into my adult state, as I am empowering the learner to set their targets and address any sensitive issues that they may have, which often needs an adult head.
to enable the learner to have faith in your ability and professional attitude in dealing with their barriers. It is important to recognise that ego states between the teacher and student are very significant, because if the teacher was communicating in a child or parent state, then the learner would respond in a child- like way. However, if the teacher were to go into their adult state, then the learner would be more likely to rise to their adult state, which is the most effective response within a learning environment.
Many teachers’ have an individual style of teaching that makes them unique, however not all of them might be the most appropriate and effective way for all learners’. Throughout the programme I teach on, there are regular updated handouts, which are appropriate, jargon-free and most importantly, user-friendly to the individual learning needs of the group. I use a variety of visual aids; including colourful handouts, booklets, card games etc, so that the learners’ are stimulated, interested and most importantly engaged in the learning environment.
Conclusion:
This assignment has given me the insight into how and why I communicate with my learners on a daily basis. Throughout the last 6 weeks I have undertaken a lot of extensive reading into the dynamics of communication. The first session on Transactional Analysis first made me think, what is all this about- what is an ego state? What is the term TA everyone is using so freely within the group? Then it came to me- parent-child, adult-child relationships significantly affect the way our learners’ respond. Ever since that day this theory has inspired me to think about
how I communicate with my learners, not just verbally, but non-verbally in so many ways that I have previously discussed. By researching and writing this assignment, my whole approach towards my learners’ has changed, so that I can effectively respond to their individual needs and provide them with an effective learning environment.
References:
Berne (1968) cited in Reece I and Walker S (2003) Teaching, Training and Learning. A Practical Guide. Sunderland, UK. Business Education Publishers Ltd.
Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd.
Huddleston P and Unwin L (2003) Teaching and Learning in Further Education. London, UK. RoutledgeFalmer
Minton D (1991) Teaching Skills in Further Education. Hampshire, UK. MacMillan Press Ltd.
Petty G (2001) Teaching Today Cheltenham, UK. Nelson Thornes Ltd.
Reece I and Walker S (2003) Teaching, Training and Learning. A Practical Guide- 5th Edition. Sunderland, UK. Business Education Publishers Ltd.
Wallace S (2001) Teaching and Supporting Learning in Further Education. Exeter, UK. Learning Matters Ltd.
Bibliography
Armitage A, Bryant B, Dunnill R, Renwick M, Hayes D, Hudson A, Kent J and Lawes S. (2003) Teaching in Post-Compulsory Education. Philadelphia, USA. Open University Press
Gray D, Griffin C and Nasta T (2001) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd.
Huddleston P and Unwin L (2003) Teaching and Learning in Further Education. London, UK. RoutledgeFalmer
Minton D (1991) Teaching Skills in Further Education. Hampshire, UK. MacMillan Press Ltd.
Petty G (2001) Teaching Today Cheltenham, UK. Nelson Thornes Ltd.
Race P (2002) The Lecturer’s Toolkit London, UK. Kogan Page Ltd.
Reece I and Walker S (2005) Teaching, Training and Learning. A Practical Guide. Sunderland, UK. Business Education Publishers Ltd.
Rogers A (2003) Teaching Adults Philadelphia, USA. Open University Press
Sotto E (2003) When Teaching Becomes Learning. A Theory and Practice of Teaching. London, UK. Continuum
Wallace S (2001) Teaching and Supporting Learning in Further Education. Exeter, UK. Learning Matters Ltd.
