unit 2 ---Communication- Communication is a process by which two or more people exchange ideas, facts, feelings or

impressions in ways that each gains a common understanding of the message. In essence it is the act of getting a sender and a
receiver tuned together for a particular message or a series of messages.( Leagans )
elements of communication
SENDER-MESSAGE-MEDIUM-RECEIVER-FEEDBACK
SENDER-Sender who starts the process of communication. He obtains the required information from research and carries to
the audience.
MESSAGE-A good message should clearly state what would be result.To produce desirable changes in the human behaviour,
the message must be motivating. Messages which are relevant, interesting, useful, profitable, creditable and complete are
likely to motivate the people.
MEDIUM-Channel of communication constitutes the medium through which information flows from a centre to one or more
receivers. Face to face word of mouth is the simplest and yet one of the most widely used and effective means of
communication.
RECEIVER-Audience is the intended receiver of messages. It is the consumer of the messages. The receiver may be a single
person or a group who listen the message. The more homogenous the audience is the greater are the chances of effective
communication.
FEEDBACK-The is the terminating element of communication.Response by an audience to messages received is in the form
of some kind of action to some degree mentally or physically.Action therefore, should be deal with as an end not as means.

SENDER MESSAGE

FEEDBACK MEDIA

RECEIVER

TYPES OF COMMUNICATION-Based on method

1. Speaking-listening :In this type of communication interaction is face to face as in the case of listening to a lecture. There
are occasion when the lister can share the feeling of the source in the same way as in the case of eye to eye contact.
2. Visualizing-observing: The observer is physically separated from its producer yet is able to feel the impact of the ideas
conveyed as in motion film or television. Communication can also take place more effectively by face to face with the
source as in the case of dramatization where facial expression and gestures produce a greater impact than in the earlier
case.
3. Writing-Reading: in this type of experience ‘the decoder’ is physically separated from the ‘encoder’ all the time and yet
the decoder is able to enjoy and appreciate the feeling of the author.
TYPES OF COMMUNICATION-Based on symbols used,
there are two types-Verbal and non-verbal
Verbal Communication is further divided into:Oral Communication, Written Communication
Oral Communication-In oral communication, Spoken words are used. It includes face-to-face conversations,
speech, telephonic conversation, video, radio, television, voice over internet. In oral communication,
communication is influence by pitch, volume, speed and clarity of speaking.
Advantages of Oral communication are:It brings quick feedback.
In a face-to-face conversation, by reading facial expression and body language one can guess whether he/she should trust
what’s being said or not.Disadvantage of oral communication
In face-to-face discussion, user is unable to deeply think about what he is delivering, so this can be counted as a
Written Communication-In written communication, written signs or symbols are used to communicate. A
written message may be printed or hand written. In written communication message can be transmitted via
email, letter, report, memo etc. Message, in written communication, is influenced by the vocabulary &
grammar used, writing style, precision and clarity of the language use
.Advantages of written communication includes:Messages can be edited and revised many time before it is actually sent.
Written communication provide record for every message sent and can be saved for later study.
A written message enables receiver to fully understand it and send appropriate feedback.
Disadvantages of written communication includes:
Unlike oral communication, Written communication doesn’t bring instant feedback.
It take more time in composing a written message as compared to word-of-mouth. and number of people struggles for writing
ability -Non verbal - It relies on elements other than speech or writing. It includes;Body language,Use of
space,Use of objects Dress,Graphics
Nonverbal Communication
Nonverbal communication is the sending or receiving of wordless messages. We can say that communication other than oral
and written, such as gesture, body language, posture, tone of voice or facial expressions, is called nonverbal
communication. Nonverbal communication is all about the body language of speaker.
Nonverbal communication helps receiver in interpreting the message received. Often, nonverbal signals reflects the situation
more accurately than verbal messages. Sometimes nonverbal response contradicts verbal communication and hence affect
the effectiveness of message.
Types of Communication Based on Purpose and Style
Based on style and purpose, there are two main categories of communication and they both bears their own characteristics.
Communication types based on style and purpose are:
1. Formal Communication
2. Informal Communication
1. Formal Communication:In formal communication, certain rules, conventions and principles are followed while
communicating message.Formalcommunication occurs in formal and official style.
2. Informal Communication
Informal communication is done using channels that are in contrast with formal communication channels. It’s just a casual
talk. It is established for societal affiliations of members in an organization and face-to-face discussions. It happens among
friends and family.
1. face-to-face
2. on the mobile or telephone
3. voice mail or the answering machine
FACILITATORS AND BARRIERS TO EFFECTIVE COMMUNICATION
Communication implies exchanging of information. It is the act or process of using words, sounds, signs, or behaviors to
express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else. If communication is to be
effective, people must be able to express themselves clearly and understand each other. Communication is ineffective when
barriers stop people from expressing themselves or understanding others.
The Communication Process-
Source Encoding Channel Decoding Receiver

