UNIT 3 CLASSROOM COMMUNICATION

Structure
3.0 Introduction
3.1 Objectives
3.2 Nature of Classroom Communication
3.2.1 Two-way Comnlunication
3.2.2 Class Size and Communication
3.3 Using Technology in Classroom Communication
3.3.1 OHP
3.3.2 Audio-Visual Resources
3.3.3 Computer Technology
3.4 Planning Classroom Communication
3.4.1 The Role of Teacher
3.4.2 Design and Presentation
3.4.3 Developing Classroom Culture
3.4.4 Developing Communication Skills in Learners
3.5 Creating Learning Environment
3.5.1 Participatory Approach
3.5.2 Empathy
3.5.3 Appreciation and Patience
3.6 Summary
3.7 Unit End Activities
3.8 References and Suggested Reading
3.9 Clues to Check Your Progress

3.0 INTRODUCTION
You have read in the previous units that communication is omnipresent in our lives.
Communication is an individual's most distinctive and significant behaviour and it sets
us apart from other species on this earth. It helps us define and link ourselves with
our environment. Through communication, new knowledge is created. Ideas come
into being through the speech process, which are shared interpersonally. Public speaking
has always been one of the important communication activities, which is put to great
use in educational communication. We also make informal communication with our
r friends, peers, seniors and teachers among others in our day-to-day lives. In the wake
of globalization, we also come across people from different cultures who may hold
different attitudes, beliefs and values. Besides, in our work environment, we have to
engage ourselves in group work or collaborative activities. Thus it has become
increasingly important to know how to interact with individuals from different cultures '
and backgrounds. All these require effective communication skills to minimize barriers
and facilitate sharing of thoughts, ideas and experience$.
Classroom is an excellent example of a place of comm~nicationin group situations
where teachers spend hours communicating with studehts to share information and
knowledge. In the previous unit (Unit 2), we discussed in details the nature of
educational communication and its approaches. We also discussed electronic
communication and how communication can be planned for education and training.
Verbal, written, listening and questioning skills were also discussed which have a bearing
Communication Process on classroom communication as well. In this Unit. we shall deliberate upon various
issues involved in classroom communication. The nature and planning of classroom
communication and also the various measures adopted for creating a conducive learning
environment will be discussed.

3.1 OBJECTIVES
After studying this unit, you should be able to:
I1
explain the nature of classroom communication;
discuss various steps for planning classroom communication;
1
1
describe the importance of using technology in classroom communication;
I
suggest measures to create a good learning environment.
i
3.2 NATURE OF CLASS ROOM COMMUNICATION
Communication is an integral part of the teaching-learning process. Teaching is a
social activity that involves both the teacher and the learners. It is therefore important ,
that two way communication exists between them in order to trigger learning ( Sitihendon
and Khalijah, 2007). Moreover direct communication between a teacher and learners
allows the teacher to get immediate feedback that can help himher gauge learners' ,
understanding of what has been taught. Based on such feedback the teacher can
improve hislher communication.
Due to rapid changes taking place in our social system; teaching-leanling environment
is also changing at a fast pace. The information explosion due to increased access to
different mass communication media has increased the awareness level of learners.
As a result they have higher expectations from their teachers than ever before. The
role and profile of a teacher is also changing and s h e has to undertake varied roles.
While on the one hand the teacher has to fulfill the task of being the source of
information on the other hand, s h e has to act as a counselor, mentor and guide. The
teacher has to coordinate assignments and fulfill many managerial functions and also
use technology for educational purposes. Thus pedagogy, social interaction, management
and technology comprise crucial activities of a teacher and the role of communication
is paramount in all these activities.
Classroom communication, as discussed in the previc;us unit is purposive, positive and
pragmatic in nature. It takes place between teacher and learners and among learners
both in formal as well as informal situations. It involves speaking, lecturing, describing,
explaining, illustrating on the part of the teacher and engaging the students in debate,
dialogue and discussion. Learners raise questions, doubts and queries to make their
difficulties explicit which need to be effectively responded to and addressed by the
teacher.
The strength of this approach lies in facilitating maximum feedback, warmth and
interaction. However, the limitation is that it is a teacher-centered approach based on
the principle of 'teaching by telling' and 'learning by listening' in which the onus of '

