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We have clear rules and rituals in our classroom:
- you need something? Raise your hand and wait for the teacher to come to you. don't just start speaking.
- When we are checking tasks, listen to each other, you might learn something from them.
- always choose your words wisely.

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We can do role-playing, usins stories to promote the understading of diferent perspectives.

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Working in teams, but every time to chenge the memmers of the team; working in pairs in the same way; leting students to show their feelings, to tell their thoughts, ideas

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It's important to establish general rules to communicate:

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It's important to establish general rules to communicate:

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- Listen carefully what others have to say
- There are no stupid questions
- Don´t interrupt
- Try to make clear statements and clarify any doubts others can have.
- Donat have prejudices

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Practice expressing feelings in order to be able to communicate what is going on with the student in the moment. If we are not able to clearly express our feelings or expectations, then discord and misunderstanding arise.

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-To communicate using clear thoughts/ideas in a polite manner.
-To listen carefully and not interupt the speaker.
-To be patient and let the speaker finish his/her ideas.
-To be respectful
We can do all these by improvising different dialogues, scenes bringing real life into the classroom and also working in pairs and in teams focusing on critical thinking and collaboration activities.

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Promote active listening, speak in turns respecting everyone's times, also respect silences, stimulate communication when necessary.

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I teach young students and the "fish bowl" is not completely suitable for us.
I try to teach my young students basic aspects of communication:
1. listening without interrupting the speaker
2. when speaking clearly present your idea
3. be respectful to others (when listening or speaking)
It is very interesting for me to observe the informal communication of my students during their free time (whey they play). I often hear my own words (when I was telling them how to communicate).

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To develop communication skills in class students are frequently asked to give their opinions on different topics that are part of the curriculum, usually as a warm up activity or brainstorming. Project work, debates and class discussions are also opportunities to develop communication skills as well as active listening.

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- actively listen

- think about the answer

- raise hand for the word

- wait in line

- praise

- argue negative criticism

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To develop communication skills in class, students usually make work presentations with debates (students work in pairs). It's a way to gain self-confidence to talk for an audience and also a way to develop active listening.

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Working in groups in which each student has a well-defined role, communication / project presentation sessions, participation in eTwinning projects, ERASMUS +.

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I teach English so communication is a must during my classes. I set teams for doing some project work or allow students to create their own teams. We discuss different events/topics, I use brainstorming as well. The real communication comes in my opinion with ability not to speak but listen. We play story game where students are given begging of the story and one by one they add a sentence.

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By giving them tasks that cannot be done without communication. Collaborative work...

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I develop communication in my class all the time - through debates, discussions, group and pair work. Students are encouraged to share their points of view and accept other people's ideas.

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Debating!
I'm currently the coordinator of a Debating Club and I really think it matters!
Our model is British Parliamentary Debate model and Public Speaking Competition is also a relevant way of learning new argumentative skills for life.

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By talking to each other more often. By choosing words, what and how they say things, by shoving them examples of good and bad communication and what happens in both cases.

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VOICU CORINA VALENTINA, ROMANIA-In order to develop communication skills, I have to give them a project to do and invite them to present it, and their colleagues to appreciate the project. Or we debate on certain topics: violence, tolerance, children's rights.

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VOICU CORINA VALENTINA, ROMANIA-In order to develop communication skills, I have to give them a project to do and invite them to present it, and their colleagues to appreciate the project. Or we debate on certain topics: violence, tolerance, children's rights.

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I teach chemistry and in the last period of time, I asked my students as homework to write down an essay on practical work we did during the previous lesson or on a subject related to the lesson (practical applications or with ecological implications)  using the keywords which I give them. They read voluntarily in front of the other students, then a Q&A session has a place. Of course, I mark their work and contribution.  Now I will develop this method including keywords from the empathy sphere so that they can express their feelings regarding what they learned in a good manner.
Working together on some projects is a good way to practice and improve their communication.

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I'm a kindergarten teacher. Here are the basics of communication. Communication at this level is practiced in all activities and free games.

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I would concentrate on expanding their vocabulary because I have seen them struggle to find words to express their feelings and thoughts. We can do a variety of tasks but they need to learn how to convey negative and positive emotions in different ways to be understood clearly.

