Barriers of Classroom Communication : Barriers of Communication

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Barriers of classroom communication

Communication is an important part of teaching because the students have to be able to understand the message that the teacher is trying to convey. Students also have to be able to communicate effectively with each other. There are a number of factors in the classroom (and many of these factors exist in day-to-day life as well) that can act as barriers to effective communication.
  1. Verbalism:
    Excessive verbalism can no longer be condoned, particularly in today’s world of communication which offers much more effective substitutes from other avenues of expression. Such verbalism is a definitely limiting barrier of effective classroom communication. 
  2. Anxiety: One of the major emotional causes of communication barriers is a student’s anxiety. If a student is anxious and unsure, they’re less likely to speak up in class. This is true even in situations where a student doesn’t understand what the teacher is saying and needs clarification. Anxiety stops students from participating in group discussions because they don’t want to be made the center of attention, and they’re afraid of other people’s opinions of them. 
  3. Language:
    Language is the primary way of communication thoughts and ideas. If the teacher and the students don’t speak the same language, these can be a major communication barrier. If the teacher speaks English, and the students are mostly English as Second Language students, then there will be communication problems, since the students may not understand everything the teacher says. 
  4. Expression:
    Communication is never exact. The initiator tries to put his ideas into words, and then the recipient has to decode those words to understand the idea. When the teacher or student doesn’t have the ability to choose the proper words to describe the ideas they want to convey, this will create a communication barrier in class room. An example of this could be a teacher who is a professional mathematician, but an ineffective math teacher because the only way she can convey ideas is to use math jargon that the students cannot understand. 
  5. Reference Confusion:
    Different explanation and different application of the same word convey different meaning to every one of the students for each of their background varies and thus influence interpretation and understanding that reference
    confusion occurs. For this reasons proper communication between the teachers and students are not possible. Reference confusion is common in reading. The ability of two people to use the same words and arrive at completely different understandings is one of the grate dangers in our classrooms. Different areas
    of knowledge, experience, background etc. are responsible for reference confusion. 
  6. Day dreaming: A common (though avoidable) barrier to effective communication occurs when the learner day dreams, that is when he turn away from the flow of classroom communication and dwells upon his own privately recalled understanding and experiences, which are more preoccupying than those which are identified with classroom activity. Students are failed to keep their full attention in the class room, if they think the movie that was seen by them in previous night. As a result they cannot give their proper attention to the lecture of the important teachers that creates a great problem in class room communication. This barrier can be lessened or surmounted by. Increasing the understandability of class room communication through the use of effective audio visual class room techniques. 
  7. Imperceptions:
    Students are not be able to understand the teacher’s important class lecture if they have any physical problem. Psychological function can do nothing in this case. So students may gather knowledge very superficially in class room thus communication fails. 
  8. Disinterest:
    Disinterest arises among the students due to the lack of available teaching materials, teaching system and efficient teacher in the classroom. To eradicate distance teacher should include some motion pictures, films, modems, specimens, film strips, charts, diagrams, tapes, records, television and many other audio visual materials. Variety in class room procedures and teaching materials usually heightens the interest and enthusiasm with which pupils approach their work. 
  9. Physical discomfort: Student may fell discomfort due to the insufficient necessary internal or external equipment in the class room like fan, light, air, etc. for these reason, they may lose their interest to hear the lecture of their teachers. This type of barrier should also be considered in a classroom for proper communication between students and teachers.
The modern class room must be thought of as providing an efficient environment for learning. This environment should be characterized by light control, which permits the use of projected materials, by temperature control which encourages mental activity, all these will be controlled by the teacher of the class room.
Others barriers of classroom communication or highly influencing factors in communication:
  • Location or distance barriers: This barrier is particularly important when speaking to a group or audience. If the audience perceives you as distance from them, looking down on them, or simply not reachable, then they will not be as receptive to the message you are trying to share. For example, if you are standing on a stage and never venture out into the audience, the distance itself can send a message contrary to the one you intend.
  • Lack of common experience: If you are using technical term or other language your audience does not understand, you will miss the mark. Even an audience that should be sympathetic to you could end up providing negative feedback because you chose to speak only to your own level of knowledge or experience rather than considering theirs.
  • Language barriers: Buzzwords, jargon and slang are very specialized. Using them will always prevent some portion of the potential audience from understanding your message. That includes people who might benefits from your message, if it were presented in a way they understood.
  • Gender barrier: It has been demonstrated in studies that women communicate more on a regular basis than men do. Though both sexes have both sexes have booth kinds of communicators, women are more likely to be right-brain communicators — abstract and intuitive. Men are more likely to be left-brain communicators – linear and logical. Depending on your own makeup, this could be a barrier. Both men and women have to learn how to communicate in a way that allows both sexes to receive and understand the message.
  • Lack of credibility: If it’s evident that you’re speaking strictly from book knowledge, rather than personal experience, or if your audience does not see how what you are saying could possibly be true, this creates a credibility problem. The audience will suspect that you don’t know what you’re talking about. As a sender, you need to make sure that the stories you tell don’t lead the audience to question your credibility and authenticity.
  • Age factors: The understanding capacity of different ages pupils are different. The senior student understands anything rapidly and sufficiently than junior one. Thus the age factor from person to person, place
    to place and communication are varies.
Others barriers may be as follows:
  • Economic factor;
  • Mental factor;
  • Educational factor;
  • Organization and religious factor;
  • Political factor;
  • Social factor;
  • Racial factor, etc.
After the above discussion we may say that communication is the unique process of our social, cultural, political; and economical development. All developmental activities largely depend upon proper communication. Classroom learning also become effective with proper communication between students and teachers. Some barriers affect in classroom communication. Audio-Visual instruction may solve these communication barriers.
Reference:
Prepare by: Md. Armanul Haque.
Assistant Professor: Dept. of Information science & Library management
Rajshahi University.

8 COMMENTS

  1. Thanks for this information. It very important one and straight to the point.
    Is it possible to get the same results accompanied by quotations and references? It is crucial for my course of study.
    Thanks in advance for your time.

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