teaching lies on the teacher. It 'may be noted that despite the presence of a teacher, i
learners may remain passive recipients of information. If they express their disinterest
or passivity, an alert teacher can still control it by using various interactive techniques
in arousing and sustaining the interest of the students. However, the problem may
become acute when despite a student's apparent interest in the lecture/lcss'on through
appropriate facial expressions and body language, hislher mind may wander elsewhere
without following what is being discussed in the class.
Speaking and listening start in the early stages of our lives and continue even when
basic speech and language skills have been developed. We are constantly updating
34
our vocabulary, in~provisingour expressions and refining our thinking processes. Classroom Communication
Speaking as well as listening are two very important skills required in the classroom.
A teacher has to be a good speaker and at the same time has to be a patient and
attentive listener for his/ her learners. Active listening is different from just hearing
and requires activities such as hearing, understanding i.e. attaching meaning to what
is heard and judging and thinking about it . It is necessary to concentrate on what is

3.2.1 Two-way Communication

In Unit 1 of this block, the role and importance of two-way communication was
highlighted. While discussing the elements of communication, we have stated that
communi~ationbeing a two-way process, the element of feedback is crucial. Teaching-
leaning happens to be a process in which two way communication is important for
transferring information from the teacher to the learners. It was also stated that
interpersonal communication allows greater scope for feedback as both sender and
receiver can decipher the facial expressions, body movements and cross question
each other to resolve their doubts/queries. However, feedback gets diminished when
the number of participants in the communication activity increases posing a challenge
for the teacher.

3.2.2 Class Size and Communication

Interpersonal communication between two persons offers maximum interactivity. This
is also present to a great extent in group communication particularly in small groups.
However, as the number of participants in a group increases, the level of communication
gets affected.
Individual instruction: The word 'class' itself take8 into account a number of students.
Nonetheless, some students require individual attention to address their specific
educational needs. Individual instruction is generally between two persons and thus
can be placed under interpersonal communication. It allows the sender and receiver
to use various sensory channels and watch facial expressions, gestures, body language
of each other, etc. It facilitates clarifying one's views, persuading or motivating another
person more effectively in which there is less scope for misunderstanding. When
technology is used to deliver instructions, as for instance, computer based learning, the
instruction gets individualized as a learner works and learns on hisher compqter.
Small group instruction: Small groups consisting of 15-20 learners are more
conducive for teaching and skill development. In small group instruction, teachers can
identify the learners, remember as well as use their names for developing a rapport
with them. It becomes relatively easier to address individual learning needs of learners.
Small group instruction may follow the direct teaching format or it may use different
modes of teaching -learning. In addition to lecture fonnat, various other methods of
teaching such as seminars, discussions, debates, tutorials, brain storming, problem
solving, etc. can be effectively adapted and utilized in small groups.
Large group instruction: If the number comprisihg a group is large, it may place
certain constraints in the process of communication and reduce the level of interactivity
between the source and the receivers. The physical setting may also provide less
scope for the source to be visible or audible. Lectqre method is generally used for
providing instructions to large groups. Information and Communication Technology is
being increasingly used to meet the needs of large and dispersed classes in same or
different locations.
The element of noise may place barriers in the process of communication. Various
types of barriers in communication have been detailed in Unit 1 of this Block and
/ Communication Process some of these barriers may be present in small and large groups which need to be
minimized for facilitating communication. Noise in this respect could be due to
indiscipline, failure to grasp the content, content overload, difficulty level, language,
physical conditions of the classroom, etc.

Activity
Discuss with a few teachers and identify the problenls faced in communication
while teaching a large group of students.

Check Your Progress 1

Answer the following questions briefly.
1. Describe the nature of classroom communication.
...............................................................................................................
...............................................................................................................
..............................................................................................................
2. What measures would you like to adopt for communicating with learners placed
at a distance?
-
..............................................................................................................
...............................................................................................................
...............................................................................................................

3.3 USING TECHNOLOGY IN CLASSROOM

COMMUNICATION
Technology is the latest mantra in educational communication and is used for achieving
different learning objectives. "Chalk and talk" along with simple teaching aids viz.,
maps, diagrams, charts, posters, etc. still continue to be the backbone of conventional
classroom teaching. In addition to these, a wide array of technologies is increasingly
used for teaching, clarifying points, supplementing and enhancing the quality of learning.
Studies have revealed that if used effectively, technology applications can help students
in using higher order thinking skills such as thinking critically, analyzing, making
inferknces and solving problems. It can involve students in innovative and creative
activities in collaborative way. Technology provides access to information and helps in
establishing contacts with teachers and students located at different locations. However,
if technology is used only for presentation, such as OHP, then it may lead to passive
assimilation rather than active construction of knowledge. In this section we shall limit
our discussion to the use of OHP, audio and video aids and computer technologies.

