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Good communication within a school setting is complex and comes in different forms, some face to face whilst others being full online.

Effective communication usually entails:

being direct

Knowing who to communicate with and when

learning how the receiving party responds best to any form of communication/information

Within a classroom, communication is a blend of verbal and visual cues to cover most types of learners. For old school learners, the whiteboard is a good tool and with other students, online communication systems are the best thing to communication with both students and parents at the same time, allowing for an easier flow of information when looking at the mind map above.

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Although communication styles can be learnt and developed I believe certain people are suited to certain styles of communication and in turn this impacts they way in which they teach.

Non verbal communication skills mixed with confident and engaging verbal communication and active listening creates excellent communication.

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*Create positive intial engagement through asking questions of their interest

*Good eye contact

*Revision of previous linking lesson

*Keep it interesting and engaging

*Be interactive

*Allow think time

*Use multiple communication chanels

*Allow students to paraphrase back to. you

*Brisk pace, with time to think between points

*Make it fun

*Alert to where the students are at and what they are doing in the discussion

*Use names

*Appoint a leader in groups

*Clear announciation

*Stay on task

*Sequence

*Verbal and non verbal communication

*Be positive and encouraging

*Make lessons benefit every student

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Depends on the subject and who you are communicating with

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Depends on the subject and who you are communicating with

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I believe yes teachers need to be great communicators, BUT it all depends on context. Are you collaborating with fellow teachers? are you communication with students? are you advocating or are you teaching? Do you have an analytical subject or a artistic one? Are you communicating verbally or written? Even the day of the week or time of the year can effect how you communicate. So I personally think the best characteristic and/or skill is adaptability. Like Coates (2011) said communication is and should be like breathing on the interpersonal level instead of the physical. And like breathing we can change how much we breathe in and out, how fast or slow, whether we hold our breathe and even how we express the air.

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Body language and eye contact is important to ensure you show that you are a confident teacher and comfortable standing and communicating with your class. If your demeanour is tense or even too relaxed, you may project the wrong message to your students which could lead to poor student behaviour.

Aimee Newell

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TALK LESS

Whilst it is true that learning is positively impacted by teacher led instruction (Archer & Hughes, 2011), it is also important to a maintain balance between talking and listening. Supporting a class climate that allows for student led discussion and question asking can accelerate and deepen learning. Shutting your trap every now and then to tune into what students are saying, both verbally and non-verbally, is an effective and understated communication tool (Clark & Pittaway, 2014).

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It is important for a teacher to communicate with clarity and patience. Personally I feel that patience is one of the most important attributes a teacher can possess. To take things slowly, engage with the class, and survey the level of comprehension that is being projected by the students is paramount to communicating effectively. However, to add to this Clark and Pittaway (2014, p. 169) suggests viewing communication within three categories: language skills, social skills and cognitive skills. Language skills ensure the teacher can use words in a way that encodes information so that it can be interpreted easily by a broad range of students (Clark and Pittaway, p. 171). Social skills allow the teacher to connect with students on a more human level. And cognitive skills are important for the teacher to have a steady grasp on the information and know the best way to present it. A confident understanding of all three will ensure the teacher is an effective communicator.

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I think a good communicator is someone who modifies their delivery of information to suit those they are communicating with. Oral communication has many areas where you can focus on to be a strong communicator, but there are also going to be students who don't necessarily respond to verbal communication. Implementation of other learning aids to communicate information is also important, such as visualisations of the information, i.e. when teaching someone the technique of throwing, show them video of the correct technique, and the wrong technique. Communicate through visually showing the student the individual movements that come together in a successful throw (the different movements of the hips, leading to the torso, shoulder, elbow, wrist and then fingertips) etc.

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From this view point I would say that an effective teacher would demonstrate an evolving and fluid communication style all dependant on the student.

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Characteristics & skills of good communication

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Characteristics & skills of good communication

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Having open body language and facial expressions

Oral communication; your instructions and the way you speak are clear, concise, and coherent.

Having different ways of instruction/step-by-step teaching based on different learning needs and processes

Using positive reinforcement and encouragement to promote confidence in students

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Joanne Kennedy

According to Clarke and Pittway (2014, p.173) effective communicators employ techniques that include, but are not limited to, the following:

1. Use clear, logical steps to explain a topic/issue – mentally rehearse the order and sequence you will use.

2. Use direct language and avoid jargon.

3. Present information at a pace appropriate to the students.

4. Use examples to illustrate points.

5. Repeat points that are difficult to understand.

6. Use multiple communication channels simultaneously (e.g. overhead projector transparencies and oral comment).

7. Use an interesting lively tone of voice.

8. Use eye contact to hold attention.

9. Allow opportunities for students to ask questions throughout the explanation

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Clarity of intention, be open, make yourself available but not vulnerable, speak honestly, be firm but fair. Non-verbal skills are always useful, just a look can convey so much, hopefully you can enjoy the lessons with your kids once everyone understands the boundaries and is respectful

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To do it all, and then some.

