Teacher Communication Strategies

Supervisors may find knowing what communication qualities students value in their teachers useful as they work with teaching assistants. What teachers perceive as important communication qualities for classroom instructors like themselves is also informative.

Students' Perceptions

Speech communication research indicates (see Cooper, 221) that teachers who communicate effectively are clear in what they say or write, and have an effective delivery style. They also establish rapport with students. In addition to these public speaking qualities, interpersonal qualities valued include participation, indications of approval, and a willingness to accept differences.

Closely connected are traits such as sincerity, understanding, approval, and a relaxed attitude. Students also value nonverbal as well as verbal immediacy. Examples of immediacy include willingness to use humor, praise students, engage in conversation, use personal examples, assess student opinions, carry through on topics students conceive, and give student feedback.

Teachers' Perceptions

Effective teachers are likely to be relaxed, friendly, and precise; pay attention; leave impressions; and not be dominant. Cooper suggests that teachers can work on those skills by:

  • being dynamic: In teaching this may mean focusing on vocal nonverbal communication variety (emphasis, intonation, gestures, etc.).
  • catching attention through appropriate strategies (for example, narratives, metaphors, humor).
  • learning the value of humor in the classroom.
  • determining what will manipulate the class mood.

Cooper concludes: "All of this research on teacher effectiveness (both from the student's and the teacher's perspective) seems to suggest that communication variables such as humor, warmth, openness, enthusiasm, and attentiveness are extremely important in classroom interaction and in building a positive classroom climate" (229).

Reference:

Cooper, P.J. Speech Communication for the Classroom Teacher. Scottsdale, AZ: Gorsuch Scarisbrack, 1991. 221-29.