Feed back

Feed back

The facilitators of communication include; -

Common facilitators to communication are;Choosing a familiar language,Using an accessible channel,Ensuring that the
medium is appropriate to the message,Using audio visual aids to enhance the encoding of the message,Clarity of
message,Simplicity or complexity of message, Completeness,Clarity,Courtesy,Consideration,Conciseness,Concreteness and
Correctness.
Barriers of communication- A barrier is something that exists between one thing or person and another and keeps
them separate. It is also called interference that can enter into the communication process.
The barriers to communication include-Noise,Lack of planning,Wrong / unclarified assumptions,Semantic problems (relating
to words’ meaning),Cultural barriers,Socio-psychological barriers,Emotions,Selective perception ,Filtering,Information
overloaded, Poor retention, Poor listening,Insufficient period for adjustment,Goal conflicts,Offensive style,Time &
distance,Abstracting ,Inferring (conclude),Loss by transmission .
 Barriers of sender include-Lack of planning,Vagueness about the “purpose” of communication,Objectives to be
achieved,Choice of wrong language, resulting in badly encoded message,Unshared & unclarified assumptions,Different
perception of reality,Wrong choice of the channel
• Barriers of receiver include-Poor listener,Inattention,,Mistrust,Lack of interest,Premature evaluation,Semantic
Difficulties ,Bias / Lack of trust,Different perception of reality,Attitudinal clash with sender,Not in a fit physical
state
INTERNAL BARRIERS-The roots of the internal barriers of communication lay in the sender and the receiver f the
message. These are:
1. Poor physical health or illness
2. Poor background in terms of previous learning and general knowledge about the subject of communication
3. Handicap in understanding the symbolic expression, verbalism, graphic representation etc.
4. Poor mental health and improper psychological makeup such as prejudices, non-attention, feeling of insecurity,
anxiety, depression, and dissatisfaction.
EXTERNAL BARRIERSThe roots of the external barriers of communication lay in the environmental conditions prevailing
at the time of communication. These conditions are:
1. Noise and other similar distractions
2. Polluted environment
3. Invisibility
4. Environmental and physical discomfort
5. Improper functioning of the communication channels involving audio- visual materials and equipment
6. Non- cooperative or unhealthy rivalries and competitions among the participants.
7. Lack of proper motivation, incentives, zeal and enthusiasm needed to remain active on the part of the sender and the
receiver.
Another classification of the types of barriers
1. Physical,2. Psychological,3. Language/semantic,4. Organizational structure barrier,5. Cross-cultural Barriers,
Physical Barriers-It refers to the obstacle that prevents movement or the flow of message physically. It is often due to the
nature of the environment. Thus, for example, the natural barrier which exists, if staff are located in different buildings or on
different sites. Likewise, poor or outdated equipment, particularly the failure of management to introduce new technology,
may also cause problems.Ex:-Defects in media (letters, courier, fax,) Noise in Environment (Air vibration, people talking, in
factory because of noise the oral communication is difficult).
Psychological Barriers
It is due to an inattentive receiver, Self- Centred attitude of receiver and Defensiveness. Examples: people not paying
attention because they are absorbed in their own thoughts, jumping to conclusions, faking attention, yielding to distractions,
overreacting to emotional words and tuning out topics that one considers to be dull.
The psychological barriers of communication include;Selective perception,Defensiveness,Filtering,Resistance to
change,Closed mind,Poor communication skills
Semantic Barriers- it is related to language used like Unclear message
Faulty translation,Specialists language etc
Organizational Barrier
In organization the manager sends information through circular, notice, and letter etc….In organization many of the
employees they may not understand the lengthy messages if they ask the senior persons will never answer properly and they
get only 20% of information.
Cross-cultural Barrier-There are some issues that can separate one person from another and can create barrier between
them. They are Age,Religion, Education Gender ,Social status, Economic position,Cultural background,Health,Beauty
,Popularity, priority,Political belief,Ethics, values, motives,Rules/regulations
Gender Barriers:-There are distinct differences between the speech patterns of man and those in women. These are called
gender barriers.
Reasons of Occurrence of Barrier in Communication-Getting distracted
Daydreaming,Interrupting,Listening only to contents ,not the feelings
Not attending to non verbal clues,Prejudging the speaker,Jumping to conclusions
Talking, not listening,Failing to express opinion,Tone of voice,Talking too fast
Being judgmental and Body language
Measures to Overcome the Barriers-Taking the receiver more seriously,Thinking more clearly about the
message.Delivering messages skilfully,Focusing on the receiver,Using multiple channels and encoding and Securing
appropriate feedback.
FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS)
Ned A. Flanders defines, teaching as an interactive process. Interaction means participation of teacher and students in the
