Interpersonal Skills of Classroom Teachers
According to Joseph De Vito (1994) interpersonal communication iswhere you interact with others, learn about the and about yourself andreveal yourself to others. It is through interpersonal communication thatyou establish, maintain (and sometimes destroy) your personal relationshipwith other people (p.5). Communications refers to the act, by one or morepersons, of sending and receiving messages that can be distorted by noise,occur within a context, have some effect and provide some opportunity for The communication context is useful for teachers to consider becauseit relates to the environment that the communication may take place in; thecultural context of the communication (in this case the school rules); thesocial-psychological context, which is the relationship between teacher andstudent; and the temporal or time context, (the time of day) thecommunication may take place. These can all affect both the way a messageis delivered and received, and therefore can have differing feedbacksaccording to variables in the context. The ideal model of communication can be seen as a circular structure. The communicator wants to express a message, whether i
Trust, as mentioned earlier, is a fundamental building block of agood community. Kauffman and Burbach see a decline in civility and perceive thatthis could be a serious threat to the well-being of students and teachersin schools. For example, imagine you were in the middle of aninteresting lesson and a student arrives late and disrupts the moment. Children will respond to boundaries andexpectations provided they are realistic, but for a teacher to be listenedto fully, they need to build a relationship with the children that is builton trust, speak in a way that is understood, and say something interestingto catch the child's attention. Finally, teachers need to understand that children are growing upfaster everyday, and while whether or not this is a good thing could bedebated for eons, the bottom line is a child does not want to be treated asa child in an obvious fashion. Being an effective teacher and communicator Leslie Gomberg and Susan Gray (2000) wrote an interesting article onthe "Five principles for effectively managing the classroom. Teachers need to identify and come toterms with any prejudices, fears and problems they may have with studentsand/or the school, to better understand how they might be communicating thewrong (and possibly inflammatory) message to a young student (1994, 131). ) Different teaching approaches indicated differingresponses to classroom activities, and a varying degree in responsiveness. A teacher does not havethe luxury of taking their communication skills for granted (or lackthereof) because if they are not able to communicate effectively with theirstudents, they might just as well dig ditches for a living. According to Eble (1988) good teachers are knowledgeable, organized, andpossess certain personal qualities and attitudes considered useful forworking with students. In the classroom a teacher can stimulate trust by firstlyidentifying their own prejudices and dealing with them accordingly, andthen setting realistic expectations of the students, and finallyencouraging the students to participate in their own learning process. A classroom is not the best area to experience ideal communication. " In thisarticle they cited Brookfield (1990) and Galbraith (1990) as researcherswho have argued that good teaching is a skill that can be developed. More specifically they contend that 'a major source ofviolence in schools in an interpersonal dysfunction that may begin with anunintended social blunder between students" (p. Communication skills can be taught.
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