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It is the basis for all human interaction. It is a process- an activity that serves to connect senders and receivers of messages through space and time

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1. Verbal
2. Non-Verbal
3. Written
4. Visual

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Verbal communication encompasses both how you deliver messages and how you receive them. Verbal Communication is what most teachers use most of the time. Unfortunately most talking done by the teachers is managing and supervising tasks. Not much time is put towards asking questions about content and challenging the students

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1. Eye Contact- making eye contact without starting (most meaningful channel of non-verbal communication)

2. Voice- tone, clarity, projection

3. Gestures- waving, pointing, high five

5. Expressions- smile, frown, confused, shocked

6. Body Language- open, welcoming, closed off, scary

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Tense body = Insecurity to the students

Relaxed body= denote openness and friendliness

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Other reasons why questions may be asked 

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Other reasons why questions may be asked 

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1. Get a students attention
2. Test students knowledge of the topic
3. Review their understanding
4. Diagnose student's weaknesses
5. Motivate students
6. Stimulate different kinds of thinking
7. Build up confidence
8. Control behaviour of particular students

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- Categorise into three sets of skills

1. Language skills
2. Social skills
3. Cognitive skills

Communication requires people to use language skills, be able to interact socially with people and to know something about the subject with thought.

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1. Psycho-social- reflect relationships between students and the teacher or between students

eg. does anyone have a puppy or kitten? what's its name?

2. Pedagogical- focuses on the teaching and learning of specific knowledge, skills and values

eg. what is the capital city of NSW

3. Analytic- probe students understanding of the meaning of terms, symbols or concepts

eg. what is the square root of 49?

4. Empirical- require verification by evidence from our senses

eg. if you put an ice tray from the fridge onto the bench will it sweat or stay dry

5. Valuative- elicit responses from students that praise, critise or represent value orientation

eg. who is your favourite Australian explorer and why?

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1. Senders and Receivers- one person sends a message and another person receive. But what is sent is not always the message received.

2. Editing and re-editing- the original message is altered to make it more acceptable

3. Encoding and decoding- encoding is where messages are transformed into a form that is appropriate for the audience and purpose. Decoding requires a receiver to have the skills, knowledge and cultural understandings to make sense of the message

4. Noise- anything that interferes with the receivers capacity to interpret the message accurately

5. Channels- how a message is conveyed. Visual, verbal, written, body language, electronic media. Each channel requires different interpretation skills and some people will work better with one channel than another.

6. Feedback- is a response to a message that transforms a one way message into two way communication

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1. Proactive Communication- a direct form used mainly by the teacher to order, instruct or structure a task

2. Interactive communication- this permits students and teachers to explore matters openly requiring trust and respect

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1. Expository teaching- the teachers presenting, lecturing or telling

2. Question and answer sessions-communication directed by the teacher with student responses

3. Discussion sessions- relatively open exploration and communication of ideas by all participants

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- It is the pause between a teacher's question and the student's answer and between the response and the teachers subsequent reaction or follow up questions

- Teachers pause only briefly, often less than a second before calling on a student to respond. This doesn't encourage deep thinking or a thoughtful response

- Become comfortable with silence and not jumping into asking questions

Steps to follow

1. After asking a questions count to 5 in your head while scanning the room

2. Do not repeat or rephrase or add to the question you have asked until several seconds have passed

3. Probing- asking additional questions ti help raise level of understanding. It is important to help prompt students use a higher order thinking

4. Redirecting- when a teacher asks another student to answer the same question. (effective with high ability students, not so much with low)

5. Rephrasing- good when a questions was originally poorly phrased. But if the teacher phrased it in advance there wouldn't be a problem.

6. Always provide support, encouragement for deeper learning and positivity whatever the student's answer is.

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-Important aspect of sending information.

- Teachers need to know the content and the sequence used needs to introduce information in a clear, logical and not too technical way.

- Teachers should mentally rehearse their main points

- Explanations need to be given at a pace that students can follow in a sequence and can understand

- Outline on the whiteboard the overview of the information that is going to be covered. However complex information should be given orally, so questions can be asked.

- Also clarifying questions when giving explanations

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Level 1- Knowledge- requires the student to recognise or recall information

Eg. What year did captain cook land in Australia?

Level 2- Comprehension- requires the student to receive what is being communicated and to organised arrange it mentally and describe it in their own words

Eg. What is the main idea that is in this graph

Level 3- Application- requires students to apply a rule or process to particular, concrete situations

Eg. If x=2 and y=4 then 2x + 3y = ?

Level 4- Analysis- requires students to think critically a d in depth to break down the communication into its constituent elements

Eg. Now that we have concluded our stimulation game, what experience did you have which support the principle that cooperation between nations is viable?

Level 5- Synthesis- requires students to work with elements or parts and combine them to form new patterns or structures

Eg. If we were to establish a student government for our class, what would it look like?

Level 6- Evaluation- requires students to make judgments about the merit of an idea, solution or problem, according to certain criteria

Eg. What are the significant arguments about whether Australia should or should not become a republic?

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1. Helped source teachers with planning a comprehensive range of questions that extend students thinking

2. Helps construct tests and test items

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What? elicit knowledge, recall of ideas

eg. what is the population of Australia?

When? elicit information about temporal sequence

eg. what did the ethnic group from Asia represent more than 10% of the total population of Australia?

How? elicit information about procedures

eg. how did the "White Australia Policy" operate?

eg. Who is the current minister responsible for migration policy?

Why? elicit reasons for particular actions or events

eg. why do we trade more with Asia than with Europe?

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Ways to respond
1. Rejected
2. Modified
3. Ignored
4. Accepted

Sensitive teacher- unlikely to reject or ignore an answer unless there are other behavioural factors such as a student responding in a provocative manner

- A teacher in practise should accept students answers and that can be done in many ways to support students.

1. Hold the answer over with other responses for general consideration

2. May ask for further clarification or extention

3. May give partial praise but suggest what other aspects needs to be considered

- Respond in a friendly, supportive and non threatening manner
- Some may lack confidence so students should be encouraged to strive to answer adequately and may be supplied with hints and cues by the teacher for extra help

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- Central for both students and teachers

- Teachers can ask questions of the students as a mean of testing their understanding

- Students can ask questions of the teacher to clarify meaning of the topic

- They prompt thinking

- Time constraints, overcrowded curriculum, timetabling, extra curriculum activities may get in the way

- Planning questions is vital to allow clear phrasing and appropriate types of questions

- Gives your class the interactive side it needs
(opportunities to speak and listen)