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In today's educational landscape, effective communication between students and teachers is vital for fostering a productive learning environment. However, many classrooms experience significant communication gaps that can hinder student engagement, understanding, and overall academic success. Factors such as varying communication styles, classroom dynamics, and even the integration of technology can contribute to these challenges. When students feel hesitant to express their thoughts or questions, or when teachers struggle to connect with their students’ needs, the learning experience becomes less effective. This issue not only impacts individual student performance but also affects classroom cohesion and the overall educational atmosphere. Addressing the lack of communication is essential for creating a supportive and inclusive learning environment where every student can thrive.

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Communication breakdowns between students and teachers can occur due to several reasons:

1. Different Communication Styles: Students and teachers may have varied ways of expressing and receiving information, leading to misunderstandings.

2. Classroom Dynamics: Power imbalances and group dynamics can make students hesitant to participate or voice their concerns.

3. Lack of Engagement: If students are disengaged or uninterested, they may not communicate effectively or feel comfortable asking questions.

4. Cultural Differences: Diverse backgrounds can lead to differing expectations and interpretations of communication.

5. Technology Barriers: Over-reliance on technology can create distance and reduce face-to-face interaction, affecting rapport.

6. Time Constraints: Busy schedules may limit opportunities for meaningful communication outside of formal instruction.

7. Emotional Factors: Anxiety, fear of judgment, or previous negative experiences can inhibit students from speaking up.

8. Unclear Expectations: When communication about goals and expectations is vague, students may struggle to understand what is required of them.

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Communication is key in the classroom: successful teaching is generally considered to require only 50% knowledge to 50% communication skills. As a result, a teacher should be proficient in all four modes of communication - listening, speaking, reading, and writing - and should know how to utilise this proficiency effectively in a school environment. Being able to do this has been proven to impact the success students achieve in their academic lives, as well as the teacher's own career success.

In this article, we will outline the reasons why classroom communication has such importance. You will also learn some of the strategies you can use to help you and your students attain your best outcomes.

Why is it Important for Teachers to Have Effective Communication Skills?

Teachers benefit from good communication skills in three different areas: when communicating with students, with parents, and with colleagues.

Communicating with Students

Communication skills are most vital for interactions with students, because the act of teaching itself requires them. In your role, you are responsible for comprehending and breaking down complex information, conveying this information clearly to your students (both verbally and in written resources), presenting in a manner that sustains their attention, and listening to and resolving their questions or problems.

You are also required to adapt content for different learning styles, motivate students to learn, build supportive relationships using encouragement and empathy, manage the classroom, and give feedback - making your classroom a safe and supportive learning environment. All of these things require good communication skills.

The better your communication skills, the more effectively you can perform these tasks. In turn, your students will make more academic progress. Studies have found that the success of students is directly related to interactive, engaging teaching environments formed by able teachers (see Mashburn et al., 2008). Additionally, the way that you communicate with your students can positively affect their perceptions of school, their role in the classroom, themselves and their abilities, and their motivation to succeed (see Dobbs & Arnold, 2009).

However, this works both ways: poor communication skills - and thus poor methods of teaching - causes students' comprehension levels to drop, and may affect their academic progress negatively. It could also lead to students lacking motivation, disliking school, and believing themselves to be unable to achieve. This could have consequences for the rest of their lives.

Therefore, effective communication between teachers and students is extremely important. It allows you to perform your job well, with positive results for your pupils. An added benefit is that your class can use you as a model for improving their own communication skills, which are critical for their development and future learning.

Effective coaching and mentoring can help boost your communication with students as you focus on three key areas: foundations, principles and practice.

Explore how to coach with consistency and plan for an effective mentoring session with our Coaching and Mentoring course which has been designed to give you the practical skills needed to get started with your successful teaching career.

Communicating with Parents

As a teacher, you will also need to communicate effectively with parents. This could take place through a variety of mediums, including phone calls, emails, and in-person meetings, so you must be skilled with both verbal and written language.

This is particularly important because you will often have to discuss sensitive subjects - such as behaviour issues, learning problems, and the student's strengths and weaknesses - without making the parent feel confused or defensive. It is vital that you are clear, but tactful, at all times. Failing to communicate well with parents could lead to doubts on their part about your ability to teach, and possible complaints, as well as a lack of understanding of their child's performance and educational needs.

