{"id":91,"date":"2022-01-04T17:04:04","date_gmt":"2022-01-04T22:04:04","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/?post_type=chapter&#038;p=91"},"modified":"2023-08-30T10:08:15","modified_gmt":"2023-08-30T14:08:15","slug":"effective-communication","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/chapter\/effective-communication\/","title":{"raw":"Effective Communication","rendered":"Effective Communication"},"content":{"raw":"<em>Author: Dalhousie University, Centre for Learning and Teaching<\/em>\r\n\r\nHow often have you heard the following? \u201cProfessor Wye sure knows a lot about his subject; I wish he could communicate it better.\u201d\r\n\r\nCommunication is inseparable from many of the recognized qualities of a good teacher. It has an impact on the way you present your material, create rapport with the students, and establish your credibility in and control of the class. And remember, communication involves receiving as well as sending \u2013 in other words, a good communicator is also a good listener.\r\n\r\nOnce you are comfortable with your knowledge of the material you are about to teach, here are some skills to help you communicate it effectively:\r\n<ul>\r\n \t<li>Know your students. If you know your audience, the whole communications process will be much easier.<\/li>\r\n \t<li>Don\u2019t be afraid of silence \u2013 take a moment to think before you talk.<\/li>\r\n \t<li>Use clear and precise terms.<\/li>\r\n \t<li>Avoid using jargon; if you must, give a definition to ensure everyone understands. Listen carefully to student responses.<\/li>\r\n \t<li>Be sensitive to student behaviour and non-verbal communication in the class. A lot of chattering or restless shuffling could indicate that the class does not understand something. Stop and ask for an explanation.<\/li>\r\n \t<li>Create a gender-sensitive classroom environment. Use language which is inclusive and examples which are appropriate and comfortable for everyone in\r\n<ul>\r\n \t<li>the class. (See \u201cResponding to and Preventing Harassment &amp; Discrimination\u201d on p.55).<\/li>\r\n \t<li>Use humour, by all means, but make sure it is neither tasteless nor malicious.<\/li>\r\n<\/ul>\r\n<strong>Question and Answer Techniques<\/strong>\r\n\r\nQuestions and answers are essential components of teaching and learning. You will ask questions of your students and answer questions from them. Asking a good question will help you motivate students\u2019 curiosity about the topic, and it will help you assess how well they understand the material.\r\n\r\nThere are two kinds of questions:\u00a0<strong>closed\u00a0<\/strong>and\u00a0<strong>open<\/strong>.\r\n\r\nA\u00a0<strong>closed<\/strong>\u00a0question (sometimes called a \u201clower order\u201d question) is usually used to check student comprehension. It requires a factual answer and allows little opportunity for dissent; e.g., \u201cWhat does `x\u2019 equal in this equation?\u201d; \u201cWhich of Henry VIII\u2019s wives survived him?\u201d The answer will be either correct or incorrect.\r\n\r\nAn\u00a0<strong>open<\/strong>\u00a0or \u201chigher order\u201d question offers the students much more opportunity to speculate, draw inferences, extrapolate from data, or contribute their own opinions; e.g., \u201cWhat do you think would happen if we reduced the temperature by 25 degrees?\u201d; \u201cWhich of the two short stories provides the best description of adolescence?\u201d Open questions are frequently the springboards for lively class discussion. You might want to think of some possible answers to an open question before you ask it in class.\r\n\r\nAnswering student questions can be unnerving at first. If you do not know the answer, say so. It is better to be honest than to give an inaccurate answer which will have to be retracted later. Tell the students you will find out for them by next class; better still, invite the questioner to find the answer and report it at the next class.\r\n\r\n<strong>Further guidelines for answering student questions include:<\/strong>\r\n<ul>\r\n \t<li>Take a moment to think carefully before you respond to student questions.<\/li>\r\n \t<li>Listen to the question carefully. It may indicate that the student is having difficulty with the material. You may wish to answer with another question until you discover where the student\u2019s misunderstanding begins.<\/li>\r\n \t<li>If the question requires a very lengthy response or demonstrates that the questioner has missed some classes, you may wish to ask the student to stay behind after class or come to see you at another time to get the answer.<\/li>\r\n<\/ul>\r\n<strong>Remember these points concerning questions addressed to the class:<\/strong>\r\n<ul>\r\n \t<li>Ask only one question at a time.<\/li>\r\n \t<li>Wait at least 15 seconds for a response.