Classroom Communication Process MCQ Quiz in मल्याळम - Objective Question with Answer for Classroom Communication Process - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Communication is a transfer of information from one person to another, whether or not it elicits confidence. But the information transferred must be understandable to the receiver – G.G. Brown.

1. Communication is an integral part of the teaching-learning process.
2. 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.
3. Vertical communication is a type of flow of information between members of the organization who are on different levels of its hierarchy. However, it is not applicable in a classroom environment.

1. Classroom communication is purposive, positive, and pragmatic in nature.
2. It takes place between teacher and learners and among learners both in the formal as well as informal situations.
3. It involves speaking, lecturing, describing, explaining, illustrating on the part of the teacher, and engaging the students in debate, dialogue, and discussion.
4. Learners raise questions, doubts, and queries to make their difficulties explicit which need to be effectively responded to and addressed by the teacher.
5. The strength of this approach lies in facilitating maximum feedback, warmth, and interaction.

1. Classroom communication has certain specific objectives that are directly related to acquiring knowledge or developing new skills in some kind of permanent way. There are various steps such as the selection of appropriate topics, setting realistic goals, knowing the learners, proper organization of content, etc. that hold true for planning classroom communication. Thus, classroom communication is goal-oriented.
2. Selection of appropriate teaching style for communicating with small or large groups and how learners can be involved in a democratic manner using collaborative approaches is a vital decision to be taken. Many factors such as class size, infrastructure available in the class/school, individual differences of the learners, their different learning styles, and influence of home and community may not be entirely within the control of the teacher. However, with professionalism, devotion to teaching, and sustained efforts a teacher can overcome some of these constraints and promote a collaborative environment in the classroom and make an all-inclusive approach in attitude. Thus, classroom communication is collaborative.

Thus, option 3 is the correct answer.

Communication involves the exchange of information, ideas, and attitudes between sources and receivers. Several elements go to make up this process: Source, Message, Channel, Receiver, Noise, Feedback.

• In simple terms, the basic process of communication comprises a sender or a communicator who has a message that he or she, transmits or conveys through some means, say a channel, to a receiver who. responds, according to his or her understanding of the message, to the sender (feedback).
• The correct sequence of the one-way process of communication sender, encoding, Messages, channel, Decoding, Receiver.
• To achieve meaning, the communicants must recognize the intent to communicate; grant the effort to find the means for exchange; work to develop the same common meaning for the content exchanged; make performance sensible within the common meaning.

Hence, the communication sequence is Message → Sender → Encoding → Communication Channel → Receiver → Decoding → Acting → Feedback

Effective listening is actively absorbing the information given to you by a speaker, showing that you are listening and interested, and providing feedback to the speaker so that he or she knows the message was received.

Key PointsCharacteristics of Effective Listening:

• Identification of the common ground- In constructive communication, common ground is a basis of mutual interest or agreement that's found or established in the course of an argument. Finding common ground is an essential aspect of conflict resolution and a key to ending disputes peacefully.
• Finding out the areas of mutual agreement- Teamwork and group discussions contribute to making the classroom a more comfortable environment.
  • By working in small groups, students are able to share their ideas more easily and improve their own communication skills. It is important to find out the areas of agreement that are for the benefit of both the teacher and learners.
• Seeing the real issues- Working on the real issues helps in achieving the objectives of classroom communication. The teacher tries to address the real issues and thus achieve the objectives of communication.

Hence, the correct statements are A, B, and C only.

Additional Information

• Permitting different interpretations- Different interpretations override the objective of communication. If the teacher will allow different interpretations then the learners will get confused and real objectives will not be achieved.
• Varied perspectives of the common message- Since a common message should be understood equally by all the students. Providing different perspectives of a common message will ruin the objective of classroom communication.

​Effective communication is a process of exchanging ideas, thoughts, knowledge, and information such that the purpose or intention is fulfilled in the best possible manner.  In simple words, it is nothing but the presentation of views by the sender in a way best understood by the receiver.​

1. Effective communication can help to build and foster a safe learning environment where students can thrive, prosper, and learn.
2. Furthermore, it has been proven that supportive teacher-student relationships have a positive impact on class participation, engagement, and ultimately a student's achievements.
3. The planned lesson depends on the communication process. How a teacher introduces and presents the lesson, gives cues for the desired actions, and reinforces the behavior.

Therefore, effective classroom communication can transform the teaching-learning process from head to toe.

Note: Academic administration, marketing, and management are not domains of a classroom.

The chief objective of teaching is for learning to take place. Between the processes of teaching and learning, interaction takes on the role of a mediator. The sole mission of CIassroom Interaction is identified as providing situations for learning to occur. In order to have a better understanding of classroom Interaction, it becomes important to study the factors that make up this interaction. 

Classroom interaction results in:

• Teacher question, student response, and teacher feedback is the prevailing form of interaction found in classrooms, irrespective of the subject taught.
• Effective classroom communication is only possible when the student is fully committed to the class, the teacher, and the subject being taught in the class.
• Teacher question and teacher feedback dominate the interaction that takes place in a classroom, these two being the major tools with which the teacher decides the topic of interaction and who should participate in the interaction.
• Teacher talk asserts the authority and power of the teacher in the classroom resulting in the monopolizing of the interaction by the teacher. The participation of learners in interaction is a significant form of their involvement in the learning process.
• A common problem identified by teachers is the general lack of response to questions on the part of learners. Perhaps it is the negligence of the teachers of the simple equation between learning and talking that is responsible for this situation.
• Many teachers forget the fact that when using the target language in their presence, the learners are in fact testing the hypotheses that they have formulated about the target language.
• Any wrong reaction on the part of the teacher will then, naturally, affect the language learning process adversely, and the learners will choose to remain silent instead of taking the risk. 

