SCHOOLS DIVISION OF PASAY CITY

MODULES
IN GRADE 12
ACADEMIC TRACK - STEM
QUARTER 1 – WEEK 3
 Module Code : Pasay –OC-Q1-W3-D1

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ORAL COMMUNICATION

First Quarter/ Week 3/ Day 1

ESSENTIAL LEARNING OBJECTIVE: Discusses various strategies to avoid communication breakdown.

Today’s Lesson

STRATEGIES TO AVOID COMMUNCATION

BREAKDOWN

What I Know?

Illustration 1
Confer on the illustration 1, what understanding can you draw from the situation? Write your answer
in the box provided.
References for Further Enhancement:
1. Oral Communication in Context by Ramona S. Flores
2. Oral Communication In Context For Senior High School by DepEd – From LRMS Portal

What is it ?

We’ve heard a lot about communication breakdowns but is communication breakthrough possible
or is it hard to accomplish? Would it matter if it’s a simple or complex message?

Let’s break it down!

We’ve all been in situations – personally or professionally – where we thought we had said what
we construed in our head rather accurately to someone, but it was still misunderstood, misinterpreted, and
resulted in conflict. Why is that?
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 Module Code : Pasay –OC-Q1-W3-D1

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________
As communication usually happens between two or more people, there is room for ambiguity
in how the message is decoded. This is determined by the sender’s and receiver’s state of mind, verbal and
non-verbal cues, and even the type of day they’ve had.

Are there ways to communicate more effectively? Are there strategies to avoid communication
breakdown?

What’s I Can Do?

Reflective learning (Character)

Have you ever experienced communication conflict with anyone? And how did you
overcome or repair the situation out of being polite? Please write down your answer

STRATEGIES IN BREAKING DOWN COMMUNICATION

1. Know your Intent The first rule of thumb is For example.

being aware about what you
are intending to communicate.
Are you communicating with
an intent to inform, instruct or
clarify?
The communication style
you may use to do so may be
different and is dependent
on your role and power
dynamics in your present
context.
If you are a president of a
student government and you are
challenging your officers to
broaden their respective in
school service, you must
communicate the purpose of
your goal, so everyone knows
the intent

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 Module Code : Pasay –OC-Q1-W3-D1

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

What I can do ?

Critical Thinking Skill

Considering yourself as Sangguniang Kabataan Chairman, how would you help Barangay Chairman
Pedro to deliver his community projects to his constituent in barangay when he does not exactly
know his ideas? Write at least 5 sentences to justify your perspective.

It is extremely important to For example,

know who your audience is
once you are aware about You are invited to be a

your intent and role. Your speaker. You have to conduct

2. Know your Audience audience analysis using the
methods of communication
may vary depending on your profiles information such as

role, the type of message you demography (age range,

are trying to send, and to gender, educational

whom you are sending it to. background, nationality,

Hence, doing a quick economic status and so on),

audience analysis before situation and psychology;

you communicate your values, beliefs, attitudes,

message may help in ensuring practices, culture, racial

effectiveness ideologies and needs.

What I can do ?
Creativity Skills

You are invited by the City Mayor of Pasay to deliver a motivational speech to the out-of-
youth. You are requested to submit your speech for validation. However, your first task is to
design a draft using the graphic organizer considering understanding your audience and let
your English teacher checks it. Write your creative design inside the box.

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 Module Code : Pasay –OC-Q1-W3-D1

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

3. Know your medium It’s important to reckon that Identifying the best medium to use
of communication depending on your audience and
verbal communication isn’t the
only form of communication – intent is important. For example, if

people also pay close attention to there is conflict to address and

non-verbal cues
Thus, if a speaker’s tone is soft
but their body language indicates
other subtleties, there is room for
conflict or miscommunication
your role is to clarify, choosing to
have a face to face discussion will
be more effective than email
communication.
“It is best to ensure that your
verbal and non-verbal cues match
and the only way to do this is with
self-awareness”

What else can we do to ensure communication effectiveness?

