Classroom communication and motivation

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 Introduction 

The process of communication is very important when learning is taking place in the classroom. Teachers are required to acquire specialised knowledge in areas of interpersonal communication. However they have to posses three main skills. These are:
  1. Cognitive skill. This forms the knowledge base of profession.
  2. Technical skills. This is the manipulative skills required by professional. 
  3. Social or communication skills. This give the individual the ability to interact effectively with others in the Proffesional contest. 

Process of communication 

The process of any communication involves two main points that is the sender and receiver. The sender is the source of information. The source send the information and before sending the sender must encode the message. The sender must determine the channel or medium of communication. The receiver gets the message and decode or give feedback to the sender.
In a classroom situation the teacher ussually initiate the communication process and therefore he perform the role of the source. 
The students or the learner is the receiver. The channel used is usually verbal and the students may be answering the question as a way of the feedback. 

Types of communication 

The main types of communication in the classrooms are verbal and non verbal. 

1.Verbal communication 

Verbal communication is the oldest form of communication. The teacher uses the words of mouth. This form of communication has the advantage that one can be able  to explain any mis - giving or mis understanding. It also saves time since one can communicate to a large number of students at the same time. This method is very common in classroom and gives the teacher an advantage of noting the responses,doubts and any misgiving that the students may have.

Verbal communication should emphasise the following;
  • The teacher should have a clear voice  and articulation. 
  • Speak at a moderate rate. 
  • Use a strong loud voice. 
  • Vary the tone of the voice. 
  • Establish eye contact with individual or the whole class. 
  • Use proper language. 

2. Non- verbal communication 

This is another common form of communication in the classroom. This involves the use of gestures,facial expressions, and eye contact. This mode of communication can send a special message from the teacher to the learners. The non verbal communication play a reinforcement role since they can encourage or discourage the learners. For example  closing your eyes,shaking your head, or moving away can be considered as a show of disapproval. 
Non verbal signals can also be observed among students eg. When a student answer the question wrongly, one may find several hands up from other students. This is an indication that the answer was wrong. 

Barriers to effective communication in the classroom. 

Everybody in class, teachers,and learners would like to communicate as clearly and effectively as they can but sometimes this is not possible since there are certain conditions which restrict them from ideal communication. Some of these conditions are,psychological, others are physical and others physiological. 
  • Physiological barriers. These are characterised by within the personal communication eg.attitude,interests or expectations. 
  • Psychological barriers include sickness, hunger etc.
  • Physical barriers are environmental barriers that affect communication eg.rain during class time,noise etc
  • Emotional barriers. This is as a result of poor student-teacher relationship or as a result of problems from home .
  • Semantic barriers are due to generational gap that makes the learners not to understand the language of the adult. It can also be due to cultural or tribal backgrounds. 
  • Gender role. Male and female don't understand the same language. Women understand the language of intimacy and connection while men understand the language of identity and recognition. 
  • Selective listening.  It is when the learner closes what to hear and what not to hear. They block their minds for what they don't want to hear.
  • Age difference. The language of old people is not similar to the young people. 
  • Credibility of the sender of the message. This is determined by the perception of the listener about the quality or Credibility of the sender. If the message is doubted , the listener tend to ignore. 

 motivation in classroom 

Motivation is used to describe the conditions that cause one to begin an activity and pursue it in vigour and persistence. 
The process of motivation begins with identification of needs which result to behaviour change that brings out to a reward. 

Types of motivation 

1. Intrinsic motivation 

It is also referred to as self imposed motivation. The drive and the desire is from within an individual and goes deep into our personality. It is the task that interests someone make one happy and satisfied. It is the task that one consider to be useful  and important. 

Intrinsic motivation strategies 

  • Motivate by maintaining successful motivation. Focus on success rather than failure. 
  • Use appropriate learning methods and incorporate interesting activities. 
  • Minimise performance anxiety by avoiding threats and fears.
  • Encourage project intensity such as research .
  • Encourage enthusiasm on a particular phenomenon ie importance relevance. 

2. Extrinsic motivation 

Thi is when the motivation depends on other rewards. It is supported and enhanced by external differences eg. Promised rewards,promotions,recommendations  .
It originate from other people, environment, circumstances, experiences etc. 
It can be motivated by reward and punishment. It is stimulated for a while but the efforts are for short time.

Extrinsic motivation strategies 

  • Emphasise reward as incentives for good performers. 
  • Link students knowledge and skills with their present and future life. 
  • Prepare groups and individual competitions for prizes and recognition. 
  • Provide a conducive environment to learning with suitable and sufficient resources and good working equipment. 

Motivation strategies in classroom 

  • Provide a supportive environment. 
  • Give student work with appropriate level of challenge or difficult. Too difficult work is demotivating. 
  • Set meaningful and worthwhile learning objectives. 
  • Make moderation and variation in strategy in use eg rewards,praises, reinforcements to avoid monotony. 
  • Use promotions,recognition, field Trips  relevant trips and special lunches to motivate learners. 


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