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    LULU 4.2. UGCNET Paper! \XMTRODUCTION The word *Communict ition’ is vende ‘Comma he wo a ion ets ee Sewn Tasha Con em pene tie tround us all the time. It involves ost Sf all our information. It is the basic requirem In simple I. ssonomic, and pola activites, In SIE words, communication is the interaction conan sender and a receiver, So, the process 0) al nication involves the following: coal 7 medium, channel, receive, response, and feedbe All of these are an integral part of communicat Message through = medium or channel 7 whieh Response and feedback ‘Communication process For communication to take place there must be understanding and co-operation between the sender andthe receiver. Theres need fora common medium, thatis, language, which both the sender and receive arg comfortable to speak and understand; otherwise, they wil face difficulty in communicating. Aso, there ig misinterpreted leading to confusion, C takes place in various forms such as: why en Friend about the latest movie you watched wd ae ineraction between the teacher and studeni, through Public announcements, notices, moet 5 and so on, Some Definitions Communication is essentially the ‘ommunication i son to make contact with another aq) of ONE ere ot herself understood, make himsetp ~John Adaip nication ation derstanding. TvPI «It takes place when & person communicates swith himself, | Its three aspects are self-awareness (depending upon beliefs, values, and attitudes), perception, and expectation, « Itcan take place any time, as there is no need of a receiver, a person can interact with himself anytime. * There is no feedback in such communication, as there is no receiver in the process, * Forexample, when Planning something, analysing a situation, daydreaming, diary or journal writing, Praying, rehearsing a Message before g, itto anyone else, etc, * Mtcaching it helps in Contemplating, and analysi teasing. Ithelpg "Sto plan lectures 18 to the needs amers, ‘on isa bridge of meaning y,, yn is a bri ing a continuous PrOCesS of telling es OF COMMUNICATION Se is an exchange of ideas, oF bo OF MOTE persons “hy or emo’ yilliam Newman and Chats, - “Ee | “ton communicatig, Inter means ‘bene | tis the interaction between differen, persons, It.can take place wig, face-to-face intag between two person (yadic communica, between a group ( communication), o¢ among a large numb of persons (public communication), ‘There is feedback nt response from the receiver. Message, once come! cannot be reversed. Tt can be in writen, verbal, or non-veril form. It can take place in formal as well sin informal environmet In teaching, ithelp® providing knowleds” students, clearing tt! doubts, and moti them. example, interaction terween members of @ Intergroup | |__communication «It takes place during the conversa- tion between members of two or more iffer- cent groups. + For example, interac- tions at a cultural meet [informal | or Grapevine communication ~ Ittakes place in gov" eenmental departments, firms, NGOs, and other tions for trans- mnitting order, instruc- tions, plans, policies, etc. «+ Flow of information predefined channels. «+ Itis more reliable. + Asithas to flow through particular channels, so its pace is slow and there ane delays. + Tt is usually in the ‘written form. ‘+ It is time-consuming. + It is effective due to sys~ tematic flow of information + Secrecy can be maintained in such communication. + There can be distortions during the flow of information. * Itis usually horizontal, of vertical, and _tecasionaly diagonal. «+ Ittakes place in interactions between friends, family members, etc. ‘+ There is no require- ment for flow of infor- fakes place through some | Pion through any particular channel. + It is relatively less reliable. «tis relatively faster. «tis usually verbal or gestural. @ Itsaves time. «Iti efficient as itis faster. Secrecy is difficult fo te maintained here. It can also lead to spread of rumours a the source of origina- tion of message 18 difficult to trace « Itcan be in any Communication 43 Contiguous | Non-contiguous | communication communication Sender and receiver are | * Sender and receiver in direct touch. are not in direct | touch. + Itis continuous. | «tis not continuous. ‘+ Examples include | «Examples include face-to-face interaction, | reading a book, chat sessions, and so on. | _ listening to radio | broadcast, watching ". | « There is usually limited | ¢ It can have greater number of participants. | reach. «+ Teistime-consuming and | ‘expensive as there is need | of direct contact. | ______— ~~ Direct communication ‘« The sender and receiver have face-to face Tt does not involve | face-to-face or direct interaction. | jimeracton berween the | sender and receiver. «There is no need of Ittakes place through ‘using any medium for | some medium like ‘communicating. | any third person, | | computer, social media, | | _oratbervechnciogin._| NATURE AND CHARACTERISTICS OF COMMUNICATION ‘Communication is an art, a science, as well as a craft as it involves creativity, verifiable prin- ciples, and