Identifying your intent, knowing your audience and using the right medium might help
you communicate more effectively, but are there other tools and tricks to leverage on. These
additional tools are presently used to project clarity and clearness in delivering message

Sometimes, speaking to someone isn’t Don’t dismiss the power of

4. Visual the only way to get a point or idea PowerPoint, SmartArt Graphics

Representation across, especially in a professional and other visual tools for only

setting. If it is important to get the making presentations and

other party to understand something, reports. They can also be used to
especially complex messages, break down complex messages and
leverage visual aids that may help get your point across.
them with their comprehension.

People love stories. As there are so Telling your real-life experiences

many layers of emotions embedded
in stories, it’s easier for people to
break something down through
5. Stories
stories – and even connect with it.
In fact, the stories tend to stick and
get passed on to someone else who
may benefit from it.
Paint the picture of clearly defined
aspirations and end goals.
or anecdotes become a medium
of understanding your message.
The audience and people you
communicate can relate and
understand you better.
“If you’re a leader and want to tell
your team to buck up, tell them that
in a form of story that would
motivate them and raise their
spirits.”

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 Module Code : Pasay –OC-Q1-W3-D1

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

What I can do ?

Creativity, Character and Collaborative learning skills

Construct real-life experiences of communication breakdown by asking your siblings
about how people misunderstood them on what they have said and how did telling a
story help
them to solve the conflict.

Deliberately try to construct INSTEAD OF ... TRY…

sentences using positive Be quiet. Can you use a
6. Positive Language language. Although this may softer voice?
take more work, it is Stop crying. It’s okay to cry
constructive and you will most You’re OK. How are you
likely find your receiver feeling?
responding more favorably to We don’t talk like Please use kind
you. It also reduces conflict that words
and defensiveness, and creates Do you have any What questions
questions? do you have?
room for collaboration.

In Conclusion

The truth is, communication is something simple yet complex because it involves other
people and emotions. But with self-awareness, understanding and some self-help tools, one
can become better at communicating effectively, no matter how complex the message is.

Writer: Jonathan F. Batac

References
Lecture
https://leaderonomics.com/personal/breaking-down-communication-to-avoid-communication- breakdown
Photos
https://www.dreamstime.com/visual-representation-business-analysis-diagram-infographics-
infocharts-vector-editable-info-woman-working-tool-image143808394
https://www.sitters.co.uk/blog/10-most-popular-bedtime-stories-for-kids.aspx
https://www.weareteachers.com/positive-language-in-the-classroom/
https://www.englishfb.com/2848-2/

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 Module Code : Pasay –OC-Q1-W3-D2

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ORAL COMMUNICATION

First Quarter/ Week 3/ Day 2

ESSENTIAL LEARNING OBJECTIVE: Explains the causes of communication breakdown

Today’s
Lesson
CAUSES OF COMMUNICATION BREAKDOWN

What I Know ?
Critical Thinking learning skill

DIRECTIONS: Find the meaning from column B to complete the required definition for column A.
Write the answer in the space provided.

a. Either avoidance of a person or a

topic

b. Speaker is not understandable

c. Receiver mis-interprets the

message

d. Sender or receiver is too

____ 1. Unaware of the Audience
____ 2. Unaware of Self
____ 3. Technology Usage
____ 4. Distractions
____ 5. Lack of Communication
____ 6. Unclear Communication
distracted by noise to be able to
communicate effectively
e. Not enough information shared
by the sender
f. Ignorant/unaware of how you
come across
g. Misuse technology or technology
fails

____ 7. Miscommunication h. You do not consider your receiver

and how to best communicate
____8. Avoidance with them

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 Module Code : Pasay –OC-Q1-W3-D2

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

What is It?
Communication breakdown is failure in communication due to different barriers in
communication. These barriers may be related to: source, message, medium and the receiver. There are
very many possible causes of communication breakdown at different levels.