If One child remembers just one word you have spoken the whole day, that is an achievement.

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A good communicator (or orator) can project their voice, so that they sound confident and everyone in the room can listen. Voice projection can sound loud, but it is not shouting.

It is important 'to speak from your diaphragm' to project your voice across the room. This will decrease the strain on your vocal cords and prevent damaging your vocal cords.

Shouting may trigger some students or impact neuro-diverse students negatively.

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Ensuring your verbal and non verbal presentations are not mismatched and are conveying the same message, I.e. ensuring your gesturing is not intimidating when you are trying to encourage a student.

Try to address everyone’s levels of understanding, providing opportunities to ask questions and work in groups at similar levels.

When asking questions, ask at an appropriate level so as to bolster confidence and learning. Follow by increasing complexity to encourage further questions and engagement.

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Establishing what the learner already knows and targetting the communication at their level

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Establishing what the learner already knows and targetting the communication at their level

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There is no need to communicate what one already knows. An effective communicator will establish the preexisting level of understanding on any given topic before engaging further down the line of instruction.

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Some students struggle to understand information even when it is repeated many times. This is especially important to recognise in year 7 as students are transitioning from a Primary Learning environment to a High School classroom setting where they are expected to work more independently based on the teacher's instructions. Clarke and Pittway, 2014. recognise the importance of gestures and tone of voice, if a student is presenting a struggle to understand perhaps changing these two elements can assist the student in actively listening.

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Believe and have a good understanding and knowledge of what you are communicating to the class. If students have any doubt that you are hesitant on what you are communicating then they will lose interest.

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Effective use of non-verbal communication skills

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Effective use of non-verbal communication skills

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For example:
o   Gestures: simple hand movements for emphasis

o   Facial expressions: warm, eye contact, show interest

o   Vocal expressiveness: loud, clear, warm tone of voice, encouraging, enthusiastic

o   Position in the room: standing at the door to welcome students, moving around the room during the lesson

o   Physical movement: proximity

o   Posture: open posture, confident stance

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Effective communication involves using active listening skills. A way to demonstrate to others that you are actively listening is to paraphrase what they have said. As a teacher, you can do this by repeating what a student has said, in your own words, to confirm that you have interpreted their response correctly. Paraphrasing helps you identify whether you and your students are on the same page and it also helps reiterate points to the rest of the class.

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I think one element of communication that is often overlooked is confidence. If you're not confident when in front of a class, especially a secondary class they will eat you alive because they can sense that you're not sure with in yourself. It can take a lot of practice but you just need to know your topic and be aware that you're the authority in the room

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Listen - make eye contact, nod, and consume the information that is being discussed
Withhold judgement - let the other person finish what they're saying and allow them to communicate clearly without having to justify their words
Reflect - take 5 beats before prompting or adding to the conversation, use this time to reflect on what has been said
Clarify - ask questions, does something need to be rephrased?
Summarise - Take notes or paraphrase/mirror what has been said to you so that you can confidently go away knowing that you've retained the correct information
Share - think, pair share activities, or discuss with a group to further the understanding and cement the ideas that have been discussed

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Analogies can help students make comparisons to something they already know with new content. We also learn through stories and we can interlink and make meaning.. Analogies, awareness, and flexibility in the types of idiomatic language we use can help students understand difficult concepts.   Scientific writing makes use of metaphor/ simile to help ordinary people understand difficult concepts. However, be flexible ..... abstract language/ metaphors don't work with all learners.

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Rather than " Do you understand?"  which depending on  the atmosphere  of  the class can elicit a response of yes or silence, maybe  the use  of Meaning Check Questions - simple yes no  questions to check instructions,  elicit short responses to check   at least shallow understanding of whats been taught. (Kerensa)

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Recognise student individuality. More than any other era of human history, children of the 21st century western world are raised on the concept of individuality. By recognising that each student is a unique person and learning to address them as such, we can better speak to their language.

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Clarke and Pittway (2014):
- Tone of voice
- Gestures
- Facial expressions
- Posture

Must have an open and trusting environment to ensure good communication between students and teachers.