certain vital techniques and skills respectively. «As itis art, science, and craft, it is a complex process. e The skills required for effective communication are learnable, One can become an expert with, practice. Communication is not a static, but a dynamic process. « Communication is a cyclical or. continuo» direction. process. For a message sent by the sender, tl ING Faper-t will be a response from the receiver; the sender then send a reply on the basis of the respons to which the receiver responds, and the pro continues as shown in the figure. Communication is a cooperative process, that is, both the sender and the receiver have to cooperate for effective communication to take place. The sender and the receiver have to convey ideas as well as listen to the other person's response. If they want to only speak and not different organizations), vertically (to, persons of different ranks within the g/"° zation), or diagonally (between yi persons of different ranks and from gig organizations). er Communication is a purposive activity yy, tims at creating awareness OF gathering jg mation about a certain action, topic, yy" dure, of idea, This leads t0 developmen personality. nt mt listen to each other, then there will be no com- VAONCTIONS AND OBJECTIVES OF munication. Communication is not just about convey- ing and listening, but the sender and receiver should also be able to understand each other. They should be able to interpret the context in which the information or ideas are conveyed. If they are unable to understand the message con- veyed by the other person, then there will be misinterpretation of message, which can spoil relations, Communication generally includes two par- ticipants, that is, sender and receiver. In the absence of one, there will be no communication. Communication can be direct, for example, face-to-face communication, or it can be rect, that is, through some medium. Communication comprises flow of ideas and information. The flow of ideas and information in communi- cation can be oral, written, or through the use of some gestures. Communication can be formal or informal. Formal communication relates to communica- tion in organizations, institutions, ete. Informal communication is communication which we have with our family, friends, etc. There is need for focus and attention in com- munication. If the sender or the receiver is not attentive and not focused, then there can be nication and misinterpretation of miscommu: messages. Communication should be clear, concise, complete, and concrete. Communication can take place horizontally (between persons of same levels, but from COMMUNICATION Communication helps in the flow of know). edge from one person to another through the process of sending a message and receiving response. It is essential for learning, training, and skil development. Ithelps in communicating the goals and targets so that they can be achieved effectively. It is essential for planning which helps in ful- filling targets and aims. Response, which is a vital part of communica- tion process, shows whether the conveyed mes- sage is understood properly or not. Feedback signifies the quality of the message. It also tells about the improvements required in the communication process for making it effective. It helps in spreading awareness about the sur- roundings, new ideas, and techniques. It is an imperative way for shaping opinions, views, values, and beliefs. It plays a significant role in enhancing decision- making abilities, Ithelps in understanding emotions, hopes, desires, feelings, and expectations of other persons. It can also be used for motivation. It is crucial for preserving culture and passing on its values from one generation to another. It can improve or deteriorate a situation. The consequences depend upon how the message is interpreted. It should convey the information clearly, co" cisely, and effectively in a concrete manner. saat to ald and end relationship secon 0 Mate raphe erent tps to Mark Knapp, the different steps | Grich a relationship 1s built are initial encoun ; eremrmnem: ing ntearaion, and Bonding. Knapp has also given the stages in which a Garonship ends, These are Differentiating, Greumseribing, —Stagnating, heidi and Termination. HORIZONTAL, VERTICAL, AND DIAGONAL COMMUNICATION Depending upon the flow of messages, communica- tion can be categorized as horizontal, vertical, and diagonal. Horizontal communication takes place ‘when there is an exchange of messages and infor- mation between. i it departments or organizations. It is also called lateral ‘communication. Vertical communication involves the interchange of messages between persons of different ranks, one of whom will be a superior in hierarchy ‘nin team depariment or onanzation. Vertical Upward communication This takes place when inessages flow from lower authority to a person with higher rank in the hierarchy. It is useful for provid- ing feedback, suggestions, and other information to the higher authorities. It boosts harmony in the sys- fem, For effective upward communication, higher officials