process of teaching. Teachers influence the students and the students also interact with teachers. Interaction takes place
among the students also.Teacher influences students through lecture, asking questions, criticizing, giving direction etc. and
students reacts to the teacher’s question. Flanders developed a system of interaction analysis to study what is happening in a
classroom when a teacher teaches. It is known as FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM
(FIACS). Between 1955 and 1960 he developed this system in USA. It is a process of encoding and decoding a pattern of
interaction between the communicator and the receiver. Encoding helps in recording the events in a meaningful way and
decoding is used to arrange the data in a useful way. Through this
The classroom verbal interaction can be made more effective
 The teacher can increase student participation in his teaching
 The direct behaviour of the teacher can be shifted to indirect behaviour.
 The teacher can encode and decode his own behaviour.
Flanders classified total verbal behavior into 10 categories. Verbal behavior comprises teacher talk, student talk and silence
and confusion.
The ten categories are mentioned as under:
1. Teacher Talk – 7 categories
2. Pupil Talk – 2 categories
3. Silence or Confusion- 1 category
The first 7 categories or teacher talk has been divided into:
a) Indirect talk b) direct talk. The indirect talk represents the positive welcome behaviour of the teacher and direct talk
represents the authoritative behaviour or the teacher.
The following are the categories
Category 1: Accepts Feelings
Here teacher accepts the feelings of the pupils.
He feels himself that the pupils should not be punished for exhibiting his feelings.
Feelings may be positive or negative.
Category 2: Praise or Encouragement
Teacher praises or encourages student action or behaviour.
When a student gives answer to the question asked by the teacher, the teacher gives positive reinforcement by saying words
like “good”, “very good”, “better”, “correct”, “excellent”, “carry on”, etc.
Category 3: Accepts or Uses ideas of Pupils
It is just like 1st category. But in this category, only the ideas of the pupil are accepted and not his feelings. If a pupil passes
on some suggestions, then the teacher may repeat in nutshell in his own style or words.
The teacher can say, “I understand what you mean” etc. Or the teacher clarifies, builds or develops ideas or suggestions given
by a student.
Category 4: Asking Questions
Asking questions about content or procedures, based on the teacher’s ideas and expecting an answer from the pupil.
Sometimes, teacher asks the question but he carries on his lecture without receiving any answer. Such questions are not
included in this category.
B) Direct Talk
Next 5th to 7th categories represent the teacher’s direct influence.
Category 5: Lecturing /Lecture
Giving facts or opinions about content or procedure expression of his own ideas, giving his own explanation or citing an
authority other than a pupil.
Category 6: Giving Directions
The teacher gives directions, commands or orders or initiation, with which a student is expected to comply with,
Open your books.
Stand up on the benches.
Solve 4th sum of exercise 5.3.
Category 7: Criticizing or Justifying Authority
When the teacher asks the pupils not to interrupt with foolish questions, and then this behaviour is included in this category.
Teacher’s, “what” and “why” also come under this category.
Category 8: Pupil Talk Response
It includes the pupils talk in response to teacher’s talk.
Teacher asks question, student gives answer to the question.
Category 9: Pupil Talk Initiation Expressing their own idea, thoughtful questions, going beyond existing structure.
Category 10: Silence –If there is silence for longer than three seconds record 10 for every three seconds
HOW TO USE INTERACTION ANALYSIS
This system involves three major steps
1) Observation
2) Construction of interaction matrix
3) Interpretation of interaction matrix
Observation
The observer has to select appropriate position in the classroom. He has to remember the code number in relation to the
component behaviors represented by the different categories. At every three seconds the observer has to record his
observation. Thus the rate of observation per minute varies to 20-25. The observer acts as an automatic device. Since it is a
complex process it needs sufficient training. In order to maintain objectivity and reliability certain ground rules have to be
kept in mind.
Rule I: when not certain to which two or more categories a statement belongs, choose the category that is numerically
farthest.
Rule II: If the primary tone of teachers behavior has been consistently direct or indirect, use a less clear indication of the shift
is given do not shift to the opposite classification.
Rule III: must not be concerned with his own biases or teachers intent
Rule IV: If more than one category occur during the three seconds interval all categories used in that internal are recorded. If
no changes occur within three seconds, repeat that category number.
Rule V: for silence longer than three seconds record 10 for every three seconds
Rule VI: A teacher joke which is made at the expense of children is recorded as seven.
It is recorded as 8 if a student gives a specific predictable answer to a question or a number of students respond
collectively.
CONSTRUCTING INTERACTION MATRIX
After encoding or observation procedure of interaction, the coded behaviours are written in 10 x 10 tables. This 10 (rows) x
10 (columns) table is known as a matrix.

