Sunday, 19 February 2017

WEEKLY REFLECTION


Weekly reflection

Ist  week
                    2015- 2017   ബി.എഡ കോഴ്സിന്‍റെ നാലാം സെമെസ്റ്ററിന്‍റെ സ്കൂള്‍ ട്രെയിനിംഗ് പ്രോഗ്രാമിന്‍റെ ഭാഗമായി ഞാന്‍   16-11-2017 ന്  സ്കൂളിലെത്തി .പ്രധാന  അദ്ധ്യാപകനേയും സമുഹ്യശാസ്ത്രം അധ്യപകയേയും കണ്ടു.   സി ക്ലാസ്സാണ് എനിക്ക് പഠിപ്പിക്കാന്‍ തന്നത്‌.                                                                                       
അധ്യാപനത്തിന്റെ ആധ്യവാരം എന്നെ സംബന്ധിച്ചിടത്തോളം ആകാംഷയുടെയും ചെറിയ പരിഭ്രമത്തിന്റെയും ദിനങ്ങളായിരുന്നു.ക്ലാസ്സ്‌ നിയന്ത്രിക്കാനും,ബ്ലാക്ക്‌ബോര്‍ഡില്‍ എഴുതാനുമൊക്കെ ചെറിയ പ്രയാസം നേരിടേണ്ടിവന്നു.എന്നാല്‍ ഇത്തരം പ്രയാസങ്ങളെ നേരിടാനായി ലെസ്സണ്‍ പ്ലാനും,ചാര്‍ട്ടും,ഫ്ലാഷ്കാര്‍ഡും തുടങ്ങി എല്ലാ തയ്യാറെടുപ്പുകളും ഞാന്‍ .കുട്ടികളുമായി മികച്ച ഇന്റെരാക്ഷന്‍ വളര്തിയെടുക്കാന്‍കൂടി ആയിരുന്നു.പിറ്റേ ആഴ്ച അവിടെ കലോത്സവം ആയതിനാല്‍ പരിപാടികളുടെ പ്രാക്ടീസ് ആയിരുന്നു. ആ ഒരാഴ്ച്ച അങ്ങനെ കഴിഞ്ഞു.

      IInd week
  അധ്യാപനത്തിന്റെ രണ്ടാംവാരം എന്നെ സംബന്ധിച്ചിടത്തോളം ആകാംഷയുടെയും പരിഭ്രമം കുറഞ്ഞ  ദിനങ്ങളായിരുന്നു.ക്ലാസ്സ്‌ നിയന്ത്രിക്കാനും,ബ്ലാക്ക്‌ബോര്‍ഡില്‍ എഴുതാനുമൊക്കെപ്രയാസങ്ങള്‍ മാറിയിരുന്നു.  ലെസ്സണ്‍ പ്ലാനും,ചാര്‍ട്ടും,ഫ്ലാഷ്കാര്‍ഡും തുടങ്ങി എല്ലാ തയ്യാറെടുപ്പുകളുംആയിട്ടായിരുന്നു ക്ലാസുകള്‍ എടുക്കുന്നത്. .കുട്ടികളുമായി മികച്ച ഇന്റെരാക്ഷന്‍ വളര്‍ത്തിയെടുക്കാന്‍ എനിക്ക് സാധിച്ചു..പിറ്റേ ആഴ്ച അവിടെ കലോത്സവം ആയതിനാല്‍ പരിപാടികളുടെ പ്രാക്ടീസ് ആയിരുന്നു. ആ  വളരെ രസകരമായ ദിനങ്ങള്‍ ആയിരുന്നു. അങ്ങനെ   ആ ആഴ്ച്ചകഴിഞ്ഞു.
    IIIrd week

