4.2 Evaluate Own Communication Skills, Identifying Ways in Which These Could Be Improved Including an Analysis of How Barriers to Effective Learning Might Be Overcome
Simon Shagouri
Unit 2 Planning and enabling learning
4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective learning might be overcome
In respect to my own communication skills within the teaching environment,
I can analyse how I can improve these by creating a teaching scenario
and applying the theory behind the practice.
Halliday says the teachers brain is the information source so for
Instance, the thought develops within the information source and is
transformed into the message then encoded into verbal or other forms of
communication. This message is then sent down channels of transmission
either verbally, visually or otherwise to the receiver or student.
This received information is then decoded by the learner and feedback can
then be given.
According to Halliday all the text above highlighted in bold are the steps that
are taken each and every time we communicate with a student, this is
therefore a very complex process and is subject to noise.
Noise can be created by various things within this communication process
including any distractions either created externally within the wider teaching
environment, or internally by other distractions or thought processes.
It is therefore most important that any information conveyed to the learner is
transmitted in such a way as to prevent any possible misunderstanding, but
this is not always easy to achieve.
For instance if I am demonstrating how to cut a mortice and tennon joint to a
first year group, all the steps taken to achieve the end product must be clearly
defined and transmitted in such a way, so the students with their limited
knowledge of the subject can clearly understand the process.
before any explanation is given I need to encode the message ready for a
clear and concise transmission.
Eg when marking out the
Unit 2 Planning and enabling learning
4.2 Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective learning might be overcome
In respect to my own communication skills within the teaching environment,
I can analyse how I can improve these by creating a teaching scenario
and applying the theory behind the practice.
Halliday says the teachers brain is the information source so for
Instance, the thought develops within the information source and is
transformed into the message then encoded into verbal or other forms of
communication. This message is then sent down channels of transmission
either verbally, visually or otherwise to the receiver or student.
This received information is then decoded by the learner and feedback can
then be given.
According to Halliday all the text above highlighted in bold are the steps that
are taken each and every time we communicate with a student, this is
therefore a very complex process and is subject to noise.
Noise can be created by various things within this communication process
including any distractions either created externally within the wider teaching
environment, or internally by other distractions or thought processes.
It is therefore most important that any information conveyed to the learner is
transmitted in such a way as to prevent any possible misunderstanding, but
this is not always easy to achieve.
For instance if I am demonstrating how to cut a mortice and tennon joint to a
first year group, all the steps taken to achieve the end product must be clearly
defined and transmitted in such a way, so the students with their limited
knowledge of the subject can clearly understand the process.
before any explanation is given I need to encode the message ready for a
clear and concise transmission.
Eg when marking out the