should be keen in accepting the feedback and suggestions from subordinate staff. “Suggestion and Complaint Box’ is a good source of such communi- cation, There should be a grievance redressal mecha- nism so as to immediately solve the reported issues. Demerits * Higher rank officials may not encourage sug- gestions from lower rank officials. * Subordinates may hesitate in providing fair feedback. Superiors can feel insulted. Downward communication This type of commu- ication involves flow of information from higher authority to lower. It is generally used for sharing instructions, giving directions, explaining policies Communication 45 and rationale, performance assessment report, etc. In such communication, care should be taken while conveying the message so that the information Teaches the intended person. Demerits © Itis time-consuming, There can be loss of information and distor- tions during the exchange of ideas. Diagonal communication takes place between per- sons of different ranks from different organizations or departments. COMMUNICATION CONTEXT Communication context is the environment or eco- system in which exchange of ideas takes place. Context has a higher impact on the meaning of the message. If the receiver is able to understand the context, then there is a high tendency of him to inter- pret the message appropriately. But if he is unable to understand the context, then it will lead to misinter- pretation of the message. Context in communication is as important as the content is. There are differ- ent dimensions of communication context which are given below: eT g O Physical CD Social CD Temporal O cutturat D Historical 1. Psychological Physical context It relates to the place of commu- nication. Depending upon the place of communica- tion, the way of interaction differs. For example, the way you interact in the market or a party is different from how you talk to your friend in the library. in some cultures itis norma g their teachers by their fing.” % idered offensive |", 4.6 UGC-NET Paper-l For example, i dents to addres but in others it will be cons! EFFECTIVE COMMUNICATION ‘Communication involves transfer af info, in the form of messages: It Festive the sender and receiver derive a common m.,. of the message. For effective decoding and n,.% tation of the message, they should have a con,” tanguage so that they can comprehend the mes." The ability to realize the context, intention, emotions of the message play an important ys effective communication. It can also be under. effectively if the listener is listening actively ,,, observing the non-verbal signs. A good comm; cator is one who is a good listener as well, Ej, and practice are required for becoming an effi, Our way of communicating riences. If some- 1 or happens reg- Historical context ‘also depends upon the past exper c Hi thing has happened earlier as wel ilarly, then we will have some perception about the order of events. At this time, historical con- text becomes important as it helps in knowing the expectations of receiver. For example, an experi- enced teacher can tell from the facial expressions of the students if they have understood the topic or if she needs to explain it again. A student can also judge from his/her previous experiences that if the teacher is looking at him continuously, then he must stop whatever else he is doing and focus on the class, Social context It is based on different factors such as the relation between the sender and the receiver, their role, status, and views and norms of the society. For example, the interaction between a i father and daughter is different from the interaction Communicator. 4, 5 - between an employee and his boss. Characteristics of Effective Psychological context It relates to the extent of formality and friendliness between the sender and receiver, their moods and emotions, etc. For example, the way a teacher interacts with students while praising them for their achievement is dif- ferent from how she talks at the time of scolding them. Temporal context Communication also gets affected by the time at which it takes place. There will be changes in communication depending upon the time of the day. Energy levels of a person are dif- ferent at different times of the day. This affects the mood and emotions also. For example, students are more attentive during the first lecture than the last lecture of the day. Cultural context Culture has implications on val- ues, ethics, beliefs, morals, norms, etc, These also affect the communication. Our interpretation of a Commui ‘ation There should be clarity of message among the sender and receiver. It gets affected by the pres ence of noise in the communication process The message should be well-planned and con- plete, so that intended meaning is interpreted by the receiver. The message should be simple and short, with no unnecessary information. Feedback of the message should reach the sender without any delay. Feedback can show if the receiver has interpreted the message in the expected way or not. - understand receivers, the sender should ; yt ee