A. Source/Sender Level

Perception of the sender:

Perception is generally how each individual interprets the world around him or her. All generally
want to receive messages which are significant to them. But any message which is against their values is
not accepted. A same event may be taken differently by
different individuals. So, if the sender does not consider the perception of the receiver, there can easily be
a communication break down because of this difference in perception.
The linguistic differences also lead to
communication breakdown. Some words
LANGUAGE
may mean different things to different
CHOICE Diction individuals. This brings in what is
called semantic problem. Semantics is
the systematic study of meaning. For
What I Can Do? example: consider a word “value”.
Depending on how it is used, it can easily
Collaborative and Communication learning skills be misinterpreted by the receiver. So, the
Group Activity sender must take great care not to use
words that may mean something else to
Work in groups of five and ask each member’s province
then list down Tagalog words that have the same spelling the receiver.
and pronunciation but different in meaning from his/her region . After, make a video presentation to raise awareness
to regional linguistic differences.
Abstract and ambiguous communication
is sometimes done purposefully and
sometimes because people lack clarity of
thought. For example, when someone
Abstract says, “80% of the task is complete”,
VAGUE often it’s found that there is no systemic
&
COMMUNICATION
Ambiguous way for this calculation. This results in
different people interpreting the same
number differently leading to a
dangerous trend. It is imperative for
communication to be specific. If clarity
is not attended to, sometimes
communication breakdown is inevitable.

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 Module Code : Pasay –OC-Q1-W3-D2

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

It is quite obvious that offensive style of

communication leads to communication
OFFENSIVE breakdown. It is a rather sensitive point.
Offensiveness
COMMUNICATION If the encoder sends a message in such a
way that the decoder become defensive
or feels offensive, their relations get
strained and communication suffers.
Hence it is absolutely necessary for the
sender to adopt a persuasive style of
communication.

Communication is not a casual affair.

Unfortunately many people take it lightly. The
LACK OF result is that the message to be sent across may
PLANNING Planning not be carefully planned hence,
communication breakdown. There are
innumerable examples of people who would
give an ill-planned, long-winding lecture while
a short presentation with tables or graphs
would be sufficient. Such an event would turn
What I Can Do? into one of miscommunication or breakdown.
In the same way, some people may not care to
Creativity learning skill
choose a suitable time and place that are so
Formulate a flowchart that unfolds your personal necessary for effective communication.
solution to the following causes of communication
breakdown:
• Vague communication This is the way an individual mind is shaped
• Offensive communication by his or her culture, education, age, gender,
• Lack of planning background beliefs and others. This can lead
to communication breakdown if the sender or
the encoder does not consider his frame of
reference and that of the receiver. The sender`s
FRAME OF frame of reference may not be the same as that
REFERENCE Referenc of the receiver hence affecting the way the
e communication is to be effected..

Emotions play a very important role in our life.

Both encoding and decoding of messages are
influenced by our emotions. A message received
when we are emotionally worked up will have a
different meaning for us than when we are calm
EMOTION and composed. Anger is the worst emotion and
Feelings
enemy of communication. Communicating under
a very strong emotion of anger, may lead to
communication breakdown as our message may
not be received with respect it deserves.

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 Module Code : Pasay –OC-Q1-W3-D2

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

The attitudes and opinions, place in society and

status-consciousness arising from one’s position in
the hierarchical structure of the organization, one’s
relations with peers, seniors, juniors and family
STATUS
One’s background—all these deeply affect one’s ability to
Position communicate both as a sender and receiver. Status
CONCIOUSNES
SS consciousness is widely known to be a serious
communication barrier in organizations. It leads to
psychological distancing which further leads to
breakdown of communication or
miscommunication.

Context is the situation within which one

Internal communicates. It is a stimulus that pushes one to
CONTEXT
or communicate. It includes: social, culture, internal or
external external factors and so on. Every communication either
written or spoken begins with a context. Context can
also contribute to communication breakdown if not
utilized well.
B. MESSAGE LEVEL

At the message level, communication can break down due to the following conditions:

People prefer short and organized messages. Lengthy and

LENGTHY OR disorganized messages usually put people off track and
DISORGANIZED many people will lose interest in such messages. This can
MESSAGE surely lead to communication breakdown and
disinterestedness in the message sent.

Clarity of the message is very vital in any communication.

But if the message is unclear and complex or even
COMPLEX OR
ambiguous in nature, the receiver is most likely to be
AMBIGUOUS
confused. And once confused, then the message will never
LANGUAGE
be taken as it ought to have been.