                            സ്കൂള്‍ ട്രെയിനിംഗ് പ്രോഗ്രാമ്മിന്റെ രണ്ടാമത്തെ ആഴ്ചയിലേക്ക് കടന്നപ്പോള്‍ ട്രെയിനിംഗ് ടീച്ചര്‍ എന്ന നിലയില്‍ എന്നില്‍ വന്ന മാറ്റം ചെറുതല്ല.മികച്ച രീതിയില്‍ ക്ലാസ്സെടുക്കാനും നിയന്ത്രിക്കാനും എന്നിലെ പോരായ്മകള്‍ മറികടക്കാനും ആ ദിനങ്ങള്‍ കൊണ്ട് എനിക്ക് സാധിച്ചു.ഓരോ പ്രവര്‍ത്തി ദിനങ്ങളിലും എന്‍റെ ടീച്ചിങ്ങില്‍ മാറ്റങ്ങള്‍ കൊണ്ടുവരാന്‍ വേണ്ടി ഞാന്‍ ശ്രമിച്ചുകൊണ്ടിരുന്നു.ആ ആഴ്ച്ചയില്‍ മൂന്ന്‌ ദിവസം അവിടെ കലോത്സവമായിരുന്നു അവിടെ ഫുഡ്‌കമ്മുനിറ്റിയുടെ ചാര്‍ജ് ഉണ്ടായിരുന്നു.അതിലൂടെ പുതിയ പുതിയ കാര്യങ്ങള്‍ മനസിലാക്കാനും പഠിക്കാനും സാധിച്ചു.

        IVth week
                          ട്രെയിനിംഗ് പ്രോഗ്രാമ്മിന്റെ മൂന്നാമത്തെ ആഴ്ച്ച എത്തിയത് വളരെ വേഗത്തിലായിരുന്നു.ഓരോ ദിവസം കടന്നു പോകുംന്തോറും കുട്ടികളുമായും ടീചെര്‍മ്മാരുമായി ഒരുപാടു ബന്ധം പുലര്‍ത്താന്‍ സാധിച്ചു.ഓരോ ദിവസം പോകുംന്തോറും പുതിയ രീതിയിലൂടെ അവരെ പഠിപ്പിക്കാന്‍ ശ്രമിച്ചു.ആ ആഴ്ച്ചയില്‍ ഒരു ദിവസം അസംബ്ലിഉണ്ടായിരുന്നു.അസംബ്ലിയില്‍ പ്രതിപാധിച്ചിരുന്നത് പൊതുവിദ്യാസയജ്ഞത്തെ കുറിച്ചായിരുന്നു.ആ ഒരാഴ്ച്ചഎനിക്ക്കടന്നുപോയപ്പോള്‍ എനിക്ക് നല്‍കിയിരുന്ന രണ്ട് യുണിറ്റുകള്‍ തീര്‍ന്നിരുന്നു.സമന്യയത്തിന്റെ ഇന്ത്യയും,കേരളം 8-)oനുറ്റാണ്ടു മുതല്‍ 18- )o നുറ്റാണ്ടുവരെയും എന്ന രണ്ടു ഭാഗങ്ങള്‍.വളരെ രസകരമായ ഓര്‍മകളിലൂടെ ആ ആഴ്ച്ചയും കടന്നുപോയി.
          vth week
   ഇന്നുസ്കൂളില്‍ എന്‍റെ അഞ്ചാമത്തെ ആഴ്ച ആയിരുന്നു. ഇതുവരെ ഉള്ള ദിവസങ്ങളില്‍ കുട്ടികളുമായി നല്ലൊരു ബന്ധം വളര്‍ത്തിയെടുക്കാന്‍ സാധിച്ചു. എന്‍റെ ടീച്ചര്‍ പുതിയ പടങ്ങള്‍ തന്നു. ഞന്‍ തീര്‍ത്ത പദത്തിന്റെ ചെറിയ ഒരു ടെസ്റ്റ്‌പേപ്പര്‍ നടത്തിയിരുന്നു. ട്രെയിനിംഗ് പ്രോഗ്രാമ്മിന്റെ ഭാഗമായി എന്‍റെ ടീച്ചിംങ്ങില്‍ ഒയൂപാദ് മാറ്റങ്ങള്‍ സംഭവിച്ചു. ഫ്രീ പീരീഡ്‌ ല്‍ ക്ലാസ്സുകളില്‍ പോകുകയും കുട്ടികളെ P.E.T കൊണ്ടുപോകുകയും ചെയ്യുമായിരുന്നു. കുട്ടികളുടെ ബഹളവും പടിപീരുമായി ആ ആഴ്ചയും കടന്നു പോയി.