3.3.1 OHP
OHP or the overhead projector is one of the most commonly used teaching aids in
classroom teaching. For using an OHP, slides or transparencies need to be prepared.
The first step in this regard would be to select the topic on which you want to develop
slides. After proper research, sifting and sieving, content needs to be identified. Then
it should be broken into smaller segments maintaining a logical sequencing of the
ideas. Each slide should be linked with the next slide to follow. The font size should
ideally be 24 or 28 depending upon the size of the class. These slides should be neatly
written or word-processed and should not contain many details. You should provide
the detailed information during the course of presentation.
 You may require technical help for placing the OHP and sharpening the focus on assro room Communication
white- board or wall. If handouts of slides have to be distributed, these need to be
photocopied and sets prepared in advance. In this case, students can be asked not to
take notes, as handouts will be distributed. Some common problems being faced while
using OHP are: information overload making the slides cluttered and unreadable, poor
focus and power failure among others. Use of OHP slides can complement or
supplement the information being communicated by the teacher. However the students
remain passive viewers &I listeners while this techndlogy is used.

3.3.2 Audio-Video Resources

i Audio-video aidslcassettes can be effectively used in the classroom situation to make
learning interesting as well as engaging. Audio cassettes require power supply1batteries,
audio tapes and tape recorder while the use of video cassettes in the classroom will
require television monitor, VCR and power supply. For using audio-visual resources in
I
a class, the first step would be to identify the material on the subject. The audio
r resources available both within and outside the school1institution need to be selected.
. At times, permission to use them also has to be undertaken. After a thorough listening
or preview, you have to decide whether the whole programme has to be used in the
class or selectively. If selectively, then those portions need to be identified and cued.
1
During teleconferencing sessions audio-video excerpts can be integrated in the design
of sessions to highlight some teaching points and also to make the sessions interesting.
After listeninglviewing of the programme discussionlcan be built on the issues raised.
Many institutions are investing in simple audio-video gadgets in view of the benefits
accrued. For example, if an institution has access to video camera, students can
practise'speaking in front of an audience. They can develop their video portfolio to
demonstrate gradual progress in leaning a language or a subject over a period of
time.
Many a time, relevant material on a subject may not be readily available and has to be
produced. In that case, factors such as willingness of the institution for programme
production,resources availablein terms of finances, tifie and personnel at the institutional
level, etc. need to be taken into consideration. For using audio-visual resources in the
classroom, some basic care is required. First of all, the equipment should be in place
and ideally, it should be checked to ensure whether everything is working properly.
The functionality of equipment before starting the class should be ensured.

3.3.3 Computer Technology

The access to computers is growing at a steady pace. Computers are largely being
used in educational institutions for academic and administrativkpurposes. The Internet
has already captured the imagination of the educational community. It has been found
that computer technology can support meaningful, engaged learning for students instead
of rote learning. Students can visit the relevant websites and update their knowledge
on a given subject. Grades can be upgraded regularly on the school website which can
be easily accessed by parents and students alike. Students can get more involved in
their studies by monitoring their progress through regular checking of their assignments
and grades. Like other forms of technological inputs, the use of computers is generally
determined on the basis of its application, i.e. how it is used for learning. The uses of
computers in classrooms could be for teaching, expl~ring,creating, composing, storing,
and analyzing data or for communicating with others.
The use of computer requires some basic ~kills,such as operating the computer, word
processing through it, preparing slides with power point, etc. Teachers need to be
equipped with these skills so that they can access, search, interpret and synthesize
information. Unless they are well versed with the various intricacies and applications
of technology, they are not likely to draw major benefits in their teaching-learning
Communication Process strategy. Apart from the need for training teachers, the use of computer technology
requires significant investments in terms of software, hardware and infrastructure,
arrangements for delivery as well as operation of the equipment.

Check Your Progress 2

I Answer the following questions briefly. I
1. What according to you should be the important criteria for the selektion of
technology for classroom teaching?

2. Which teaching aid would you like to choose in your teaching strategy and
why?

3.4 PLANNING CLASS ROOM COMMUNICATION

You have read that educational communication is purposive, positive and pragmatic
and it is a systematic and planned activity. It has certain specific objectives that are
directly related with acquiring knowledge or development of new skills in some kind of
permanent way. In the previous unit, the various steps such as selection of appropriate
topic, setting realistic goals, knowing the learners, proper organization of content, etc.
that were discussed, hold true for planning classroom communication as well. In this
section, we shall expand the discussion further.