them. Empathy is the > stand and A share the feelings of The " © sender should modify the message accor Word, sign, or symbol depends upon the ing to the level iene : and needs ew background. As culture varies from country to con, Cauthey can understand it vp - © Gestures : tty, the interpretation of signs and s\ t ti ymbols can 7 different at different places. Also, the norms a ‘¢tiquettes of communication vary from place to; i and other no; iques hi n-verbal techniq! should be used to facilitate verbal message’ These help in f understandi xt iD which message wag Sending the conte: 1) of]eommunication. [conan 7 C's of Etfective ‘communication (completeness Consideration 7.C’s of communication 7.C’s of communication, ‘Shortness 48’ of Effective ‘communication Sreggh Sincerity 4S of communication 48" of communication WRITTEN, VERBAL, AND NON-VERBAL COMMUNICATION Communication can also be categorized on the basis of how the message is conveyed. If the message is conveyed in text form, then it is written communica- tion. Examples include orders, instructions, reports, posters, and so on. Messages can also be conveyed orally which is known as verbal communication; for example, face-to-face interaction, radio broadcast, ete. Another way of expressing messages is through signs, symbols, and gestures. This is known as non- verbal communication ot gestural communication; for example, smile, frown, glance, eye movements, voice modulation, body posture, etc. | DID You KNOW 4d ve | Study of role of eye contact — Oculesics Study of use of time - Chronemics Study of touch - Haptics Study of variation in pitch, speed, and volume and Use of pauses to convey meaning — Paralinguistics figures show the various components (7 C's and Communication 4-7 INTER-CULTURAL, GROUP, MASS, AND PUBLIC COMMUNICATION Inter-cultural communication involves the interac tion between persons from different cultural back- grounds. Language, values, beliefs, rituals, morals are culture specific and vary from culture to culture, so with inter-cultural communication, the ideas, values, beliefs, rituals, etc., get shared. Lack of @ ‘common language or understanding of a foreign lan- guage can act as the communication barrier. Group communication can be within a group or between groups. It can have a small number of people. Group discussions, classroom interaction, debates, seminars, etc are examples of group com- munication. On the other hand, the messages are targeted to a large number of persons in mass and public communication. However, the main_differ- ence between mass communication and public com- munication is regarding the physical presence of audience, In public communication, the audience is nr Front of the speaker, like in a concert or a politi- cal rally, In mass communication, the audience is not physically present in front of the speaker, but the message or information is conveyed to the receiv- ers through some medium such as the TY, radio, or newspaper. CLASSROOM COMMUNICATION Classroom communication involves interaction betweentheteacherandstudents, andamong students. It is very important as there is sharing of knowledge and experience through this interaction. Classroom communication will be effective only when there is two-way flow of communication. If there is only ‘One-way communication, such as in lecturing, then it will not be effective, as students will not be able to share their queries and clarify their doubts. There is scope for immediate feedback in the classroom as the teacher and students are in direct contact with each other. This feedback can be used to plan future activities and make improvements. A teacher has to play different roles—of being a facilitator, mentor, motivator, guide, etc. With the changing world and increased use of technology in every sphere, there are changes in classroom communication as well. It is purposive, pragmatic, and positive. It can take place in the form of lecturing, explaining, demonstrating, discussions, presentations, debates, dialogues, etc. For effective communication, a teacher has to be @ good speaker as well as an active listener. There can be individual talks, small group interactions, or large group interactions, depending upon the size of the class and need of the hour. Traditional techniques like blackboard and modern technology in the form of slides, graphs and charts, projectors, working models, videoconferencing, live sessions, documentaries, audio lectures, podcasts, etc., can be uused to make learning and classroom communication interesting. Barriers in classroom communication can arise due to disruptive behaviour of students, indiscipline, overload of information, lack of clarity, 1, Beclear When communicating with students, try to be always clear about what you want to say. If there is any ambiguity or lack of clarity in the choice of words, then the message will be misin- terpreted by students. Students should also try to be as clear as possible during interaction with their teacher and classmates. 