Communicating with Colleagues

Teaching does not always involve independent work - it also requires collaboration. Whether you are planning lessons together, updating your colleagues on certain students' progress, or sharing tips about how to handle issues in the classroom, good communication skills will be of use to you.

You might also utilise these skills in staff meetings and training sessions - being able to lead meetings, present in front of varied audiences, and give feedback to other staff could illustrate to your colleagues and superiors that you are a good candidate for promotion.

As we have demonstrated, there are many reasons why effective communication skills are imperative in a teaching career. In the next section, we will give you some strategies to improve your communication in the classroom.

Strategies for Effective Communication in the Classroom

What we classify as 'good' or 'effective' communication depends on the context. When you are presenting in front of the class, you will use different strategies than when you are facilitating a group discussion, or speaking to a student one-to-one.

Here, we will suggest eight strategies that are applicable to each of the contexts that you may encounter.

1. Create a safe learning environment with supportive relationships

It has been proven that supportive relationships between students and teachers have a positive impact on class engagement, participation, and the students' achievements. It has even been suggested that these supportive relationships may negate the tendency for low-income students to have poorer school outcomes (see O'Connor & McCartney, 2007).

This is because, when students feel supported, they are more comfortable expressing their own thoughts and ideas in class discussions, attempting challenges, and asking when they need help. Higher levels of engagement and participation then lead to better developed knowledge and greater achievement.

A supportive learning environment is built using communication: you should get to know your students well, and show them that they are safe from judgement or humiliation in your classroom. It is a good idea to learn students' names early in the year, and use them often. Have an open-door policy for students to come and talk to you about any issues, and be empathic and caring when you interact with them at all times: don't tell them off for not understanding and don't ridicule their thoughts and ideas.

Additionally, you should recognise that some students don't feel comfortable talking in front of the class. If you do ask them to participate, you could use scaffolding (such as sentence starters) to make them feel safer doing so. However, forced participation is usually unnecessary: it is likely that quieter students have excellent listening skills, and are learning just as much, despite not sharing their own thoughts.

2. More teamwork

Teamwork and group discussions contribute to making the classroom a more comfortable environment. By working in small groups, students are able to share their ideas more easily, and improve their own communication skills. These activities also give them a good opportunity to ask you questions and get feedback on their work, leading to effective communication between you, better understanding of the lesson, and academic benefits.

You could also try to improve your communication skills through teamwork with your colleagues. Planning more lessons together, sharing ideas, and problem-solving together will develop the way that you interact.

3. Body language

Communication is not only verbal, but also non-verbal: you should ensure that the signals you are giving out through your body language are positive, confident, and engaging.

For example, making eye contact with students when you are talking to them shows that you are being supportive and attentive. Making eye contact is also important when you are presenting to the whole class - it motivates everyone to pay attention, which helps them to learn, as well as making them feel involved. In order to make more eye contact, you may have to learn your lesson content more thoroughly in advance, so that you don't have to look away to read your notes.

As you teach, you should use gestures to emphasise your words. This increases the interactivity of the lesson, making it more visually interesting and hence, more memorable. Keep your arms open - do not fold them - and use smiles, nods, and thumbs up to encourage students when they participate. Moving around the classroom while you teach can help to remove the barrier between you and your students, and gives them less opportunity to zone out or get distracted.

Body language is also important when dealing with negative behaviour. To avoid being confrontational, ensure that you don't stand directly above or in front of a student, point, or invade their personal space. It may be effective to get down to their level and talk quietly about their behaviour, or speak to them outside the classroom, to avoid drawing too much attention. Remember that students' behaviour is also a form of communication, and think about what it is telling you.

You can find out more about dealing with challenging behaviour from our dedicated article: ' How to Deal with Challenging Behaviour in the Classroom '.

4. Active listening

The 'listening' component of communication should not be overlooked - over 60% of all misunderstandings result from poor listening (Caruso, Colombi, & Tebbit, 2017).

Practising good listening in the classroom can benefit you in two ways. Firstly, you will be a model for your students, who will improve their own listening skills, and thus retain lessons better. Secondly, by using active listening, you can correct misunderstandings and extend learning, resulting in a better education for your students.