3.4.1 The Role of Teacher

The role of teacher is paramount in planning classroom communication. Since the
prime objective of teaching is to develop academic and intellectual skills among students,
the teacher has to be well equipped with facts and should analyze the subject to be
taught. In addition to meeting the needs of average learners s h e has also to satisfy the
intellectual needs of bright students and for that s h e has to be well prepared. S h e
has to encourage creativity and innovative approaches so that students bring forth
their arguments with appropriate reasoning in contrast with rote learning. S h e also
needs to inculcate proper values among the students to enable them to face the economic,
social and cultural challenges lying ahead and all these call upon the skills of
communication of the teacher.
Abilities to communicateclearly and specifically,explain well, highlight important points,
being a good listener, skills for interaction, are some of the behaviours for effective
communication.

3.4.2 Design and Presentation

The first and foremost step in classroom communication is to define the objectives of
communication clearly and realistically so that these can be met within the specified
timeframe. Based on these objectives, message or content needs to be designed
which could be verbal, written, pictorial andor symbolic. The verbal message involves
direct communication in the form of lectures, presentations, speeches, etc. Written
message includes published information in the form of books, research papers, slides,
3X
handouts, etc. Pictorial message includes drawings, graphs, etc. while symbolic
messages are used in subjects like Mathematics, Chemistry, Physics, etc. At times Classroom Communication
rhetorical messages are also used in classroom corrimunication. Rhetoric means the
art of oration which includes skills in speaking at length with wit, humour, force and
strength.
Whatever be the chosen form, the message should be simple, lucid, and clear and
delivered in an interesting manner. It should be relevant, updated and pitched at the
right level. It is often seen that in our effort to share our knowledge and expertise, we
pitch our message at a very high level which may confuse the learner. At times, we
may express our biases and prejudices which need to be strongly eschewed. Apart
from being free from any type of bias, the message should be credible and persuasive
enough to facilitate learner participation. Many a time during the course of a rambling
monotonous lecture, you would have to make efforts to keep yourself alert. Appropriate
voice modulation, facial expressions, body language have to be used in facilitating
communication.

3.4.3 Developing Classroom Culture

Although each class is distinct in its own way, yet there are certain norms and patterns
which teachers and students of a particular class formulate. They work out how
students would address the teacher, how much degree of familiarity is acceptable in
communication, what will be the accepted level of noise in the class, and so on. This
may vary from one institution to another-whether it is a private school or public and
also governed by the society in which we are place$ as classrooms are a part of the
larger societal system. For effective functioning of a class, a harmonious culture needs
to be developed and the importance of according respect to the viewpoint of the other
should be encouraged. The class set-up should b~ kept democratic in which the
teacher is accorded due respect. It will be difficult to teach if students talk constantly
as no one will be able to hear each other. Similayly, communication may not be
democratic if a section of vocal learners dominate the interaction whereas shy and
timid students do not open up unless specifically drawn. At times, assertive male
students may dominate the class at the expense of female students or those from less
vocal cultures. Interjecting frequently, talking loudly and shouting, etc. should be
discouraged and curbed at all costs.

3.4.4 Developing Communication Skills in Learners

We have detailed at length various communication skills such as verbal, writing, listening
and questioning skills in the previous unit which need to be inculcated among teachers
and learners alike. Students need to be encouraged to express their opinions and
views or share doubts to develop their reasoning skills and faculties. They should be
able to argue, challenge, analyze, and defend ideas. For seeking clarification they can
ask: 'could you please repeat the point you just made?', 'I am still not sure if I got it
right', 'could you guide me pnce again please?' Rephrasing has been found to be an
effective method of questioning and they can restate or rephrase what they have
heard to clarify certain points.
Communication may also involve trying to look beyond what is said and ascertain
what is not said andlor what the missing links in the communication transaction were.
Non-verbal cues also convey meanings. For example, if the teacher shuffles the
papers or looks away, this may give the impression that student's comments are not
taken seriously. Maintaining eye contact, smiling, nodding, etc. help to connect with
students. At times, conscious efforts need to be mdide to maintain eye contact with
those who are shy and timid and do not participate kreely. For effective learning it is
necessary that learners be able to communicate what they know. The {eachers need
'
to encourage communication through discussions in the classroom and ensure that
every student has understood the communication. Activities followed by presentations
Communication Process made by the learners can also nurture communication skills. Also students need a safe
environment where they would not feel scared or inhibited to comrnunicatc with the
teachers.