2. Keep it precise There is one another principle known as K.IS.S., which stands for ‘Keep It Short & Simple’ To maintain clarity, the message should be conveyed in a simple and short form. 3. Take artful pauses For becoming an effective communicator, one should know about the time totalkand time for staying silent. A teacher should take a pause after finishing the unit or topic, so that students can revise it once and share their queries. To develop critical thinking, decision- making, and creative thinking in students, the teacher should take pauses or short breaks instead of teaching continuously. 4. Know your students The teacher should invest time in knowing about the prior knowledge, Potential, talents, and needs of the students So that he/she can plan the classroom activity according to the requirements of students. 5. ‘Be humorous A teacher should be humorous so that students can enjoy learning, If a teacher is V&" How to effectively manage classroom communication terms, level OF students, Weath it x use of complen letigs of classroom, ete conditions, surro ‘Fy es OF INTER-PERSONA, | POWERS IN CLASSROOM COMMUNICATION = ———_— © Legitimate Powe, + Reward Power © Coercive Power < Expert Power + Referent Power ‘¢ Information Power too strict, then students might sit silently in her class due to fear of punishment, but they wil lose interest in class. So, a teacher needs to know when to be strict and when to have fun with stu. dents, Humorous nature of students and teachers facilitates learning and makes it enjoyable. 6. Empathy The teacher should be empathetic, Empathy and sympathy are two different emo. tions. Sympathy means feeling pity or sorrow on seeing a person’ situation, while empathy means to feel the pain of another person. 7. Promote equity The teacher should not be biased towards students and favour any of her students due to any reason. Rather, for a teacher all students should be equal. if any student needs help of the teacher, then it should be provided without any sort of discrimination. 8 Let students ask questions Some teachers insult or criticize students who ask questions in class. Such behaviour adversely affects the con- fidence of students, Once insulted the student will not ask any question Next time, even if he has doubts. So, students should be encouraged to ask questions and teachers should welcome these happily. Asking questions develop the thinking ability Of students and also it shows their clarity of topic. if the teacher does not know answer to any of the questions, he/she can tell “Classroom management discussed in the Teaching Aptitude chapter, (Continued) (continued) —s students that’ will check it and discuss with you inter’ Later it should be discussed also. 9, Encourage students’ participation The class- foom environment should be such that it encourages students to participate in learning. if students are to act only as passive listeners, then they will lose interest in the class. Activities should be chosen in such a way that participation of students is maximized. 10. Understand facial expressions of students ‘some students may not be able to share their {queries and problems with the teacher. So, the teacher should have the ability to read their faces to know if they are able to understand the topic cr not. Facial expressions can also show the level of interest of students. If they are getting bored of losing interest, then the teaching activity or method needs to be changed. For effective class- room communication, the teacher should be able to understand facial expressions and body lan- guage of students. 11. Ask questions As discussed above, students should be encouraged to ask questions. On the other hand, the teacher should also ask questions to students while teaching to test their understanding of the topic. Questions ‘can be asked before starting a topic to know their prior knowledge so as to know if beginners’ level ‘or advanced level teaching is required. Always spare five to ten minutes during the lecture for ‘question-answer session. If students know they have to answer questions at the end of lecture, they will listen attentively. 12, Motivate students The teacher should make sure that classroom communication is motivat- ing and not discouraging. Devote time in class for discussing about great personalities and their experiences. A teacher should share his/her own experiences to motivate students. This will help him in developing cordial relations with them. 13. Plan classroom activity For effective classroom communication, the teacher should plan the activities, use of teaching aids, evaluation, 4 15. 16. 7. 18. 