In non-verbal communication where sometimes the body

language is used to convey a message, there is need for
INCONSISTENT
consistency in that body language for the message to be
BODY LANGUAGE
taken properly. If there is inconsistency, it is true that the
message can be taken out of proportion and context,
hence leading to communication breakdown.

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 Module Code : Pasay –OC-Q1-W3-D2

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________
C. RECEIVER LEVEL
Semantic Problems:
Oral or written communication is based on words. It is always
necessary for the meaning in the mind of the sender to be the same as in the
mind of receiver. Communications breakdown if the meaning in the sender`s
mind does not correspond to the meaning in the receiver`s mind.

Emotions:
Emotions play a very important role in our life. Both encoding
and decoding of messages are influenced by our emotions. A message
received when we are emotionally worked up will have a different
meaning for us than when we are calm and composed. Anger is the
worst emotion and enemy of communication. A message received under
strong emotion can easily lead to communication breakdown.
Noise:
Noise is the first and foremost barrier to communication. It means
“interference that occurs in a signal and prevents you from hearing sounds
properly.” In a factory, for example, the continuous noise made by machines
makes oral communication difficult. In the same way some technical problem
in a public address system or a static in a telephone or television cable will
distort the sound signal and affect communication.
Physical disability:
When oral communication is used and the receiver has a physical
disability or challenge especially in hearing, the communication is not taken or
understood. Hence, the intended message does not reach the receiver because of
his disability.

What’s more
Character, collaborative and creativity learning skills
Present a 2-5 minute video presentation to a specific situation that shows emotional management of
a receiver despite offensive language from someone else. You should apply interpersonal context
(Dyad communication or small group).
Writer: Jonathan F. Batac
References:
Lecture
https://frlawso.blogspot.com/2018/11/causes-of-communication-
breakdown.html?m=1&fbclid=IwAR2z4Bqtr3cKyym1Nhj8jsw6fZtpFLGhWQfpI6k3dAbv9q_Xqvp7SmTv7wY
Photo
https://images.app.goo.gl/khwuDtBNDtxnxk9
https://images.app.goo.gl/vRagpCpnqGTqXrvf7
https://images.app.goo.gl/PbQ64hzb3Rws4CUQ9
https://images.app.goo.gl/vCG9JYa4BbRBssiT9
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 Module Code : Pasay –OC-Q1-W3-D3

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ORAL COMMUNICATION

First Quarter/ Week 3/ Day 3

ESSENTIAL LEARNING OBJECTIVE: Recognizes the barriers and strategies to effective communication.

BARRIERS AND STRATEGIES TO EFFECTIVE COMMUNICATION

What I Need to Know?

Some basic skills can help you to be a more effective communicator in the classroom. This
Teaching Tip explores:

• barriers to listening and strategies for effective listening;

• barriers to accurate perception and strategies for accurate perception; and
• barriers to effective verbal communication and strategies for effective verbal communication

What I Know?

DIRECTIONS: Encircle the letter of the best answer.

1. This would lead to loss of information and lead to loss of information and result in ineffective
communication
A. Distraction C. Filtering information
B. Information overload D. Be a good listener
2. Which of the following are common barriers to effective communication
A. Hand gesture C. Be a good listener
B. Eyes and facial expressions D. Distraction
3. One word can be interpreted to give different meanings
A. Emotions C. Eyes and facial expressions
B. Language difference D. General body language
4. This results in instances where the messages are not understood.
A. Distraction C. Filtering information
B. Selective perception D. Emotions
5. Happens during the communication process as the information flows from one level to another
and from one person to the other
A. Electronic communication C. Emotions
B. filtering information D. Be a good listener

What is It?

Barriers in communication play negatively in delivering clear, concise and appropriate

language .These barriers are affecting the listening, perception and verbal communication. On the other
hand, there also countermoves to recover loss communication. The following are the barriers and
strategies.