Hence, Classroom Interactions are influenced largely by student's commitment because once the teacher creates the learning environment, it is the learner's prerogative to make the most of it and optimize learning.

 Additional Information

• Teacher centric environment: Here all the activities in the class are done keeping the teacher as a centered approach. Here the learner is not allowed to communicate or interact freely.
• Organizational oversight: building a strong business and having an oversight on the whole organization. It introduces communication barriers and affects classroom interactions.
• Unsolicited interventions: Something that has been given without being asked for and may not have been wanted. It breaks the communication flow and sends the classroom interactions off-track. 

Ineffective listening refers to a situation where a person is not fully engaged in the listening process or is not actively comprehending or interpreting the message being communicated. It can result from a variety of factors, including distractions, lack of interest or motivation, biases, preconceptions, or inadequate communication skills.

Important Points

There are several factors that can contribute to ineffective listening in a classroom. Some of these factors include: 

1. Distractions: A noisy or chaotic classroom environment can make it difficult to concentrate and focus on the teacher's message.
2. Lack of interest: Students who are not interested in the topic being discussed may not be fully engaged in the lesson and may miss important information.
3. Mental or physical fatigue: Students who are tired or stressed may have difficulty focusing on the teacher's message.
4. Lack of incentive: It is something something that is required but is absent or in short supply. It is the rewards and benefits used to motivate positive behaviors in a student.
5. Language barriers: Students who are not fluent in the language of instruction may struggle to understand the teacher's message.
6. Teacher's delivery: A teacher's delivery of a lesson can also impact a student's ability to listen effectively. For example, a teacher who speaks too quickly or uses complex language may make it difficult for students to follow along.
7. Personal issues: Personal issues or problems can also affect a student's ability to listen effectively in class. For example, a student who is dealing with a family crisis may have difficulty focusing on the lesson.
8. Attention Triggers: Attention triggers often rely on external stimuli such as loud noises, gestures, or visual cues to grab students' attention. While these triggers may initially capture students' focus, they can become less effective over time if they are overused or if students become desensitized to them. This can lead to a dependence on external cues rather than developing internal motivation for learning.

It is important for teachers to be aware of these factors and to take steps to create an environment that promotes effective listening and learning. 

Additional Information

• Inadequate preparation: Students who have not done the required reading or preparation for a lesson may struggle to follow along and understand the material being presented. Lack of listening preparation can hamper effective retention more than effective listening.
• Contextualisation of message: Contextualisation is putting language items into a meaningful and real context rather than being treated as isolated items of language for language manipulation practice only. It is helpful for effective listening.

Communication in the classroom is critical for learners to learn well. 

Important Points

Assertion A: Classroom communication is a transactional process.

• Communication in the classroom is a transactional activity.
• It is a transactional model means it involves both giving and receiving.
• The teacher imparts knowledge and shares information, and the students receive it thus classroom communication is a transactional activity. 

Thus, Assertion (A) is true. 

Reason R: The quality of questions asked determines the quality of learning.

• Questions that are well-crafted lead to new discoveries, stimulate discussion, and encourage a thorough examination of the subject matter.
• Questions are frequently used to elicit past information, improve comprehension, and develop critical-thinking abilities. 
• Teachers ask questions to assist students to discover what they've learned by thoroughly investigating the subject matter.

So, Reason (R) is true but does not explain A. 

Therefore, Both A and R are true but R is NOT the correct explanation of A.

Additional Information

• There are three types of classroom communication: vocal, nonverbal, and written.
• Classroom discourse refers to the language that teachers and students use in the classroom to interact with one another. 

 Important Points

Classroom communication is where both the teacher and the students employ verbal communication in the classroom to ensure that a friendly environment is created that encourages learning and understanding of the subject matter. It is used by teachers and students to transmit ideas, sentiments, attitudes, and values.

Types of classroom communication are-

• Verbal

• Non-verbal

• Written

Key PointsThe effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills. Therefore, some technological communication in the classroom are as follows-

1. Overhead Projector
2. Audio-Visual Aids
3. Computer technology
4. SMART Technology
5. Distance learning
6. Online textbooks and Learning content​

Therefore, the answer is Overhead projector, audio-visual aids, and computer technology.

When communication meets the aims and objectives of classroom teaching, it becomes functional.

• The main objective of teaching is to bring change in the knowledge, attitude, and skills of a learner
• These three things belong to the cognitive domain, affective domain, and psychomotor domain in Bloom's taxonomy respectively.
• Communication plays an important role in the development of these three domains and 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.
• Moreover, direct communication between a teacher and learners allows the teacher to get immediate feedback that can help him/her gauge learners', understanding of what has been taught. Based on such feedback the teacher can improve his/her communication.
• Good communication skills improve classroom activity, active engagement of students in the class, control noise, maintain discipline, and overall overcome the learning objective. 
• Take care of individual differences also become satisfactory by good communication.
• Effective communication helps develop value education, improve social and cultural aspects, and moral qualities.
• Communication helps teachers to understand child psychology.
• Good communication develops cooperation skills among students.

Overall, when communication meets the aims and objectives of classroom teaching, it becomes Functional.