<\/li>\r\n \t<li>If there is no answer, rephrase the question and ask it again. Asking a different question will confuse the students.<\/li>\r\n<\/ul>\r\n<strong>Rapport in the Classroom: Responses and Respect<\/strong>\r\n\r\nStudents are often very hesitant to speak out in class. Questions go unasked and unanswered, students remain silent because they are afraid to lose their self-esteem by being put down in front of their classmates.\r\n\r\n<strong>Here are some hints for creating a more open, rewarding, and responsive classroom environment:<\/strong>\r\n<ul>\r\n \t<li>Listen to what students say without comment. Use eye contact, non-verbal cues such as a nod, and facial expression to indicate that you\u2019re interested.<\/li>\r\n \t<li>Don\u2019t dismiss student comments with a vague phrase such as \u201cuh-huh,\u201d or \u201cokay.\u201d<\/li>\r\n \t<li>Don\u2019t interrupt student comments or responses.<\/li>\r\n \t<li>Try to incorporate student comments and responses into your material.<\/li>\r\n \t<li>Encourage students to respond to each other by inviting them to comment on a remark a classmate has made.<\/li>\r\n \t<li>Write good responses or comments on the board to emphasize the value of student contributions to your class.<\/li>\r\n \t<li>If you are not sure what a student is asking, ask some questions which will help you clarify. Don\u2019t say, \u201cI don\u2019t understand what you mean.\u201d<\/li>\r\n \t<li>If you cannot answer a question, be frank with the class. Ask for help; maybe one of the students can give an example to help you out.<\/li>\r\n \t<li>Repeat and paraphrase student answers. This shows that you were listening, helps you check that you understood what the student meant, and ensures that everyone in class hears what was said. Never try to capitalize on students\u2019 confusion by ridiculing or joking about incorrect responses. \u201cHumour\u201d of that\u00a0kind is bound to backfire and create the very kind of inhospitable climate that you are trying to avoid.<\/li>\r\n \t<li>Never deter questions by saying, \u201cWell that was really straightforward. I don\u2019t suppose there are any questions, are there?\u201d You can bet there won\u2019t be.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>","rendered":"<p><em>Author: Dalhousie University, Centre for Learning and Teaching<\/em><\/p>\n<p>How often have you heard the following? \u201cProfessor Wye sure knows a lot about his subject; I wish he could communicate it better.\u201d<\/p>\n<p>Communication is inseparable from many of the recognized qualities of a good teacher. It has an impact on the way you present your material, create rapport with the students, and establish your credibility in and control of the class. And remember, communication involves receiving as well as sending \u2013 in other words, a good communicator is also a good listener.<\/p>\n<p>Once you are comfortable with your knowledge of the material you are about to teach, here are some skills to help you communicate it effectively:<\/p>\n<ul>\n<li>Know your students. If you know your audience, the whole communications process will be much easier.<\/li>\n<li>Don\u2019t be afraid of silence \u2013 take a moment to think before you talk.<\/li>\n<li>Use clear and precise terms.<\/li>\n<li>Avoid using jargon; if you must, give a definition to ensure everyone understands. Listen carefully to student responses.<\/li>\n<li>Be sensitive to student behaviour and non-verbal communication in the class. A lot of chattering or restless shuffling could indicate that the class does not understand something. Stop and ask for an explanation.<\/li>\n<li>Create a gender-sensitive classroom environment. Use language which is inclusive and examples which are appropriate and comfortable for everyone in\n<ul>\n<li>the class. (See \u201cResponding to and Preventing Harassment &amp; Discrimination\u201d on p.55).<\/li>\n<li>Use humour, by all means, but make sure it is neither tasteless nor malicious.<\/li>\n<\/ul>\n<p><strong>Question and Answer Techniques<\/strong><\/p>\n<p>Questions and answers are essential components of teaching and learning. You will ask questions of your students and answer questions from them. Asking a good question will help you motivate students\u2019 curiosity about the topic, and it will help you assess how well they understand the material.<\/p>\n<p>There are two kinds of questions:\u00a0<strong>closed\u00a0<\/strong>and\u00a0<strong>open<\/strong>.<\/p>\n<p>A\u00a0<strong>closed<\/strong>\u00a0question (sometimes called a \u201clower order\u201d question) is usually used to check student comprehension. It requires a factual answer and allows little opportunity for dissent; e.g., \u201cWhat does `x\u2019 equal in this equation?\u201d; \u201cWhich of Henry VIII\u2019s wives survived him?\u201d The answer will be either correct or incorrect.