19. . How to effectively manage classroom communication etc. in advance. The course plan should be communicated to students. They should know about the test schedule. Do not tolerate bad behaviour A teacher should have cordial relations with students but that does not mean that he should tolerate bad behaviour in class. Once tolerated, students will think it is ‘acceptable in class. The purpose of teaching is all-round development of students. To attain this purpose, make students learn about good and bad behaviour. If need arises, punish them appro- priately. ive students choice Students will enjoy learn- ing when they have a choice. They will be doing things as per their own interest. They can be given options of different activities, or it can be like ‘what would you like to do first, solve questions or prepare for project?; this way students will have 2 choice about what they want to do first, but they will also know that they have to do both. Respect is very important for effective commu- nication. If the speaker and receiver do not have respect for each other, then they will not listen to what the other person is saying. Students must respect their teacher. The teacher should wel- come questions from students. Use different techniques and aids to break monotony of lecture. Lectures can become bor- ing and students will lose interest in it. To keep it interesting, different aids can be used. Reinforce learning After teaching a topic or unit, the teacher should assess the learning of students by asking questions. If they have any doubts, queries, and problems, then the teacher should explain it again. For effective classroom ‘communication, reinforcement of learning is very important. Active listening is a must have for effective com- munication. There will be problem in understand ing the message if itis not listened to actively. It is also important for responding back and provide ing feedback. le some impo fom discussions: voice! alls, ete ; chat 1 mchronous Media. Asyncp,” of 5) on ‘and barriers example ‘ion involves streamin ¥ met ye gaP ym consuming due Nolse There are some g2P #00 iy commu tis tie: 0 dai jon between the a ip oct with 2 see media is the name given to, hamper the communi Gers theMeS sneer cpronous COMMUNION qt ned interference See message il 2 chara etter forums and $0 0n- se, ; noise. There are two types of No! ‘with any ies collecting, mo, in be due to problem : nce Impl Monitor ne nolse which can be So tng oF aU" 5, SUIVENIAAS erpreting, and retaining i at indecipherable hand san rone ete, and semantic nas which an >> due to errs ir words, grammar, punctuate co : Feedback itis a very important component of the communication process. Feedback Communication two-way. It shows the meaning Feceiver has inferred from the message. If the feedback is as expected, then the communica tion will be effective. If it is not as desired, then ‘the communication can be adjusted so that the message is realized as intended. | Feedback can be positive or negative. Positive feedback is when we focus on another person's strength and appreci ate it. The person receiving the feedback will feel ‘motivated and will work with more involvement; for example, positive feedback given by teach- ers to students. Negative feedback is when we highlight what is wrong and then suggest how to make it correct. It focuses on what should not be done. Both positive and negative feedback are better than giving no feedback at all, Feedback is Jmmediate in case of oral comi gets delayed in case of written communication, 3. Broadcasting and narrowcasting When the ser- vice is streamed for a limited number of persons is as narrowcasting. In this case, only the subscrib. ers will have access to the service. For example, ‘only the people who hay 7 ‘inc i > eerie a aed fee the relationship between two persons. hand, if there is no limit on the numb a lalo effect, it ersin audience then itis caled bose eee ity tats jr eth low we assign person example, radio programmes, castings for tes of people considering physical charactet® isappli ucts 4. Synchronous and synchronous commun Companies etc Poste Reor e tion In synchronous com tunic 'y assigned personality trait jogescan Tra atom. the mes. Welles to attractive persons; for examel for discussing ideas. There are mej 90d laent as wal, gro” Considered to be Media used for synchronous con YS i it Person if dred,on ON other hand, an intelli known as synchronous media, Vides 3800 is inteligeng << 224ly will not be considet ‘conferences, his bey st instance, Similarly, a Pt Useful as wal, il Packaged is considered terms si, sec Kany Communication. thf linguistics which sty. mioticsitisa branch of in ig 6 Semsans are interpreted in different languagy: Mee the study of how meanings afe asigne signs. Everything —words, Photographs, sm, signs, etc—has some meaning. It deals withbgh denotative and connotative meaning. inesies According to the Oxford Dictionary, the term ‘kinesics’ means, ‘the study of the way in which certain body movements and gestues serve as a form of non-verbal communication Body language. eye contact, gestures, etc. a very important in communication. These commu- iicate our emotions and support our words. th mics The term ‘Proxemics’ was coined by Edward Hall. It is the study of use of space and row it makes us comfortable. Space or distance between two persons varies according tothe om munication; for example, intimate space is usual) lessthan 18 inches; personal space is 18 inchesto# et social spaceis 40 10 feet; and public spaces conte 10 feet. Distance between persons.e

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