Active listening involves listening carefully to what your students say, checking that you have understood them correctly (for example, repeating back to them what you think they have said), building on their ideas, and challenging or questioning them. It is the best approach to use to foster understanding in the classroom, and is an excellent example of effective communication.

5. Feedback

Feedback is also an important component of communication in the classroom. There have been many studies focusing on feedback in recent years. It has been shown that positive feedback (i.e. praise) builds students' confidence - making them more likely to believe that they can succeed - and helps to create a supportive environment and increase academic success.

You can also use positive feedback to modify students' behaviour: for example, praising a student for having their hand up is likely to cause the students around them to stop 'shouting out' and copy this behaviour, in order to be praised themselves (Howell, Caldarella, Korth, & Young, 2014).

However, positive feedback can be detrimental to learning if it is used without being deserved, or too frequently (Cannella, 1986). Phrases such as 'good job' or 'beautiful' may not motivate students, because they do not understand what they are specifically being praised for, while over-praising can cause children to lack interest in situations where they are not being praised (e.g. Howell et al., 2014). As a result, you should give specific, deserved positive feedback - use the student's name, explicitly state what they are doing right, and thank them enthusiastically.

Negative feedback is used more often in the classroom than positive feedback, and many researchers have argued that this should not be the case. While negative feedback can help students to improve - for example, by changing their behaviour, or trying harder at a task (Conroy et al., 2014) - it does also contribute to conflictual relationships with students (e.g. Allen et al., 2013). It has also been suggested that it can cause lower levels of academic success (e.g. Wu et al., 2010).

These disadvantages are compounded by the fact that the negative feedback is not always successful - students tend to continue the behaviour despite negative feedback around 20% of the time - and it tends to decrease students' motivation and interest in a task (e.g. Spilt et al., 2016). Other consequences include decreased self-worth, which impacts children's academic success (e.g. Harter, 2012).

As such, you should ensure that you use negative feedback only sparingly; for general classroom management, using positive feedback to illustrate the behaviour that you want to see is much more effective. In situations where you do have to use negative feedback, you should explicitly address the behaviour you want to stop, give an explanation why (e.g. 'don't do that. I don't think it is safe'), allow the student to think about morality (e.g. 'are you doing the right thing?'), or use a simple form of 'no' (e.g. 'no', 'mm mm'). These techniques increase the effectiveness of negative feedback, and decrease any detrimental impact that it might have.

Finally, you should give students the opportunity to give you feedback on your lessons or teaching styles. This shows that you value their opinion, increases communication between you, and helps you to improve your teaching and their learning.

6. Sense of humour

The use of humour in the classroom has been found to increase learning, self-motivation, and positive relationships between students and teachers (see Segrist & Hupp, 2015). It allows you to establish a rapport with your class, and keep them interested in the lesson.

For example, you might tell jokes or funny anecdotes, give light-hearted personal examples, or laugh at students' own jokes. However, you should ensure that you don't use negative humour - where you demean or embarrass students - or humour that is either irrelevant to the lesson, disturbing, violent, sexual, or forced. Only continue to use humour that has received a positive response from the class (such as laughing).

7. Technical skills

Using up-to-date teaching aids such as computers, videos, and online resources is another way to keep students engaged and reinforce their understanding. It can also increase the effectiveness of your communication with students with different learning styles, who may benefit more from online resources than more old-fashioned ones. Try to work some of these aids into your lessons on a regular basis.

8. Be clear

Good communication - and good teaching - is about understanding and being understood. For this reason, you should always be clear and unambiguous, and adapt your words to your audience. Think about this while writing lesson plans (ensure that you break complex ideas down into simple, logical parts for your audience to understand), but also while you interact with the children after presenting the lesson. For example, you may wish to check that your teaching was clear by asking your students questions, or requesting summaries of the lesson in their own words.

When you ask your students questions, use appropriate scaffolding to ensure that they understand exactly what you are asking. If you teach in a primary school, your students' language abilities won't yet be fully developed. Closed questions (eliciting yes/no responses), forced alternatives (such as 'is he angry or happy?'), and sentence starters (e.g. 'a noun is...') are most effective for communicating with younger children. For older children, open-ended questions (such as 'how do you think...' or 'tell me about...') allow them to extend their thinking and develop their problem-solving skills.
The importance of effective communication in the classroom should not be underestimated - it can have an impact on your students' academic progress, feelings of self-worth, perceptions of school, and your own career. Using communication strategies like the ones we have detailed above could allow you to become a more successful teacher who better meets your students' needs.
Further Resources:

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Effective Communication in the Classroom: Skills for Teachers

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Communication is key in the classroom: successful teaching is generally considered to require only 50% knowledge to 50% communication skills. As a result, a teacher should be proficient in all four modes of communication - listening, speaking, reading, and writing - and should know how to utilise this proficiency effectively in a school environment.