Check Your Progress 3

Answer the following questions briefly.
1. What are the various roles a teacher has to perform apart from teaching?
...............................................................................................................
...............................................................................................................
...............................................................................................................
2. Why is it important to develop questiofiing skills among learners?
...............................................................................................................
...............................................................................................................
.............................................................................................................

3.5 CREATING LEARNING ENVIRONNIENT

An effective teacher requires more than the knowledge of content. S h e has to be a
good motivator, create positive environment in the classroom, society and nation at
large. For that s h e needs to have a sound understanding of human psychology. S h e
needs to undertake participatory approaches to facilitate empathy and gender sensitivity
in the classroom using appropriate communication skills.

3.5.1 Participatory Approach

A teacher can create an environment in which students are made to feel comfortable-
both physically as well as mentally. They feel free to communicate their ideas and get
the opportunity to participate in the class equally. There is a growing realization that
information flow should be horizontal in nature. In sharp contrast to the vertical or
'top-down' approach which 'talks at' people rather 'talks with' them, this approach
draws students into the communication activity in a participatory mode. It involves all
the students in the communication process. Proper seating arrangements in a classroom
also create conducive learning environment. Studies reveal that students seated in the
first few rows across the front of the classroom and those seated at the centre of the
room are the ones who are most likely to participate in communication with the teacher.
However, in circular seating arrangement there tends to be an increased eye contact
and participation among students.
.
3.5.2 ~ r n ~ a t h ~
'Empathy' is associated with the 'feeling of oneness'. It is an unconditional positive
regard for the receiver (in this case the learners), and a sincere approach towards
promoting a favourable climate to facilitate communication. It considers receivers as
alert, sensitive and active participants in the process of communication rather than as
passive recipients of information. Similarly, it treats learners as intelligent and
empowered individuals who are partners in learning. The source or teacher is genuinely
interested in their concerns and makes efforts to address thcm. The use of inclusive
language such as 'our' class and what 'we' must do instead of 'you' and 'your' class
also helps in inculcating empathy.

40
3.5.3 Appreciation and Patience Classroom Communication

You would have noticed that whenever we are angry we express ourselves quite
openly and give vent to our anger, however, we are not as effusive in our praise.
Motivational factors such as offering praise. showing a willingness and interest in
talking with students and addressing them by first flames help to draw and involve the
htudents. Appreciating the good work, ideas and suggestions infuses encouragement
:und motivates the learner whereas a minor indictrbent or reprimand pushes himher
into a shell. A reference also needs to be made about the level of patience of the
~eacherespecially while facing learners questions and queries as display of irritation
or impatience may affect the learner's future partikipation. This, however, does not
imply that the mistakes committed by the students bhould not be pointed out. Unless,
they are informed about these, they may not impove upon these areas. A mature
liandling of the learners' queries and sensitivity to\l/ards their learning needs, adds to
the success of communication transaction.
A word however, needs to be mentioned about placing overemphasis on communication
and hoping communication will serve as a panacea for all problems. For example,
many a time, making conflicts and grouses apparerit in a classroom through frequent
communication may aggravate rather than solve an issue. Yet another fallacy is that a
good idea will be adopted as well as disseminated once communicated through open
channels. At times, good ideas may get lost due to factors such as information overload
or inertia on the part of the receiver. I

1 Cheek Your Progress 4 I

1 Answer the following questions briefly: 1

! I
1. What are the major differences between vedical and horizontal approaches
of communication?

2. Examine the importance of using 'inclusive language' in classroom

communication.
I

3.6 SUMMARY
In this Unit, we discussed various elements of classroom communication where teachers
spend hours communicating with students to share ilhformation and knowledge. You
learnt that classroom communication is purposive, positive and pragmatic in nature
and the size of the group has implications in communication process. We have looked
at issues such as selection of appropriate teaching style for communicating with small
or large groups and how learners can be involved :in a democratic manrier using
collaborative approaches. Many factors such as class size, infrastructure available in
the class/school, individual differences of the leameas, their different learning styles
and influence of home and community may not be eotirely within the control of the
teacher. However, with professionalism, devotion td teaching and sustained efforts
slhe can overcome some of these constraints.
We also looked at the role and importance of technoldgy in teaching-learning of large
and dispersed classes in same or different locations, The basic considerations for
 Communication Process having any technological input in teaching-learning comprise: specific educational goals,
professional training of teachers, technical support and evaluation. Some technologies
were briefly discussed and it was observed that whatever form of technology is used
in the classroom, the objective should be to facilitate learning and comprehension
among students.
The need for planning classroom communication has been discussed in which the role
of the teacher remained paramount. The importance of clearly defining the objectives,
appropriate designing and presentation of the message, developing classroom culture
as well as communication shlls among learners was highlighted. In addition, the factors
of participatory approach, empathy, appreciation, patience and gender sensitivity were
detailed for creating classroom culture. The success of classroom communication lies
in enabling the students to apply the knowledge gained and develop critical thinking so
that they are able to make informed choices for the common good of society and
humanity.