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 Module Code : Pasay –OC-Q1-W3-D3

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

•Focusing on a personal Barriers to Listening

agenda. When we spend our
listening time formulating our next
response, we cannot be fully
attentive to what the speaker is
saying.
•Experiencing information
overload. Too much stimulation
or information can make it very
difficult to listen with full
attention. Try to focus on the
relevant information, and the
central points that are being
conveyed.
•Getting distracted by emotional
noise. We react emotionally to
certain words, concepts and ideas,
and to a myriad of other cues from
speakers (appearance, non-verbal
cues such as gestures, etc.). Make
a conscious effort to quiet your
own emotional reactions so that
you can listen properly.
•Getting distracted by external
“noise”. Audible noise may be extremely
distracting. Some things can be minimized –
e.g., turn down the ringer on your phone, and
notifications on your phone or computer while
meeting with someone. Other noises may be
unavoidable – e.g., construction, other people.
Also, there may be figurative “noise” from the
external environment, such as distracting or
inappropriate decor in a room, or
environmental conditions such as the room
being too hot or cold.
•Experiencing physical difficulty. Feeling
physically unwell, or experiencing pain can
make it very difficult to listen effectively. You
may wish to communicate that this is not a
good time, and reschedule the discussion.

Barriers to Listening

1. Strategies for active listening

The following strategies are intended to promote active listening, or a type of listening with the goal to
“develop a clear understanding of the speaker’s concern and also to clearly communicate the listener’s
interest in the speaker’s message” (McNaughton, Hamlin, McCarthy, Head-Reeves, & Schreiner, 2008,
p. 224). ❖ Stop. Focus on the other person, their thoughts and feelings. Consciously focus on quieting your
own internal commentary, and step away from your own concerns to think about those of the
speaker. Give your full attention to the speaker.
❖ Look. Pay attention to non-verbal messages, without letting yourself be distracted. Notice body
language and non-verbal cues to allow for a richer understanding of the speaker’s point. Remember
that “active listeners need to communicate to the speaker that they are involved and giving the
person unconditional attention” (Weger, Castle, & Emmett, 2010, p. 35).
❖ Listen. Listen for the essence of the speaker’s thoughts: details, major ideas and their meanings.
Seek an overall understanding of what the speaker is trying to communicate, rather than reacting
to the individual words or terms that they use to express themselves.
❖ Be empathetic. Imagine how you would feel in their circumstances. Be empathetic to the feelings
of the speaker, while maintaining a calm centre within yourself. You need not be drawn into all of
their problems or issues, as long as you acknowledge what they are experiencing.
❖ Ask questions. Use questions to clarify your understanding, as well as to demonstrate interest in
what is being said.

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Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________
❖ Paraphrase. If you don’t have any specific questions to ask, you may choose to repeat back to the
speaker, in your own words, what you have taken away, in order to allow the speaker to clarify
any points (Weger et al., 2010).

What I Can Do ?
Creativity and Critical thinking Learning skills

Individual activity: Compose an infographic that illustrates well-organized Strategies in Active

listening and presents using media technology. Think critically on how you will present it step-by-step.

INFOGRAPHICS

Barriers to Accurate Perception

Not investing time. Having a distorted focus.

Making assumptions and ignoring
details or circumstances can lead to
misconceptions. When we fail to look
in-depth for causes or circumstances,
we miss important details, and do not
allow for the complexity of the
situation.
Focusing on the negative aspects of a
conversation or a situation is a habit
common to many people. Even though we
may recognize the positive things, we often
give more weight to the negative, allowing
one negative comment to overshadow
numerous positive ones.

Stereotyping and generalizing. Assuming similar interpretations.

Be careful not to hold on to preconceptions
about people or things. We often have a
tendency to see what we want to see, forming
an impression from a small amount of
information or one experience, and assuming
that to be highly representative of the whole
person or situation.
Not everyone will draw the same conclusions
from a given situation or set of information.
Everybody interprets things differently. Make
sure to check for other people’s
interpretations, and be explicit about your
own.

2. Strategies for accurate perception

• Analyze your own perceptions. Question your perceptions, and think about how they are formed.
Check in with others around you regularly, and be aware of assumptions that you are making. Seek
additional information and observations. You may just need to ask people if your perceptions are
accurate.
• Work on improving your perception. Increase your awareness of barriers to perception, and
which ones you tend towards. Check in with yourself regularly. Seek honest, constructive feedback
from others regarding their perceptions of you as a means of increasing your self-awareness.