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Communication is an essential component of every aspect of our lives, and education is no exception. It is vital in education as it facilitates learning and understanding between educators and students. It builds strong relationships and trust, fostering a positive learning environment. Effective communication allows for individualized support and differentiation, catering to diverse learners' needs. It enhances parental involvement, creating a collaborative approach to student success. Communication also promotes social and emotional development, while developing critical communication skills for students' future endeavors.

Here are several solutions to address communication breakdowns between students and teachers:

1. Foster an Open Environment

Create a classroom culture where students feel safe to express their thoughts and questions without fear of judgment. Encourage open dialogue and active participation.

2. Use Diverse Communication Methods

Incorporate various teaching and communication styles to cater to different learning preferences. This may include group discussions, visual aids, and hands-on activities.

3. Establish Clear Expectations

Clearly outline learning objectives, assessment criteria, and classroom norms. Ensure that students understand what is expected of them and encourage questions for clarification.

4. Encourage Feedback

Implement regular feedback loops, allowing students to share their thoughts on teaching methods and classroom dynamics. This can help identify and address communication issues early on.

5. Provide Professional Development for Teachers

Offer training focused on communication strategies, cultural competence, and relationship-building techniques to help teachers connect with their students effectively.

6. Leverage Technology Wisely

Use technology to enhance communication but balance it with face-to-face interactions. Consider tools that promote collaboration, such as discussion boards or messaging apps, while ensuring personal engagement.

7. Promote Active Listening

Teach both students and teachers the importance of active listening skills. This includes paying attention, asking clarifying questions, and validating each other’s perspectives.

8. Utilize Peer Support

Encourage peer mentoring or group work, allowing students to communicate and collaborate with each other. This can help build confidence and create a more cohesive learning community.

9. Address Cultural Differences

Provide training on cultural awareness and sensitivity for both students and teachers. Encourage discussions about diverse backgrounds to foster mutual understanding.

10. Create Opportunities for Informal Interactions

Organize informal events or activities outside of the classroom to help students and teachers build rapport. These interactions can strengthen relationships and improve communication.

By implementing these solutions, educators can work towards minimizing communication breakdowns, thereby enhancing the overall learning experience for students.

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Addressing communication breakdowns between students and teachers is essential for several reasons:

1. Enhances Student Engagement

Effective communication fosters a more engaging classroom environment. When students feel heard and understood, they are more likely to participate actively in discussions and activities.

2. Improves Academic Success

Clear communication helps ensure that students understand expectations and learning objectives. This understanding can lead to better performance, as students are more equipped to meet academic challenges.

3. Builds Trust and Relationships

Open lines of communication create a sense of trust between students and teachers. Strong relationships contribute to a positive classroom atmosphere, where students feel comfortable expressing their thoughts and concerns.

4. Reduces Misunderstandings

Addressing communication gaps can minimize misunderstandings and confusion. This clarity helps prevent frustration and fosters a more harmonious learning environment.

5. Supports Diverse Learning Needs

Effective communication allows teachers to better understand and respond to the diverse needs of their students. This responsiveness can lead to more tailored instruction that benefits all learners.

6. Encourages a Growth Mindset

When communication is effective, students are more likely to view challenges as opportunities for growth. Constructive feedback and open discussions promote resilience and a willingness to improve.

7. Promotes Inclusivity

Clear communication ensures that all students, regardless of their backgrounds or learning styles, feel included in the learning process. This inclusivity fosters a sense of belonging and community.

8. Facilitates Conflict Resolution

Effective communication skills are essential for resolving conflicts and addressing issues as they arise. A proactive approach to communication can prevent minor issues from escalating.

9. Prepares Students for Future Interactions

Strong communication skills are critical for students' future academic and professional success. By addressing communication breakdowns, educators help students develop these essential skills.

