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Communication In Teaching

MLE ASSIGNMENT - COMMUNICATION
I am a teacher in the Professional & Technical Education School at Chelmsford College currently running a ‘Certificate in Management Studies’ course. I have eight learners (see Appendix 1 & 2) each with their own individual needs identified at registration and induction. To help my classroom communication and teaching strategies I use Peter Honey’s learning styles and Myers Briggs personality profile questionnaires with the learners. I also conduct basic numeracy and literacy tests at levels 2 (needed for basic finance) and 3 respectively to ensure they are in a position to complete the assessed assignment work. This helps me to identify their individual learning, support and communication needs. Where for example Learner A is introvert and quiet by nature and has a high score on reflective observation I need to take account of this and try to ensure he participates in discussions and group work. Conversely where they score high in the activist domain and are extrovert as in the case of Learner B I need to ensure she does not dominate other learners in discussion and group work.
In order to demonstrate ‘a range of aspects of communication in the classroom’ I will discuss how I believe effective communication is achieved in my own situation. I will endeavour to show how I create the conditions for two-way flow of communications that facilitates learning.
To ensure that an interactive, safe and productive learning environment for communication is achieved I use Maslow’s hierarchy of human needs and the Health and Safety at Work Act 1974. Refreshment facilities, good lighting and ventilation (level 1), personal safety (level 2) and a sense of belonging (level 3) are all important.
As PETTY (2001 page 117) explains ‘Learners often fail to make best progress because of fear and lack of self-belief’ so it is essential to encourage self esteem (level 4) and give unreserved encouragement to enable the learners to reach self-fulfilment...