INTERPRETATION OF INTERACTION MATRIX

The process of interpretation is called decoding. It may help in knowing what was going on inside the classroom in terms of
teacher behaviour and classroom interaction for communication. It has 2 broad aspects: Quantitave and qualitative.
Methods of interpretation are:
1. Teacher Talk Ratio / Percentage of Teacher Talk (TT)
The tallies of first seven categories are added and divided by the total tallies of the matrices (N) and hence the percentage can
be calculated.
2. Indirect Teacher Talk Ratio (ITT)
It indicates teacher actions in encouraging and supporting pupil’s participation.
Its percentage can be calculated by adding the tallies of the first four categories and dividing by the total tallies of the matrix
(N)
3. Direct Teacher Talk Ratio (DTT)
It indicates the teacher actions restricting student participation.
In this ratio, the tallies of 5th, 6th and 7th categories are added and divided by “N” to calculate the percentage.
4. Pupil’s Talk Ratio/Percentage of Pupil Talk (PT)
It indicates verbal activities of pupils in response to the teacher.
In this ratio, the tallies of 8th and 9th categories are added and divided by “N” to calculate the percentage.
5. Silence or Confusion Ratio (SC)
6. Indirect and Direct Ratio (I/D)
Thus through the interaction analysis the teacher can improve his or her behaviour and encourage the students to be
more active in the class.