10. Contributes to a Positive Educational Atmosphere

Overall, resolving communication issues leads to a more positive educational environment, benefiting not just individual students, but the entire classroom community.

In summary, solving communication breakdowns is vital for enhancing engagement, improving academic outcomes, fostering trust, and creating a supportive and inclusive learning environment.

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Classroom communication is central to teaching; in fact, it's almost a description of teaching. But the image of classroom communication as a teacher talking to rapt rows of students is false on many counts. That's not what happens, and it's not the most effective method of transmitting information.

In this post we'll show evidence that demonstrates that communication in classrooms is most effective when it's a two-way street, informed by mutual respect, guided by teachers and focused on understanding. We'll address the importance of teacher-student and student - relationships. And we'll end by looking at how new technological tools can be leveraged to accomplish much more effective classroom communication.

We'll start with the case for classroom communication as a driver of educational and pastoral outcomes.

Classroom communication and teaching outcomes

Effective classroom communication is the basis of good educational outcomes. Studies confirm that teachers who communicate better lead classes to better grades and retention rates, while higher dropout rates are partially attributable to poor classroom communication. A positive relationship between teachers and students is both a result of better communication, and contributes to an environment that supports it: we are looking at a virtuous circle, or positive feedback loop. It's one that can help overcome in-class impediments to learning, such as poor attitudes or fractured relationships between teachers and students, helping to create bilateral communication environments centered on the pursuit of understanding rather than expression of conflict.

Within this framework student communication is also extremely important. Good teacher communication can encourage, model and coach effective student communication, including learning about expression, persuasion, self-advocacy and questioning. Effective communicators are more effective students, and good classroom communication from teachers can help close the gap between privileged and disadvantaged students in this regard.

Classroom communication and behavioral and pastoral outcomes

Good classroom communication can improve behavior and attitude, catch social problems within the school before they begin, and act as a foundation for social and emotional learning. Students who can communicate effectively can advocate for their own social and emotional needs and are less likely to turn to negative behaviors such as acting out, attention-seeking, dissociation or 'tuning out.'

In turn, these SEL outcomes can help drive better academic outcomes: it's another virtuous circle. In order to break existing vicious circles, self-stoking cycles of negative actions and negative outcomes, teachers have one 'lever' they can pull, an action which is in their direct control: they can improve in-class communication.

Types of classroom communication

Traditional in-person classroom communication consists of verbal and non-verbal communication - spoken or written requests to students, writing on whiteboards and chalkboards, and so on. Of course, this type of communication is a two-way street and students can also talk to teachers.

It also involves non-verbal communication; to some degree, being a teacher is being an actor, performing to the class. Teachers can model desirable behavior, and their nonverbal communication, like body language, can contribute to the atmosphere of the classroom and thus to the learning environment. (Students can communicate this way too - just think of all the time a student has told you what they think of you without speaking...)

However, we're now able to communicate more effectively in classrooms because we can use dynamic visual aids, video, and simulated activities (digitally manipulating virtual objects, for instance). We'll get further into this later in the post. For now, this graphic shows the types of learning that are known to lead to better retention and engagement - and, superimposed, the methods of communication that characterize the traditional classroom:
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We focus on precisely the forms of communication that lead to worse outcomes, because they were historically the only ones available to us. It's time to change that. How can we encourage more effective classroom communication?

Encouraging classroom communication

Classroom communication doesn't just happen. It's the product of well-structured teaching and positive relationships between teachers and students, students and peers, and students and the school. When students feel safe, valued, and well-instructed, they feel like they can take part in classroom discussions, answer questions, and raise issues.

Create a safe environment

This goes beyond physical safety, though in some schools, that is a factor. It's about feeling socially safe too. Teachers who use abrasive, shame-based techniques to punish students who raise their hands and get the answer wrong are less likely to see a forest of eager hands than those who address errors more positively (and no, of course, that doesn't mean telling students they're right when they're not). But teachers aren't the only source of power in a classroom. Students often feel intense social pressure from peers, and teachers have to find a way to override that so students can spend time learning instead of defending their reputations to their peer group. That can be achieved by teacher modeling, classroom management, and by direct personal communication between teachers and students.