<\/p>\n<p>An\u00a0<strong>open<\/strong>\u00a0or \u201chigher order\u201d question offers the students much more opportunity to speculate, draw inferences, extrapolate from data, or contribute their own opinions; e.g., \u201cWhat do you think would happen if we reduced the temperature by 25 degrees?\u201d; \u201cWhich of the two short stories provides the best description of adolescence?\u201d Open questions are frequently the springboards for lively class discussion. You might want to think of some possible answers to an open question before you ask it in class.<\/p>\n<p>Answering student questions can be unnerving at first. If you do not know the answer, say so. It is better to be honest than to give an inaccurate answer which will have to be retracted later. Tell the students you will find out for them by next class; better still, invite the questioner to find the answer and report it at the next class.<\/p>\n<p><strong>Further guidelines for answering student questions include:<\/strong><\/p>\n<ul>\n<li>Take a moment to think carefully before you respond to student questions.<\/li>\n<li>Listen to the question carefully. It may indicate that the student is having difficulty with the material. You may wish to answer with another question until you discover where the student\u2019s misunderstanding begins.<\/li>\n<li>If the question requires a very lengthy response or demonstrates that the questioner has missed some classes, you may wish to ask the student to stay behind after class or come to see you at another time to get the answer.<\/li>\n<\/ul>\n<p><strong>Remember these points concerning questions addressed to the class:<\/strong><\/p>\n<ul>\n<li>Ask only one question at a time.<\/li>\n<li>Wait at least 15 seconds for a response.<\/li>\n<li>If there is no answer, rephrase the question and ask it again. Asking a different question will confuse the students.<\/li>\n<\/ul>\n<p><strong>Rapport in the Classroom: Responses and Respect<\/strong><\/p>\n<p>Students are often very hesitant to speak out in class. Questions go unasked and unanswered, students remain silent because they are afraid to lose their self-esteem by being put down in front of their classmates.<\/p>\n<p><strong>Here are some hints for creating a more open, rewarding, and responsive classroom environment:<\/strong><\/p>\n<ul>\n<li>Listen to what students say without comment. Use eye contact, non-verbal cues such as a nod, and facial expression to indicate that you\u2019re interested.<\/li>\n<li>Don\u2019t dismiss student comments with a vague phrase such as \u201cuh-huh,\u201d or \u201cokay.\u201d<\/li>\n<li>Don\u2019t interrupt student comments or responses.<\/li>\n<li>Try to incorporate student comments and responses into your material.<\/li>\n<li>Encourage students to respond to each other by inviting them to comment on a remark a classmate has made.<\/li>\n<li>Write good responses or comments on the board to emphasize the value of student contributions to your class.<\/li>\n<li>If you are not sure what a student is asking, ask some questions which will help you clarify. Don\u2019t say, \u201cI don\u2019t understand what you mean.\u201d<\/li>\n<li>If you cannot answer a question, be frank with the class. Ask for help; maybe one of the students can give an example to help you out.<\/li>\n<li>Repeat and paraphrase student answers. This shows that you were listening, helps you check that you understood what the student meant, and ensures that everyone in class hears what was said. Never try to capitalize on students\u2019 confusion by ridiculing or joking about incorrect responses. \u201cHumour\u201d of that\u00a0kind is bound to backfire and create the very kind of inhospitable climate that you are trying to avoid.<\/li>\n<li>Never deter questions by saying, \u201cWell that was really straightforward. I don\u2019t suppose there are any questions, are there?\u201d You can bet there won\u2019t be.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"author":1435,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-91","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":85,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/chapters\/91","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/wp\/v2\/users\/1435"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/chapters\/91\/revisions"}],"predecessor-version":[{"id":92,"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/chapters\/91\/revisions\/92"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/parts\/85"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/chapters\/91\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/wp\/v2\/media?parent=91"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/pressbooks\/v2\/chapter-type?post=91"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/wp\/v2\/contributor?post=91"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/unbctamanual\/wp-json\/wp\/v2\/license?post=91"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}