Communication,_Eg_Verbal_Non-Verbal_and_Possible_Barriers

Unit 2 Planning and Enabling Learning 1d Instructions for Candidates Communication, eg verbal/non-verbal and possible barriers. Communication is a process by which you convey your message to others. It can be verbal or non – verbal means moreover both at the same time. Barriers to communication include: 1. Physical: whereby the environment in which learning takes place may be too noisy/hot/cold/stuffy/cramped/dirty and run-down/lacking in adequate resources. 2. Language: needs to be known by both sender and receiver. Words and terminology need to be understood by both. Signing, lip-reading, Braille, amanuensis and translators may need to be deployed. 3. Emotions and stress play a part in interfering with effective communication as it is not easy to learn if you are feeling hostile angry or fearful. 4. Lack of subject knowledge often leads misunderstandings if the sender is not able to convey his/her message clearly or indeed, if he/she has not planned and prepared for the session appropriately. There must be effective and active listening as well as successful communication and phrasing to clarify meaning by asking non – threatening questions to include learners, will allow the teachers to monitor the effectiveness of their communications and is an important tool in assessing understanding throughout the session and at the end. Differing backings can be addressed by considering equality and diversity legislation and differentiation techniques. Age, education, gender, social status, cultural backgrounds, health, religion, political belief, race and mood defines one person from another. Research has shown that barriers associated by any of the above can be addressed by an understanding of the background of others and of perceptions and by being respectful of those differences. Equality and Diversity training can be given to the staff members to reduce these barriers and to challenge peoples values and beliefs. Non – verbal communication and body language in particular is a key factor in effective communicating. As Balls notes: “To effectively communicate it’s not always what you say but what your body says, that makes the difference”. This statement is of particular relevance when students are trained interview techniques. Feedback can be given following mock interview sessions. It is often noted that a persons position, use of eye contact, hands and arms can become a barrier to communication simply though fear. Proxemics plays an important part in non – verbal communication by the use of ‘personal space’ or ‘personal boundaries’. It can be very threatening to stand or sit too close to a student and this will affect their ability to listen and communicate effectively. Some people have no regard for proxemics and those with aspergers syndrome or bipolar disorder often have to be reminded that it is uncomfortable for others if they stand too close. The use of teaching aids such as handouts, flip – charts, white boards, Power Points, DVDs etc all improve communications in a learning environment, as does involving students in practical work, using expert learners to pair up with less able ones, getting feedback and introducing humour all encourage listening and involvement skills and aids concentration thereby avoiding boredom aiding effective learning. Specialist teaching aids such as classroom assistance, signers, specific use of colour choices, large print, individualized seating assessments etc can all be utilized when required. Even signers can be used remotely for distance learning with the use of Skype technologies. Aims, objectives and routines are of importance to all learners but especially so for those with certain health conditions such as aspergers syndrome, mental health issues or learning disabilities. Verbal instructions should be short and precise and figurative language such as ‘jump to it’, get cracking’ should be avoided to reduce misunderstanding and confusion, particularly among those who take things literally or who have a psychotic illness. Many people have difficulty with interaction, with planning their work, with speaking, reading and writing and will therefore require extra tutorials or specialist one – to – one support. This would include those with dyslexia and dyspraxia and also simply disorganized teenagers in mainstream education. With good initial assessment and monitoring of progress, all communication needs can be addressed. Reference: Barnes, D. (1976) From Communication to curriculum. Penguin. Curzon, L.B. (1977) Teaching in FE, Cassell. Rogers, A (1996) Teaching Adults, OU Press. Evans, L (2007) Optimus Professional Publishing LTD. ABBatt F, McMahon R, (1993) Teaching Health Care Workers, London Macmillan.