Teamwork and groupwork

In Lethal Weapon, two cops with completely opposite characters are obliged to work together. They gain insight and respect, become friends, and get their work done. It's a trope - because it happens. People who truly dislike each other won't do a joint book report and become besties, but suspicion, mistrust and uncertainty can evaporate in the shared pursuit of common goals. Again, if there's a positive classroom environment, students can learn from their peers that they're good at things they didn't realize they could do, or even that they enjoy them.

Two stars and a wish: the power of positive feedback

If all kids hear is negative feedback - don't do that, this is wrong - what they're hearing is: you're wrong. It feels like personal rejection, and it leads to kids switching off, zoning out, acting up and giving up. But you can't just tell someone who thinks two and two is five that they're right so you don't hurt their feelings. A part of a teacher's job is to correct error. How can teachers communicate in a positive and affirming way but still address mistakes and problems?

One option is the ' two stars and a wish ' approach, addressing two good things in a student's work and one that could use improvement. This method can be used by teachers to offer feedback to students, or by students assessing their own or each others' work. (If you're brave you can ask students to apply it to you...)

This approach shouldn't be understood as sparing students' feelings because they can't accept criticism; instead, it should be seen as a more effective way to communicate and modify work and behavior. In particular, when we're seeking to establish the 'virtuous circles' of positive communication discussed above, positive feedback can be used to build supportive relationships with students - while teachers who rely on negative feedback more typically end up establishing conflictual student-teacher relationships.

Using digital aids to improve classroom communication

We have more options now than a chalkboard and a voice. We don't have to wheel a big TV in to play VHS tapes. Digital displays give us access to moving images, to recorded lectures and talks, and to a range of blended communication styles - slides with embedded video, annotated speeches, and so on.

That's a massive positive, because, as we've seen, sitting still and reading or listening to someone talk is one of the most ineffective means of communicating information we have. The real picture is more complex, because we can identify multiple learning styles as well as a general 'pyramid of efficacy.' This picture is itself complicated by the fact that almost no one has a single learning style and the most common configuration is 'quadmodal':
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Of the four identified learning styles - Visual, Auditory, Reading/Writing, and Kinesthetic - over a third of those surveyed here preferred all four:
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It's obvious from these graphics that we should seek to present information in complex, multimodal ways to match the ways students actually learn. You can't do that with a chalkboard. But you can do it with a digital display.

Digital technology is credited by teachers with permitting greater collaboration between students (79%), supporting greater personal expression from students (78%), and allowing students to share their work with a wider and more varied audience (96%).

Using the international PISA (Programme for International Student Assessment) scores, McKinsey was able to show how different classroom technologies affected learning:
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Using data projectors and internet-connected computers was associated with a bump in reading that neared or exceeded the expected results of an additional year of learning. Math and science scores might be less emphatic but they remain impressive.

The evidence from McKinsey's survey suggests that classroom-based technology is most effective when it's in teachers' control, with the best results coming from internet-connected screens and screens the whole class can see. (It also shows that the effect of screen usage is most pronounced, and correlates best with long usage periods of 60 minutes or more per session, in North America.)

That fits with the results of tests and surveys showing radically increased engagement from digital signs and displays. It also fits with evidence showing that such technology is most effective when used to do things for which there is no pedagogical precedent. When students used computers to look up information on the internet, attainment rose; when they used them to perform practice drills which could as easily have used pencil and paper, attainment actually fell, suggesting that it is the learning style (kinesthetic and visual) rather than the technological substrate that matters.

Conclusion

To bring more effective communication into the classroom, teachers should focus on pedagogical logic: why does this help students learn? Communication is a two-way street, and teaching staff should be looking for levers they can pull to help develop a 'virtuous circle' of appropriate and learning-centered teacher-student communication. Technology, especially in the form of internet-connected digital displays, can help with this by offering entirely novel pedagogical routes and permitting the formation of new learning relationships guided by teaching staff.

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Classroom Communication: Why It Matters and How to Improve It

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In this post we'll show evidence that demonstrates that communication in classrooms is most effective when it's a two-way street, informed by mutual respect, guided by teachers and focused on understanding.

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Padlet is fun and interesting to use. Looking forward, I am excited about the possibilities Padlet offers for future projects. Its collaborative nature makes it an ideal tool for brainstorming, project planning, and even ongoing assessments. I envision using Padlet as a digital portfolio where students can compile and showcase their work throughout the semester, providing a reflective space for personal growth.

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