ROLE OF MASS-MEDIA IN EDUCATION IN INDIA

The present day world is facing two general problems-“information explosions” and the “population explosion”. Information
explosion means an explosion of knowledge. Today, throughout the world, social and technological changes are taking place
rapidly due to expanding world of information. So there is explosion of knowledge. New frontiers of knowledge are opening
day by day and the horizon of human knowledge and understanding is expanding very fast.
On the other hand, with the explosion of knowledge there is also population explosion. The student population is immensely
increasing year by year due to the growth of population and democratisation of education with varying levels of motivation
and aspiration. The problem of” population explosion” is more serious in the developing countries than the developed one.
India is facing serious difficulties both from population as well as information explosion.
So the two general factors – “information explosion” and ” Population explosion” have posed critical problems for education-
more things to be learnt and more people to be taught. Today there is a cry for “more education to more people in less time”.
For solving these problems successfully, educational technology consisting of various media of mass communication are
essentially required. Both qualitative improvement and quantitative expansion of education can be facilitated and accelerated
with the help of this mass media under educational technology. So the mass-media has come to our rescue to tackle this
problem.
Education of tomorrow will be able to play its role more effectively by making the individuals creative, active and efficient.
Success of education cannot be achieved merely by substituting mechanical methods for human beings, but by developing
new patterns using both human beings and technological advancements in order to teach more people better and more rapidly.
There are a good number of media for mass communication such as radio, Television, newspapers and films etc. Previously,
the mass media in the form of illustrative were only put to marginal and individualised use. There was neither any coherent
thinking nor a scientific organisation of these materials in the educational process. But their increased use has been mainly
due to interest and initiative of certain teachers.
The media of communication is the medium by which a piece of information or knowledge is communicated to us. This
medium is the message, which is of greater importance. Because, the same piece of information when conveyed on a printed
page or over the telephone by radio, or television will appear different and have entirely a different effect on us. Hence the
effectiveness of a piece of information depends upon the medium through which it is imparted. Thus, the mass-media are not
only the messages, but also the massage.
Because, it massages the sensory organs and stimulates them to respond actively. Hence, the mass media is very important for
class room teaching as a part of the process of instruction. The sole objective is to improve the teaching- learning process with
the use of various media. Therefore, the main purpose of mass-media in education is to benefit more students with fewer
teachers or to obtain quality education.
In fact, the mass media have become a well of message around the world of today and have entered into all the structures of
daily life, h can be used and in fact is being used as a means of education. So the role of mass media in education is gaining
importance every day.
Importance of Mass Media:
1. Mass Media provide information to the mass within a less time.
2. It takes a wide coverage of information regarding anything that is happening in any comer of the world.
3. It brings the entire world to the individual or to the classroom. Children spend hours together sitting in front of the
television and can visualize, hear and acquire knowledge about the world.
4. These media easily reach groups, allow repeated use, give more reality, influence attitudes, show cause and effect
relationships and ultimately motivate the audience.
5. It sends information to remote places and helps in distant learning.
6. It helps in modification of attitudes, inculcation of desirable values and acquaintance with cultural heritage.
7. Mass media acts as an agency of social change.
8. Mass media are useful for reinforcing group dynamics and interpersonal communication.
9. Mass media as means of communication make ideas clear to children and help them to acquire correct knowledge. They
help in simplifying and in giving vividness to explanation.
10. Mass Media make the instruction concrete and stimulate interest and excite curiosity in things.
Mass media in education are press, radio, motion-picture, television, etc. So mass media are many and these are technically
called passive agencies of education. They influence the attitude and behaviour of the people indirectly. These agencies cover
entertainment, informatory propaganda, historical record, education and improvement of moral judgement and moral tone of
the people.
The role of some important mass media are discussed below:
(a) Radio:
Radio acts as the medium of mass-communication. It is used mainly to broadcast events to far and wide places of the world. It
is also a very important source of entertainment. Every day, we listen various talks, discussions and debates from radio. These
are extremely important and useful for the students. Especially for the purpose of teaching, many programmes are broadcast