Explaining:

Important aspect of sending info

Teachers should mentally rehearse major points to be used in any explanation

Pace important

For complex explanations allow students to ask questions

Ask clarifying questions like “Do you understand?” “Who can tell me the next step in the procedure?”

Effective teacher varies tone of voice and speed to ensure students attention maintained

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Being able to project one's voice can be incredibly useful when appropriate in smaller settings and definitely for larger audiences.

The tone, gestures, expressions and posture (Clarke and Pittway) are all critical in my view but an ability to speak with strength and enunciate words clearly are as equally valuable.

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Good eye contact where appropriate

Clear, audible voice

Pace delivery well

Repeat new words several times

Vary the communication method employed - just teacher talking and students listening won't cut it

Definitely have a laugh where you can!

Students pick up a lot about you outside of verbal delivery, e.g. posture, dress, tone, enthusiasm. Be aware of this and monitor it.

Teenage students will see through 'fake' behaviour very quickly (see below 😉)

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Eye contact, appropriate tone of voice, non monotonic.

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From Howell (2014) and Clarke and Pittway (2014): listening is an important component of teaching. In general, students do most of the listening and teachers do most of the talking. This is a very linear model of communication and does not ensure that the receiver of the information is absorbing it. Teachers should provide opportunities for students to communicate their understanding and actively listen to their questions and responses. What they say can provide information about their understanding (or misunderstanding) of a concept, and hence provide direction for teaching.

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An open and trusting environment

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Teachers ans students need to be  "active listeners" (Howell,J , 2014, p. 333)

Verbal and non verbal communication are both  important (Howell, J, 2014)

"Posing questions that stimulate higher order thinking" (Clarke & Pitway, 2014, p.174 )

"Operating effective communication systems in a classroom requires an open and trusting environment with ample opportunities for communication by all students and the teacher (Ryan, Cooper & Tauer, cited in Clarke and Pitway, 2014, p.172 )

"Use positive language. Be  clear in what you say" (Howell, J, 2014, pg. )

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Teachers ans students need to be  "active listeners" (Howell,J , 2014, p. 333)

Verbal and non verbal communication are both  important (Howell, J, 2014)

"Posing questions that stimulate higher order thinking" (Clarke & Pitway, 2014, p.174 )

"Operating effective communication systems in a classroom requires an open and trusting environment with ample opportunities for communication by all students and the teacher (Ryan, Cooper & Tauer, cited in Clarke and Pitway, 2014, p.172 )

"Use positive language. Be  clear in what you say" (Howell, J, 2014, pg. )

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Foundation skills: expert at reading, writing, speaking, viewing and listening... Hence competent to scaffold for students.

Characteristics: patience, attentiveness, adaptable, warm, confident, responsive, interested, thoughtful...

Metaphor: like a tight-rope walker, need to keep the pace consistent, respond to over reach and wobbles, keep your poise, and get to the safety of the end point with a sense of humour and alertness to inattentiveness (Graeme Kane)

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Foundation skills: expert at reading, writing, speaking, viewing and listening... Hence competent to scaffold for students.

Characteristics: patience, attentiveness, adaptable, warm, confident, responsive, interested, thoughtful...

Metaphor: like a tight-rope walker, need to keep the pace consistent, respond to over reach and wobbles, keep your poise, and get to the safety of the end point with a sense of humour and alertness to inattentiveness (Graeme Kane)

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According to Howell (2014, p. 331), an effective communication style for a teacher is the combination of the following:
*Be engaging
*Be credible
*Be energetic
*Have various strategies for gaining and maintaining attention
*Have a laugh
(Riki Druker)

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According to Howell (2014, p. 331), an effective communication style for a teacher is the combination of the following:
*Be engaging
*Be credible
*Be energetic
*Have various strategies for gaining and maintaining attention
*Have a laugh
(Riki Druker)

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For delivering information:
From Clarke & Pittway (2014, P.173)
Have a clear plan
Be direct
Use appropriate language

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Brilliant cartoon from one of our patients. Not a reflection of our department I hasten to add!

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Brilliant cartoon from one of our patients. Not a reflection of our department I hasten to add! https://t.co/drTEq7FdKL

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Remember the sports analogy:
Tennis, Soccer and Hammer Throw.
Tennis gets one answer to one question, whereas well thought out divergent questions get the soccer response, with the class passing the answer around before giving it back to the teacher. Hammer Throw doesn't expect a response.