3.7 UNIT END ACTIVITIES

1. From your experience, recall and write about the learning environment created
by some of your teachers. Did you feel free enough to communicate openly in
the classroom? Justify your answer.
2. Take any text book of a noted publisher and read some of the chapters. Write
a critical note on the communication skills used in the text.
3. Watch a programme on Gyandarshan channel on television. Write a critical note
on the communication slulls of the presenter.
I
3.8 REFERENCES AND SUGGESTED READING
Sitihendonand Khalijah, (2007). "Science teaching for entertainment: a holistic approach
in developing a teaching guide for best practices at secondary level". Asian
Pacific Forum on Science Learning and Tecrching, Vo1.8. Issue 1, Article
12, ~ u n 2007.
e
You may visit websites on the topics discussed in this Unit, like the following:

I httD://www.infoDlease.com/homework/liste.html( Retrieved on 24.5.07).

httD://www.ndt-ed.org/TeachlngResources/
I
Retrieved on 24.5.07
htt~://72.14.235.104/search?a=cache:wOXbeeDRzOJ:www.phc.bris.ac.uWphcdb/
pub~df/teachin~/EducationalResource.doc+creatin~+learning+environment&
hl=en&ct=clnk&cd=2&~l=in
- Retrieved on 24.5.07
h t t w : N 7 2 . f l /
p p
en&ct=clnk&cd=2&el=in Retrieved on 24.5.07

3.9 CLUES TO CHECK YOUR PROGRESS 1

Check Your Progress 1
1. Classroom communication is positive, purposive and pragmatic in nature. It is a
1
systematic and planned activity. It has certain specific objectives to achieve that
are directly related with acquiring knowledge or development of new skills in
some kind of permanent way. It aims to develop positive values, ideas and thoughts
among learners.
42
2. For communicating with learners placed at a distance, I would like to make use Classroom Communication
of print as well as non-print media. The print media will provide instructional
material to the learners which they can study at their time and pace. The non-
print materials like audio-video cassettes, teleconferencing etc. will supplement
the information given in print material. Apart from making learning experience
more interesting, it will provide a human face to teaching.

Check Your Progress 2

1. The selection of technology would depend upon the technical support available in
my institution, its access to learners and specific teaching-learning objectives.
For example, if the facility of teleconferencing is available in my institution, and
students also have access to it at their learning-ends, I would plan video
presentations. In the place of lecture mode, I will try to incorporate video excerpts
and graphics to exploit the potential of the visual medium. The factor of teacher
training will be crucial in this regard.

Check Your Progress 3

1. Apart from teaching, a teacher has to perform darious roles. S h e has to perform
many academic and administrative tasks such as maintaining records, preparation
of timetable, etc. At times s h e has to resolve the conflicts of students and act as
a counsellor, mentor. philosopher and guide. S/he also has to undertake public
relations activities to project a positive image of the institution in which s h e is
placed. S h e has to be a good presenter, if using video andfor well versed with
computer technology and various software applications. All this places a great
deal of onus on the teacher who has to be adequately trained in these areas.
2. Questioning skills develop a sense of reasoning Bmong learners. Questions draw
attention, involve the learners and test their level of comprehension. An interactive
-
discussion facilitates two-way communication, removes doubts and provides
feedback.

Check Your Progress 4

1. The vertical or 'top-down' approach 'talks at' people rather than 'talk with'
them. The horizontal communication approach talks with students in a participatory
mode and involves all the students in the comm~nicationprocess.
2. The use of inclusive language makes use of such words/expressions which do
not reflect any bias or disparity in relation to the gender, class, caste, religion,
culture, heritage and nationality etc. The use of inclusive language accords equality
to all segments of the population which is highly desirable in view of the inherent
plurality and diversity in our country.