Classroom Communication: Definitions, Nature, Importance and Functions

Classroom communication is the exchange of information, ideas, and knowledge between the teacher and students or among students. This communication is essential for effective teaching and learning, and it can take various forms, such as verbal, nonverbal, written, and electronic. In this blog, we will discuss experts' definitions of classroom communication, its importance, nature, and functions. We will also provide examples to illustrate the various aspects of classroom communication.

Definitions by Experts

Burleson and Samter (2005) define classroom communication as "the verbal and nonverbal interactions that occur within the classroom setting between teachers and students." On the other hand, Trenholm and Jensen (2013) define classroom communication as "the exchange of messages among teachers and students that occurs in the context of teaching and learning."

These definitions emphasize the importance of the interaction between the teacher and students as a fundamental aspect of classroom communication. They also highlight the context of teaching and learning as the setting for this interaction.

Importance of Classroom Communication

Classroom communication is critical for effective teaching and learning. The teacher communicates information, ideas, and knowledge to students while students ask questions, clarify their understanding, and express their thoughts and opinions. Effective communication in the classroom promotes a positive learning environment, enhances student engagement, and improves academic performance (Bostrom, 2013).

Moreover, classroom communication fosters students' social and emotional development by providing opportunities to interact with their peers and develop communication skills (Bereiter & Scardamalia, 2014). In this way, classroom communication supports academic achievement and contributes to students' overall well-being.

Nature of Classroom Communication

Classroom communication is a dynamic process that involves both verbal and nonverbal communication. Verbal communication refers to the use of language, while nonverbal communication involves the use of gestures, facial expressions, and body language. Both forms of communication are important in the classroom and can convey different meanings and emotions.

Classroom communication is also context-dependent. It varies depending on the subject matter, the teacher's teaching style, and the student's background knowledge and experiences. For example, a science teacher may use more technical language when teaching about the human body than when teaching about the weather. Similarly, a teacher may use different teaching strategies when working with a diverse group of students than when working with a homogeneous group.

Functions of Classroom Communication

The functions of classroom communication include the transmission of information, the development of relationships, and the creation of a learning community.

The transmission of information is the primary function of classroom communication. The teacher communicates knowledge, ideas, and concepts to students, who ask questions, seek clarification, and express their understanding.

The development of relationships is another important function of classroom communication. The teacher establishes a rapport with students by showing interest in their lives, providing emotional support, and demonstrating respect for their opinions. This relationship-building is crucial for fostering a positive learning environment where students feel comfortable asking questions and sharing their thoughts and ideas.

Finally, classroom communication creates a learning community where students feel connected to their peers and engage in the learning process. Classroom communication encourages students to work together to achieve common goals and solve problems collectively by promoting collaboration and cooperation.

Examples of Classroom Communication

Effective classroom communication can take many forms. For example, a teacher may use humour to engage students and make the learning experience more enjoyable. Alternatively, a teacher may use visual aids such as diagrams and pictures to help students visualize complex concepts.

In addition, classroom communication can be enhanced through the use of technology. For example, teachers may use video conferencing software to connect with students learning remotely or use interactive whiteboards to display multimedia content during class.

Conclusion

Classroom communication is an essential aspect of teaching and learning. It facilitates the exchange of information, ideas, and knowledge between the teacher and students and among students themselves. Effective classroom communication promotes a positive learning environment, enhances student engagement and academic performance, and contributes to students' social and emotional development.

The nature of classroom communication is dynamic and context-dependent, involving both verbal and nonverbal communication. The functions of classroom communication include the transmission of information, the development of relationships, and the creation of a learning community.

In conclusion, effective classroom communication is crucial for successful teaching and learning. Teachers must be aware of classroom communication's different forms and functions and strive to create a positive and inclusive learning environment that encourages students to engage in meaningful communication with one another.

References:

Burleson, B. R., & Samter, W. (2005). Classroom communication. In W. Donsbach (Ed.), The International Encyclopedia of Communication (pp. 561-564). Blackwell Publishing.

Bostrom, L. (2013). Classroom communication: A review of the literature. Journal of Educational and Developmental Psychology, 3(1), 127-132.

Trenholm, S., & Jensen, A. (2013). Interpersonal communication. Oxford University Press.

Bereiter, C., & Scardamalia, M. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 305-321). Cambridge University Press.