Communicative Performance Essay

1470 Words6 Pages
There are many factors that influence the effectiveness of the communication process in an educational setting. This essay will identify and discuss key aspects of how the attitudes, perceptions, beliefs, values and biases of the communicators impact upon communication between parents and teachers as well as teachers and students across formal, informal and large group contexts. Three guiding principles that a classroom teacher may need to keep in mind on order to ensure that quality communication takes place across the chosen contexts will be identified and justified. These three guidelines are as follows, the use of effective body language, the gathering of good information and the ability to give good information.

In the context of formal communication between the teacher and the parents of a student the attitudes, perceptions, beliefs, values and biases that each of these sets of communicators bring to the environment can have a bearing on the effectiveness of the communication. Barker and Gaut (2002, p. 108) refer to an attitude as “a learned tendency to react positively or negatively to an object or situation. It implies a positive or negative evaluation of someone or something.” In the formal setting of a parent teacher interview a parent’s attitude towards the education system, the school, or the particular teacher may negatively or positively affect the way in which the teacher’s messages about the student are received and interpreted by the parent. If the communicational barrier of the attitudes of parents is not overcome by utilising the guiding principles discussed in detail further on, the chances of miscommunication between the parent and teacher increase greatly and the overall result may be that the student’s i...

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...ive body language, the gathering of good information and the ability to give good information were suggested principles that a teacher might need to understand and be able to apply to ensure that quality communication takes place within the previously discussed contexts and communicator groups.

Reference List

Barker, L, & Gaut, D. (2002). Communication. Retrieved from https://learning.secure.griffith.edu.au/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_93318_1&frame=top

Cole, K. (2004). Crystal Clear Communication: Skills for understanding and being understood. Camberwell, Victoria: Penguin Group (Australia)

Cooper, P, & Simonds, C. (2003). Communication for the classroom teacher. Retrieved from https://learning.secure.griffith.edu.au/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_93318_1&frame=top
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