over the radio. So radio acts as a great recreational and education force. It broadcasts scientific and cultural facts. It enlightens
public opinion. It stimulates curiosity and interests.
The radio has proved a valuable supplement to class teaching and learning Educational broad-casting is comparatively a new
experiment and is catching on well. Through school broadcasts, expert leaching in such diverse fields of science, social
studies, art, music, languages, politics, current affairs and other areas, can provide information and enrichment for pupils and
for the teacher.
The educational programmes are broadcasting by the expect teachers with effective methods which demonstrate new ideas
and approaches to classroom procedures. Programmes are especially designed in-collaboration with the experts for different
age groups in the schools.
Following are the advantages of using radio as mass media in education:
1. Educational radio broadcasts provide “listening participation” In current history:
In radio the emphasis is on sound, rather than on picture. So many programmes especially for the purpose of teaching are
broadcast over the radio and special events and (occurrences in the world are brought from the source immediately into the
classroom.
As a part of classroom teaching, an educational programme may be preceded by an introduction by the class teacher and
followed by long discussion among students on the subject-matter under the broadcast discussion. A talented teacher may
teach through radio for the benefit of the students. So important happenings, elections, inventions, political developments in
other countries and other current topics may be heard and discussed in the classroom.
2. Educational radio broadcasts are effective means of presenting music, drama and appreciation:
Radio is also a very important source of entertainment. Various talks, debates & discussions held over the radio are extremely
informative and useful. For the school children, different items of the school subjects can be presented in the form of
dramatised programmes.
Educational radio has excellence through dramatization, dialogue, musical features and other creative programmes which are
not possible in day-to-day classroom teaching. Besides these, school concerts, folk and classical music, drama and discussion
programmes of school, local and from other states are sometimes broadcast for listening in by other schools in India.
3. Educational radio broadcasts are team-teaching demonstrations:
The radio also provides opportunity for student participation in various programmes such as quiz competitions, travel talks,
plays, stories, development of lessons, projects and work programmes in the form of team teaching demonstrations. This is
being arranged by the combined efforts of the best resources in consultation with the specialists and some other subject
experts. Subject content, curriculum validity, suitability for age groups and teaching methods are all kept in mind while
accomplishing the programme.
4. Educational radio broadcasts enlist the participation of local teachers and pupils:
Well-planned radio broadcasts are presented in such a way as to engage the active participation of the local teachers and
pupils. So there should be preliminary study and discussion on the topic before broadcast time. The class may be encouraged
through broadcast suggestions to carry on follow-up discussion, projects or creative activities.
The teachers and the pupils both should prepare material thoroughly before presenting the programme. They should utilise all
resources possible to make the programme of a very high quality and worth-listening into from the point of view of content,
speech, style, audibility and presentability.
5. Educational radio broadcast helps in the long run, to make learning an open system:
Educational radio can offer corrective programmes for self learning by the individuals. It can reach the participants while at
work, at play, at drawing room, at recreational centres breaking all boundaries and constraints of formal education. Being an
expensive medium, it has reached villages and is now available in very comer of the society.
Since learning directly from the teacher is minimal and there is increasing stress on a system of open learning to overcome the
rigidities of formal education, and there is more emphasis on learning through various mass media. Educational radio
broadcasts are expected to play an important role towards a system of open learning. The non-formal approaches of
educational radio can supplement the movement for de-schooling society. All the programmes lead towards a learning society
where everybody can learn at any time at any place.
Radio is, at present, not only one of the popular mass media, but also a potential instructional tool in the formal, informal and
non-formal education. It is now giving more emphasis on the planning and production of science programmes in both the
formal and no-formal spheres of educational broadcasts.
(b) Television:
Today, television has become an extremely popular source of entertainment among youngsters. We listen and see the
instruction of the speaker from the television. So the whole personality of the child is engaged in the task. Hence, it has
become the most important and powerful agency of mass communication. In television, news items are not only read out but
the events are shown. As a result of which not only problems are discussed but practical remedies and solutions are also
suggested.
So, educational television is the most recent audio-visual media for class instruction. There are programmes on the television
