ST105 Effective Communication Skills and Group Dynamics

Prepared by : Safarina Abdul Ghani

Date : 21st July 2017
Instructions
Weekly Reflection 1 (non graded)
Communication is a transactional process. How do the elements of this process fit together?
Describe a verbal and a non-verbal transaction between you and your students that would
commonly take place in the classroom.
Please write a 500 word reflection essay by 21 July.
Communication involves getting information from one person to the other person. Yet even this is
no not a complete definition because communication effectively involves having that information
relayed while retaining the same in content and context. The following infographic provides you
a basic understanding about communication and types of communication. The transaction model
of communication describes communication as a process in which communicators generate social
realities within social, relational, and cultural contexts. In this model, we dont just communicate
to exchange messages; we communicate to create relationships, form intercultural alliances, shape
our self-concepts, and engage with others in dialogue to create communities.
In the transaction model, it considers how social, relational, and cultural contexts frame and
influence our communication encounters. In my classroom, communication involves both verbal
and non-verbal. When I communicate with them, I tried my level best to use verbal and non-verbal
communication skills to effectively show my students what appropriate classroom behavior means.
Most of communications are nonverbal. I many times used body language so that the students can
read me. Sometimes body language is more effective when the classroom has a big number of
students and while they are making noise. I sometimes raised eyebrow when talking to them to
show my expression. I also use eye contact while communicating with students. When I looked
around classroom to get their intention, I also sometimes stare at them when they lose their
attention towards my lecture.
In the social context, I guide them to understand the common norm such as no lying or no cheating
in their work. They also have been told verbally to wear proper attire in the class and behave with
appropriate manner while in class. If they break the norms, sometimes, non-verbal
communications will tell them they actually did something wrong. The other example is not to
interrupt lecturer while giving lecture by making noise. when they did that, normally I would signal
them with non-verbal transaction like stare at them or I was just silent for a few second. They will
understand that they have acted beyond the norms.
When interact with students for first time, it was so formal. After ice-breaking, second class and
so forth, normally it would be less formal. I tried to understand the students type of learners belong
to, so that I can plan my way of teaching in the next class.
When using verbal communications, I always consider cultural context and try to be general and
bias. As my class consists of many international students. Intercultural communication creates
uncertainty or lead people to view as negative. Sometimes, raised up voices translated as angry in
another culture. Therefore, I tried to be moderate so that no heart feeling would involve. In order
to communicate well, I keep an open mind and avoid making assumptions about others cultural
identities.
I always reward my students with a nice word when they accomplish something or participate in
class. I added with a wide smile so that the students will feel that we actually value them and this
will motivate them to communicate and share with us comfortably. I like my class to be two-way
communication so that the students would feel happy and comfortable with the learning
environment.