Disputes of Teachers and Students about the Transmission and Reception of the Message in Teaching Communication (original) (raw)
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Communication seen as the art of transmiting information, ideas and attitudes from one person to another, as the process of meaningful interaction among human beings. Functions of communication: cognitive, expressive, conative (persuarsive or rhetoric), poetic (the transmission of affective experiences), referential, metalinguistic, phatic (to ensure proper control over the communication channel).
THE DOMINANT MODEL OF COMMUNICATION IN TRADITIONAL TEACHING AND MODERN EDUCATIONAL SYSTEMS
The traditional school system included adopting as much information without critical thinking while modern school tends to democratic education that is focused on the development of individual abilities of each student and to develop his critical thinking. In traditional teaching communication the teacher dominates. Such is the autocratic communication which was reflected in a bossy role of teachers while in modern teaching the emphasis is on the student's role and the democratic communication. In pursuing the goal of non-experimental empirical research that we set in our study, we found that there is a statistically significant connection between interpersonal communication in teaching and students' success, and that those students whose teachers mostly used the democratic model of communication in teaching achieved statistically significantly better school achievements than those students whose teachers use mainly the autocratic model of communication. The survey was conducted in Bosnia and Herzegovina (Herzegovina-Neretva Canton) and a sample of 423 respondents (322 students and 101 teachers of primary schools). Through the results, contents and messages of this paper we have tried to make you aware of the importance of this segment of communication in the learning process and as such to make it the subject of everyday questioning and continuous work that should lead to its improvement, and thus to improving the quality of the entire educational process.
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INTED Proceedings, 2022
The article analyses a burning issue in education-how learning works, especially in the 21 st century. The problem statement of the research rests on the assumption that scholarly inquiry into the paradigm of knowledge acquisition relevant for a new type of learner should be intensified in order to expand the awareness of mental and emotional processes inherent in teaching and learning. Thus, the article analyses the concept of social contract-negotiating rules of interaction and distribution of rights and responsibilities among teachers and learners. A successful agreement largely determines the emotional disposition towards teaching and learning. Though modern didactics declares a learner to be the fulcrum of educational processes, still teachers and educators in general play a vital role in determining how learning occurs; accordingly, the study introduces the concept of 'Expert BlindSpot' and analyses how important it is to determine students' learning needs and prior background knowledge and experience in order to efficiently facilitate teaching and learning. To do so, the research scrutinized seven pillars-seven learning principles which should be considered by educators in order to ensure that learning occurs. The qualitative study (interview) held offered teachers and learners' perspectives on educational processes and how the seven principles operate in the classroom context. Interviews were conducted with six students and six teachers selected purposefully. The interviews were recorded and transcribed. Key words were selected from their interviews. Some results obtained from students' interviews included: a) challenges: lack of clear statements of requirements, encouraging attitude, teacher friendliness, teacher's interest in students' background knowledge and needs, rapport between teacher and students; generation gap; b) ways to tackle these challenges: consulting with teachers, asking for clarification, informing the teacher of student's needs and trying to defend their viewpoints. On the other hand, some results obtained from teachers' interviews included: a) challenges: memorizing / identifying students in a large group (during the pandemic), finding out students' theoretical background, teaching them according to ZPD, creating a friendly atmosphere, various knowledge levels, establishing rapport when the cameras were off, and anxiety connected with meeting students' expectations; b) ways to deal with the challenges: offering task choice, using humour, organizing quick revision, asking to paraphrase the instruction, stressing students' achievements, comparing students' self-assessment results with teacher's assessment, providing regular feedback, doing flexible planning, being friendly, reducing test anxiety by providing only familiar task types, increasing the number of practicallydirected activities, etc. The conclusion made from the research is that students and teachers mostly have similar problems, they do their best to solve them; however, students' repertoire of methods to tackle the communication problems seems to be insufficient. Consequently, teachers need to grant the students more opportunities to discover methods of solving their learning problems.
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Procedia - Social and Behavioral Sciences, 2013
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Educatia 21, 2018
Communication between people or groups is one of the most complex human processes. It is so important and useful to human existence that without its understanding we cannot have access to the understanding of the individual and the social structures. From a psychological perspective, communication is a dynamic and complex phenomenon, which involves the simultaneous development of several psychological processes and functions, used for the interaction, through the exchange of messages between two subjects. It can be, at the same time, a human need or a source of conflict and dissatisfaction in interpersonal relationships. Ability to speak is characterized by: clear and concise expression, well-chosen words and expressions, direct expression, logic and no exaggeration; all matched with the ideas presented. Communication contributes to the coherence and logic of group and team formation processes, the exteriorization of emotions, perceptions and expectations, so that we can, on the one hand, achieve our personal goals and, on the other hand, live together harmoniously at the social level. The ability to communicate is a very broad concept, often studied and often overlaid on interpersonal skills. Researches in the field highlight various abilities, so the purpose of the research was to investigate aspects specific to educational communication, which are supporting factors or barriers in the teacher-student relationship. The main objective was to investigate the perception of primary school teachers about the current level of development of their own communication skills required by didactic work through in-depth interviews.
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Овој труд го третира прашањето на теоретско-практичниот аспект на комуникацијата. Имено воспитанието, образованието и комуникацијата како општествени категории се поврзани низ повеќе параметри како процесно, интенционален, мисловен, учечко-поучувачки. Во трудот посебно внимание е посветено на теоријата и практиката на комуникацијата во институционалниот процес на воспитание и образование. Теориско-емпириските истражувања покажуваат дека теоријата на комуникацијата е доминантна во однос на практиката. Од друга страна се јавува дилема на суштинска корелација и интеграција со практиката на комуникацијата како теорија во процесот на воспитание и образование.