especially for the school children. These programmes are aimed at educating the school children and they instill good moral
values. Television can give a very good idea of the history of the country through dances, short-films on historical places,
museums etc. Thus television plays a vital role as a means of mass media in educating the masses.
Advantages of Educational Television:
The advantages of educational television are many. The young people watching the television can get a very good idea of how
it really happened. For example the nuclear explosions of the launching of rockets are programmes of extreme educational
value.
The students can see for themselves how science has advanced:
(1) Educational television is capable of making available many needed and so far inaccessible learning experiences.
(2) Educational television brings about continuing co-operative planning by teachers, supervisors, learning materials exports
and skilful production teams.
(3) Good and effective educational television broadcasts result from the outgrowth of curriculum planning, of content analysis
and of the selection of this most appropriate instructional media
(4) It can use a variety of audio-visual aids, motion pictures, film-strips, slides, recordings, drawings, maps and other
projected and non-projected aids can be demonstrated through Television. Video-tapes and recordings on television bring us
the launching of space rockets, of political and social events.
(5) Educational television brings us a new kind of teaching team into existence.
(6) It can acquaint the children with past culture, history and social life.
(7) It can motivate both children and adults, because not only it is educative but also entertaining.
(8) The televised-lectures are more thrilling as they bring to the listeners not only verbal information and the instruction of the
speaker but also the whole of his personality engaged in the task.
(9) National problems like those of population and poverty and illiteracy are often highlighted and discussed over the
television.
(10) It plays an important role to play in educating the children on the history and culture of our country. It gives a very good
idea of the history of the country by telecasting various programmes through dances, short films on historical places,
museums etc.
Thus television plays a very vital part, as a means of mass media in educating the masses. It is a dynamic and powerful
medium which influence education. Its effective use is based upon the fundamental psychological principles of learning
which apply to all successful processes of learning.
(c) The Press:
The Press covers the entire printed matter. These printed matters are books, magazines, journals or newspapers. Reading
matter has vast potentialities. It exerts good influence on the individuals. It acts on the intelligence and emotions of the
individuals in shaping out attitudes and philosophies of life.
An educated individual one who has an open mind, a general awareness and knowledge of the world around him. His field of
knowledge is vast and varied. Newspapers contribute very largely in education for the above end. Press not only gathers
events, they also present their own views on issues.
So the reader gets an opportunity to consider an issue from many angles. Press also contributes to the study of History,
Geography, Science, Literature etc. The knowledge is supplemented to these subjects by the newspapers.
It is possible to link certain topics with everyday life by means of the press through newspapers and other journals. The child
must be aware of what is happening in the world around him.
So the press is an important service that can render to education by imparting knowledge of current affairs to children. News
regarding earthquakes, cyclones, new planets and political changes may be brought to the notice of the pupils by the press. It
also gives a great deal of historical information.
The pupil’s limited knowledge of history may be elaborated and enhanced by this press. So the press is to serve as one of the
important medium of education and instruction.
(d) The motion Pictures:The motion pictures exercise a great influence on human mind very skilfully. They help to create
lasting values in the pupils. There is also wider use of films in education. Educational films are coming into the field to meet
the challenge of commercial pictures, to supplement them and to explore new avenues of educating children and adults. These
films can give more reality, influence attitudes, show cause and effect relation and motivate the students., Thus these motion
pictures have great instructional force which can be used intelligently in the classroom.
There are many areas of learning which can be properly dealt with the help of films. For example, in teaching of geography or
science, we can use these motion-pictures. Rivers of India, climate of India etc. can also be taught effectively with the help of
the motion pictures.
Advantages of Motion Pictures:-1. The educational films make the concept more clear, durable and realistic.
2. Motion pictures arouse interest in children and satisfy their emotions.
3. They can present abstract and abstruse problems of life and nature in concrete reality, illuminate the hidden meanings of
events and mysteries of nature, reconstruct history in a short mirror of life.
4. Motion pictures bring the past, the distant to the class room. It can bring the whole world to the classroom.
5. Events which occur over-days can be made to appear in seconds. So Motion pictures can also be replayed many number of
times when and where required.