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 Module Code : Pasay –OC-Q1-W3-D3

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________
• Focus on others. Develop your ability to focus on other people, and understand them better by
trying to gather knowledge about them, listening to them actively, and imagining how you would feel
in their situation.

What Can I Do?

Collaboratively and Character Learning Skills
Your Philosophy teacher gives you a task to choose a partner to conduct an interview within
your family or friends through social media or face-to-face and think a global issue that is timely and
relevant. Your goal is to get their perceptions. Consequently, you need to analyze their perceptions and
reflect if you become bias and prejudice to their perceptions.

•Lacking clarity. •Using stereotypes and

• Avoid abstract, overly-
formal language,
colloquialisms, and jargon,
which obscure your message
more than they serve to
impress people.
generalizations. Speakers who
make unqualified generalizations
undermine their own clarity and
credibility. Be careful not to get
stuck in the habit of using
Barriers to stereotypes, or making
generalizations about complex
systems or situations.

•Jumping to
conclusions. Confusing facts
with inferences is a common
tendency. Do not assume you
know the reasons behind
events, or that certain facts
necessarily have certain
implications.
Verbal Communication
•Lacking
confidence. Lacking
confidence can be a major
barrier to effective
communication. Shyness,
difficulty being assertive,
or low self-worth can
hinder your ability to make
your needs and opinions
known

Strategies for effective verbal communication

• Focus on the issue, not the person. Try not to take everything personally, and similarly, express
your own needs and opinions in terms of the job at hand. Solve problems rather than attempt to
control others. For example, rather than ignoring a student who routinely answers questions in class
with inappropriate tangents, speak with the student outside of class about how this might disrupt the
class and distract other students.
• Be genuine rather than manipulative. Be yourself, honestly and openly. Be honest with
yourself, and focus on working well with the people around you, and acting with integrity.
• Empathize rather than remain detached. Although professional relationships entail some
boundaries when it comes to interaction with colleagues, it is important to demonstrate sensitivity,
and to really care about the people you work with. If you don’t care about them, it will be difficult for
them to care about you when it comes to working together.
• Be flexible towards others. Allow for other points of view, and be open to other ways of doing
things. Diversity brings creativity and innovation.
• Value yourself and your own experiences. Be firm about your own rights and needs.
Undervaluing yourself encourages others to undervalue you, too. Offer your ideas and expect to be
treated well.
• Use affirming responses. Respond to other in ways that acknowledge their experiences. Thank
them for their input. Affirm their right to their feelings, even if you disagree. Ask questions, express
positive feeling; and provide positive feedback when you can.

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 Module Code : Pasay –OC-Q1-W3-D3

Name : ________________________________________ Strand : ____________________

Name of Teacher: ______________________________ Grade : ___________________

What’s More?

DIRECTIONS: In the following sentences there are gaps. Fill in the missing word to
complete its thought.

1. Be firm about your own ______ and needs. Undervaluing yourself _______
others to undervalue you, too. Offer your ideas and expect to be treated well.
2. Lacking _______ can be a major barrier to effective communication. ________,
difficulty being assertive, or low self-worth can hinder your ability to make your
needs and opinions known.
3. Avoid abstract, overly-formal language, _______, and jargon, which obscure your
message more than they serve to ________people.
4. Imagine how you would feel in their circumstances. Be _______ to the feelings of
the speaker, while maintaining a calm centre within yourself. You need not be drawn
into all of their problems or issues, as long as you _______ what they are
experiencing.
5. Pay attention to ________ messages, without letting yourself be distracted. Notice
__________ and non-verbal cues to allow for a richer understanding of the
speaker’s
What point.
I have Learnt?

Individual Activity: What should you do under these circumstances?

‘You are a sales lady at SM Department store when a customer returns the broken printer under
warranty. After you inspect, you determine that the cause of the problem has been improper use of the
machine. When you attempt to explain what has happened with the printer and why it is not covered by
the warranty, the customer does not accept your explanation of the situation. What should you do?

