Effective Communication
“Being Heard”.
“The Importance of Having a Voice”
Are children being heard in the classroom? Working in an education environment this question should be asked and explored.
Communication plays a role throughout life, it allows us to exchange information and ideas, express our needs and desires to learn about the world and to become social beings. (Owen 2001, cited in Porter 2002:155), Communication indicates the ability to convey a message by non linguistic (non verbal) and linguistic (verbal) communication. (Dore 1986, cited in Porter 2002:155) Shannon and Weaver (1949, cited in Powell 2010:8) describe communication process as ‘a message centre approach’, exchanging the message from one destination to another. Berlo (1960) argue that messages are influenced by a number of individual difference variables (cited in Powell 2010:9) and that messages are sent through different channels, sent by the sender to reach the receiver for successful communication. Owen, (1992 cited in Kuder 1997:6) defined communication as “the process of exchanging information and ideas between participants”. Chomsky (cited in Childs 2010:121) supports that language enable children to process incoming signals, make sense of them and produce a response and it is the rules of language that children learn. However the communication may breakdown and some may find mastering the chain difficult and will not connect the message, therefore analysing and identifying their needs is essential so the chain becomes complete. This may cause difficulties in communication and pupils may be reluctant to participate in discussions, fail to ask questions and shy away from interaction with others. Working with children we must indentify, understand and help these children’s in communicating and to have a voice.
Helping pupils to understand socio-political matters and helping them to indentify their own needs in society, in which they find themselves is a process which teachers have to address. Human
“The Importance of Having a Voice”
Are children being heard in the classroom? Working in an education environment this question should be asked and explored.
Communication plays a role throughout life, it allows us to exchange information and ideas, express our needs and desires to learn about the world and to become social beings. (Owen 2001, cited in Porter 2002:155), Communication indicates the ability to convey a message by non linguistic (non verbal) and linguistic (verbal) communication. (Dore 1986, cited in Porter 2002:155) Shannon and Weaver (1949, cited in Powell 2010:8) describe communication process as ‘a message centre approach’, exchanging the message from one destination to another. Berlo (1960) argue that messages are influenced by a number of individual difference variables (cited in Powell 2010:9) and that messages are sent through different channels, sent by the sender to reach the receiver for successful communication. Owen, (1992 cited in Kuder 1997:6) defined communication as “the process of exchanging information and ideas between participants”. Chomsky (cited in Childs 2010:121) supports that language enable children to process incoming signals, make sense of them and produce a response and it is the rules of language that children learn. However the communication may breakdown and some may find mastering the chain difficult and will not connect the message, therefore analysing and identifying their needs is essential so the chain becomes complete. This may cause difficulties in communication and pupils may be reluctant to participate in discussions, fail to ask questions and shy away from interaction with others. Working with children we must indentify, understand and help these children’s in communicating and to have a voice.
Helping pupils to understand socio-political matters and helping them to indentify their own needs in society, in which they find themselves is a process which teachers have to address. Human
References: Alfey.C. 2003.Understanding Children Learning.Oxon: Routledge. Bold C. 2007. Supporting Learning and Teaching. Oxon. Routledge Boxall Child, D; 2010.Psychology for Teacher. 8th ed.London: Cotinuum Chomsky (1972) Alfrey Egan G. 1994. The Skilled Helper. United States.Brooks/Cole Publishing Company. Faulkner D, Littleton K, Woodhead M. 2006. Learning Relationships in the Classroom. Oxon. Routledge. Hunter- Carsch M. Tiknaz Y. Cooper. P. Sage.R. 2006 The Hanbook of Social, Emotional and Behavioural Difficulties. London. Continuum International Publishing Group. Kuder.J.S. 1997. Teaching Students with Language and Communication Disabilities. Needham Heights: Allyn and Bacon. Lawrence D. 2002 Enhancing Self –Esteem in the Classroom Second Edition London: Paul Chapman Publishing Ltd Meadows S. 2010. The Child as Social Person. East Sussex. Routledge McQuail D. Windahl S. 1993. Communication Models fot the Study of Mass Communication.Harlow. Pearson Education Limited. Porter.L. 2002 Educating Young Children with Special Needs. London. Paul Chapman Publishing Powell G, and Powell D Thompson N. 2009. People Skills Third Edition. Hampshire. Palgrave Macmillan Vygotsky (1981) Powell G, and Powell D http://www.teachingexpertise.com/articles/effective-communication-and-engagement-1126 Woodhead M, Faulkner D, Littleton K, 2006 Making Sense of Social Development