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Communicating effectively means being both a good speaker and an active listener. It is said that a person learns to speak for three years and to listen for a lifetime, because of this, in school, active listening must be practiced by both students and teachers. In order for students to become active listeners, educators can suggest exercises for developing communication skills. In order for students to be able to express their opinions, ideas and feelings, they need to know themselves, communication about themselves involves self-knowledge, self-esteem, self-confidence and openness to receive the approval or disapproval of others. Educators should encourage students to express their opinions, to be exposed, and not to be afraid to share ideas with others.
To stimulate self-communication and develop communication skills, students can be organized in pairs and challenged to discuss a topic that bothers them, one student will be the speaker and the other the listener. In this way, students will discover the rules of active and effective listening. Listeners will be put in a position to have an opinion about the issues raised by the speakers, give them feedback. Feedback is the response of the receiver to the message received from the sender, it has the role of improving communication, removing communication barriers and helping us to adapt to the reactions of others. Active listening can also be practiced in dialogues and debates in the classroom, the teacher can follow the reactions and responses of students, managing to find out if they were attentive to what was discussed. Dialogue involves empathy, attention to each other's needs, availability and openness. Therefore, narrating personal experiences can help the student to discover himself, to share with others his life experience and to develop his oral or written expression skills.
Reading is an essential activity in the development of communication skills in children, it is a fundamental technique of intellectual work. Oral reading develops students' vocabulary, diction and the ability to use the appropriate paraverbal elements (intonation, rhythm of speech, observance of pauses imposed by texts). Books help students learn about life before they live it, open up new horizons of knowledge, and develop their creativity and imagination.
Another way to develop students' communication skills is the role play that involves staging various communication situations (monologue, dialogue, interview, etc.). This activity exercises the abilities of oral communication, reception and production of messages. The teacher must choose exciting topics for students that are specific to their life experiences and that develop their creative and playful spirit.
In middle and high school classes, teachers can offer students a role play that will stimulate students' imagination. Students may be challenged to imagine that Earth is in danger of disappearing because of a giant asteroid that the US space agency has monitored, but its collision with Earth is inevitable. The state does not have a large number of spaceships for the entire population to be saved. Teachers can encourage students to act as people who are trying to convince the authorities of the need to save them. Students tasked with writing a monologue to try to save themselves. This role play focuses on the argumentative text, aiming at both its writing in writing and its oral presentation, in a way that is as expressive and convincing as possible. The presentation of the monologue in front of the class takes into account the elements of nonverbal and paraverbal communication, developing the students' acting spirit. Therefore, through this method the student develops both the skills of verbal communication and those of nonverbal and paraverbal communication.
Dramatization exercises involve the interpretation, by roles, of some texts. This type of activity can be used both for the interpretation of fragments in prose or fragments of comedy or drama, as well as poems with epic structure. Dramatization causes students to explore the text, understand it, and analyze the characters they will play. Dramatization activities stimulate students' creative resources, enriching their understanding of the world and of themselves, developing their team spirit and playful spirit. Students learn to express certain feelings through facial expressions and gestures, managing to become expressive and charismatic. Dramatization brings children closer to the text through the joy of interpreting the beloved characters, preparing their scenery and costumes. Children manage to express their skill, imagination and aesthetic sense. Memorizing the characters 'lines stimulates, develops verbal communication skills, trains students' memory. Stage movements, mime and gestures develop nonverbal and paraverbal communication skills.
Role-playing and dramatization activities are perceived by students as a game, and play is the most convenient way for children to understand the world and discover other realities. In his poem, Three Faces, Lucian Blaga (a Romanian poet) highlights the importance of play in children's lives: "The child laughs:" My wisdom and love is play! ". These verses suggest the vital role of play in the development of children's personality.
Johan Huizinga himself in his work Homo ludens remarks that the game involves an exit from everyday life, from ordinary reality, the game satisfies a need for relaxation, being a preparatory exercise in view of the serious activity that life will require. Thus, children learn through play, the game becomes a means of knowledge, children developing their communication skills in a playful and fun way.

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In a kindergarten room, adults are the model for children, that is, if an adult encourages talking and listening in a group, the children will gradually learn from the adult.