Writer: Jonathan F. Batac

References

Eison, J (1990). Confidence in the classroom: Ten maxims for new teachers. College Teaching, 38 (1), 21-25.
McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2008). Learning to listen: Teaching an active
listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27, 223-231.
Weger, H., Jr., Castle, G. R., & Emmett, M. C. (2010). Active listening in peer inter-views: The influence of message
paraphrasing on perceptions of listening skill. International Journal of Listening, 24, 34-49.

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 Module Code : Pasay –OC-Q1-W3-D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ORAL COMMUNICATION

First Quarter/ Week 3/ Day 4
ESSENTIAL LEARNING OBJECTIVE: Demonstrates scenarios to avoid communication
breakdown

SCENARIOS IN COMMUNICATION BREAKDOWN

N
What I Need to Know?
Communication is fruitful if and only if the message sent by the sender is interpreted
with the same meaning by the receiver. If any kind of disturbance blocks any step of
communication, the messaged will be destroyed. Additionally, there are different scenarios at
school, workplace and home where communication breaks down. In this lesson, you will
understand the various scenes in given places that you might personally experienced.
Understanding these scenarios will give you a strategy https://www.youtube.com/watch?v=dBT6u0FyKnc&feature=
on how to avoid communication
breakdown. Watch Me! share&fbclid=IwAR1FXd2bdyYH3-
l0A4yKHRPsGxtALj9utxipMrdLfmSgzgDNTC3lWmwy6A8
What I know?
Given a scenario, demonstrate the appropriate use of communication skills at work place ,
school and home. Match the column A to column
Column A
1. A customerColumn
complains
B because she has been on hold for a Columna. B Tell the customer that you do
long time and has been transferred several times. What not know the number to avoid
any kind of potential problems
should you do? from giving out the number
2. You are talking directly to your brother to try to determine b. Apologize for the
what the issue is. Unfortunately, you do not understand the inconvenience and offer to help
issue. What should you do next? her now
c. Allow the customer to repeat
3. What should you do if you overhear a confidential the problem once more
conversation with the adviser about personal life? d. Retreat quietly and keep the
4. Your customer has been given a specific timeframe for information confidential
e. Tell the customer the work
completion of work you are doing. As the deadline
cannot be done by the deadline
approaches, you can tell that the work is not going to be and ask the customer for an
completed on time. What should you do first in this extension
situation? Answer:
5. At the library, a 4th year junior high school asks you for the
1.___ 2.____3.____4._____5.____
personal cell phone number of your classmate. He says that
he knows the her very well and would like to get in touch
with her. How should you handle this request?

What is It?

Most people want to avoid conflict and potentially stressful situations – this is human nature,
moreover people often find it easier to avoid communicating something that they think is going
to be controversial or bad, putting off the communication and letting the situation fester. In the
previous lessons, there are causes of communication breakdown and strategies on how to avoid
them.
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 Module Code : Pasay –OC-Q1-W3-D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Usually communication breakdowns happen in the interpersonal communication level

whether in small group or dyad. There are scenarios that show the factors of conflicts in
communication.

Classroom Scenarios

Teachers have an increasingly difficult job trying to

communicate effectively to classrooms that are growing in
size and may contain students who come from varied
backgrounds. Some common barriers to effective
communication in the classroom are listening barriers,
perception barriers, oral barriers and cultural barriers. Learning to recognize and overcome
these barriers is essential in effective classroom communication. There are scenarios inside the
classroom that need to be resolved to get the desired quality of education. The barriers that
have mentioned contribute communication breakdown.

Scenario Solution

When everyone talks

simultaneously while teacher
conducts her/his lecture or
someone recites ; and
When learner makes unnecessary
noise that creates distraction
Take the time to listen to
what the other person is
Listening
saying. When someone is
speaking

Scenario Solution

When your classmate has heard Paying attention to detail is

and received the same message also important. Important
but interpret differently Perception
aspects can be missed by not
covering a subject in
depth.

Scenario Solution

When your classmate uses

ambiguous words and you do not
understand the message. He/she
uses generalizations and
stereotypes.
3. Oral Communication
The teacher must make
sure the students clearly
understand the meanings of
words

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 Module Code : Pasay –OC-Q1-W3-D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

What I Can Do?