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We can develop the communication competence of our students by teamwork and pair work with changes of team and couple members, role playing, debates,  taking a stand for important topics for them and the world and showing these views in actions within the school and local community, engaging in designing and implementing entrepreneurial and volunteer actions, by encouraging peer learning assistance.

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I want my students to accept the differences between them, to be able to actively listen to each other and understand the needs of other students. Recognize your feelings and the feelings of others. To listen with empathy. I teach them to use messages in communication.

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To work with a classmate in a project that they have to explain to the rest of the class toghether. They do it a few times, but changing partners. Once they have confidence they have to speak alone (with a different project) to their peers. Obviously, not all of them do it, but curiously those less participative in everyday class love it

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We encourage the students to work in groups project-based. They share the parts and each of them will have their turn to present the project. Therefore each student will optimize their communication skill

We also motivate students to take part in the school event, where students can explore their potentials through storytelling speech, etc and they prepare them by making videos of their own. All the student's videos are displayed throughout the online school event. and also upload at school youtube channel

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- I want to develop the communication competence of my students by stimulating them to think about and discuss real-life situations/problems and then present and defend solutions; by comparing and defending different solutions for the same problem; by discussing the pros and cons of different approaches to solve a problem; by presenting the conclusions to the community (for example, to the other schoolmates).

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I often use the "Fishbowl" method in class. Students do it willingly because they consider it a "game", when in reality they learn to develop communication, critical thinking and above all empathy. I often use it to carry out "Life skills".

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Communicative competence is defined as the ability to form grammatically correct and socially appropriate sentences.

Learning is part of the relationship needs between citizens of different origins. Globalization and multiculturalism make people interested in learning to communicate

communicative competence requires a learning effort. Schools are challenged to offer their students the tools that facilitate learning

To promote the development of communicative competence, there are various techniques that teachers of Spanish as a foreign language can put into practice in the classroom:

That the language is the vehicle of communication so that the student learns how to use
Enhance Word richness is an important step in communicating in that language.

Promote exchanges so that students have direct contact with the culture and people of their age with whom to practice

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The basic rule is to make them understand each other. It comes back.

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Working in teams, but every time to chenge the memmers of the team; working in pairs in the same way; leting students to show their feelings, to tell their thoughts, ideas...

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The national curriculum for primary and secondary education focuses on eight key areas of competence that determine the profile of student training: communication skills in Romanian and in the mother tongue, in the case of national minorities; communication skills in foreign languages; basic skills in mathematics, science and technology; digital skills to use information technology as a tool for learning and knowledge; social and civic competences; entrepreneurial skills; awareness and cultural expression skills; the ability to learn to learn.

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The national curriculum for primary and secondary education focuses on eight key areas of competence that determine the profile of student training: communication skills in Romanian and in the mother tongue, in the case of national minorities; communication skills in foreign languages; basic skills in mathematics, science and technology; digital skills to use information technology as a tool for learning and knowledge; social and civic competences; entrepreneurial skills; awareness and cultural expression skills; the ability to learn to learn.

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Loredana, Romania

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It is best done by playing different games, role playing, group work... there are numerous ways. We usually do ti on the one class whihc is designed for students to be with their classmaster. I tend to do different workshops then. Studetns communicate in the groups and each time the group is different. They also speak to other groups.

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DEVELOP COMMUNICATION COMPETENCE

1. LISTENING SKILLS - pay close attention to what’s being said and make others feel heard
2. EMPATHY - understand the feelings of the people around you
3. NONVERBAL COMMUNICATIO - develop an awareness of your body language and voice
4. TEAMWORK - engage in team-building activities and consistently collaborate with classmates

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Job-tified

Have students draw from rolled sheets of paper containing names of different jobs. Their task, using the target language, is to describe and give plenty of hints so that the class can discover what the job is.

Here, students are allowed—in fact, they’re required—to speak.They are encouraged to use the language freely in order to pass their message across. They can gesture away, they can use the full repertoire of body language in order to shine the spotlight on the correct answer. Give each student two minutes to work and see what happens.

The student who guesses the correct word gets some brownie points. The student who’s able to communicate the correct answer gets double brownie points.