Think of classroom scenarios, you are going to record two scenarios with
classmate/family members that demonstrate the nonverbal and verbal
communication clearly and show your corresponding response in solving the
communication breakdown. Make sure that you do it creatively and critically.

Family’s Scenarios

Family communication refers to the way verbal and non-verbal information is

exchanged between family members (Epstein, Bishop, Ryan, Miller, & Keitner,
(1993). Communication involves the ability to pay attention to what others are
thinking and feeling. In other words, an important part of communication is not just
talking, but listening to what others have to say.
There are many things that families can do to become more effective
communicators and in turn to improve the quality of their relationships. Families can improve
their communication skills by following some suggestions for building effective family
communication.
Scenario Solution

Parents have insufficient time to COMMUNICATE FREQUENTLY

spend with one another with one Talk in the car; turn the TV off and eat
another in meaningful conversation dinner together; talk to your children at
because of busy schedules at work. bed time to your children at bed time

Scenario Solution

When spouse and parent-child do not COMMUNICATE CLEARLY & DIRECTLY

communicate their thoughts and
feelings in clear and direct manner Opening up with parents and sibling; talk
nicely in an ill-situation; be true to your
feelings

Scenario Solution

When parents, spouses, siblings and BE AN ACTIVE LISTENER

children do not pay attention to verbal When listening to a spouse or child, you
and nonverbal messages to what should nod your head or say “ I understand,”
family members are saying. for seeking clarification simply say “ Did I
understand you correctly?

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 Module Code : Pasay –OC-Q1-W3-D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Scenario Solution

When family members just pay PAY ATTENTION TO NONVERBAL

attention to verbal message and MESSAGES
ignoring nonverbal
Family members should not only listen but
looking to body language and facial
expressions as well.
What I Can Do ?
At home, you have experienced communication breakdown , as part of maturity and
sharing encouragement, you are freely to express to write inside the circle your memorable
experience while the boxes are assigned on how did you resolved the problem.

What’s More?

DIRECTIONS: Choose the best solution that relates to the following scenarios in the
octagonal box .

a. Dining outside with families b. Saying “I understand” c. Expressing true feelings

d. Paying attention to detail e. Listening Attentively

Parents have insufficient Parents do not respond When someone does not
time _________ _________ communicate clearly _______
_________

When learners are noisy When classmate misinterprets

_________ the message _______
______

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__________
 Module Code : Pasay –OC-Q1-W3-D4

Name : ___________________________________________ Grade : ________________

Name of Teacher : ________________________________ Strand : ________________

Assessment

What could you do in the following scenarios? You must use positive language to avoid the
communication breakdown

Scenario 1

On the way home from school, all the students on the bus are talking and laughing. Your friends in the
seat next to you are trying to talk with you, but you don't know what they are saying. What could you
do?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Scene 2

Today you are struggling to understand what your teacher is saying. What are 4 things you could do to
help?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Scene 3

You're at the mall shopping with your family. It's noisy and your family is walking in front of you while
they talk. You do not understand everything they are saying. What could you do?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Writer: Jonathan F. Batac

Reference:
Epstein, N. B. Bishop, D., Ryan, C., Miller, & Keitner, G., (1993). The McMaster Model View of Healthy Family Functioning. In Froma
Walsh (Eds.), Normal Family Processes (pp. 138-160). The Guilford Press: New York/London.
Gottman, J.M. (1994). Why marriages succeed or fail. New York: Simon & Schuster.
Graham, E., & Crossan, C. (1996). Too much to do, too little time. Wall Street Journal, March 8, R1-R4.
Markman, H. J. (1981). Prediction of marital distress: A 5-year follow-up. Journal of Consulting and Clinical Psychology, 49, 760-762.
Noller, P., & Fitzpatrick, M. A. (1990). Marital communication in the eighties. Journal of Marriage and the Family, 52, 832-843.
https://www.theclassroom.com/barriers-effective-communication-classroom-7350208.html
photos
https://images.app.goo.gl/Famgd6FgQZJw5ihJ7
https://images.app.goo.gl/3S4WfeD5PeR8G2627
https://images.app.goo.gl/KN38SBgGZq5rS1o17
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