  VIth week

 നാലാമത്തെ സെമസ്റ്ററിലെ ട്രെയിനിംഗ് പ്രോഗ്രാമ്മിന്റെ അവസാനത്തെ ആഴ്ചയിലേക്ക് കടക്കുമ്പോള്‍ എനിക്ക് വളരെയധികം വിഷമം ഉണ്ടായിരുന്നു.ഈ ആഴ്ച്ചയും കൂടിയെ ഞങ്ങള്‍ക്ക്‌ ട്രെയിനിംഗ് ഉള്ളൂ എന്നതാണു പിന്നീട് സ്കൂളിനോട് എനിക്ക് തോന്നിയ ഇഷ്ടമായിരുന്നു മറ്റൊരു കാരണം.ഈ ദിനങ്ങളില്‍ എന്‍റെ ക്ലാസ്സില്‍ നല്ല നാളെയ്ക്കായി എന്ന യുണിറ്റയിരുന്നു പഠിപ്പിച്ചത്. VIIII .A ഉം VIII .B ഉം സംയോജിപ്പിച്ചുകൊണ്ട്  ഇന്നത്തെ കുട്ടികളില്‍ വളര്‍ന്നുവരുന്ന ആത്മഹത്യ പ്രവണതയെ എന്ന വിഷയത്തെ അടിസ്ഥാനമാക്കി conscientization programme നടത്തി. ഇങ്ങനെ അധ്യാപനത്തിന്‍റെ ഓരോ ദിനങ്ങളും എനിക്ക് സമ്മാനിച്ചത്‌ നല്ല നല്ല ഓര്‍മകളും വ്യത്യസ്തമായ അനുഭവങ്ങളും ആയിരുന്നു.വളരെ നല്ല രീതിയില്‍ തന്നെ സ്കൂളില്‍ പ്രവര്‍ത്തിക്കാന്‍ സാധിച്ചതില്‍ വളരെയധികം സന്തോഷത്തോടു കൂടിയാണു ഞാന്‍ മടങ്ങിയത്.

Friday, 17 February 2017

FIELD TRIP

FIELD TRIP REPORT

ബി എഡ പഠനത്തിന്‍റെ ഭാഗമായി 31/10/2015 ശനിയാഴ്ച്ച രാവിലെ 10 മണിക്ക് വിദ്യാലയത്തില്‍ നിന്നും തസ്‌ലീമ ടീച്ചറിനോടൊപ്പം തങ്കശേശരിയിലേക്ക് ഒരു യാത്ര പോയി.കോളനി ഭരണത്തിന്‍റെ സ്മരണകള്‍ ബാക്കിയാക്കി ഡച്ചുകാരും,ബ്രിട്ടീഷ്ക്കാരും പോര്‍ച്ചുഗീസുക്കാരും പടിയിറങ്ങിയ തങ്കശേശരി എന്ന ചരിത്ര പ്രാധാന്യമുള്ള കൊച്ച് ഗ്രാമത്തിലെ കടല്‍ത്തീരത്ത്‌ മനുഷ്യനിര്‍മ്മിതിയുടെ സൗന്ദര്യം പൂണ്ട് തലയുയര്‍ത്തി നില്‍ക്കുന്ന വിളക്കുമാടവും മറ്റ് ചരിത്ര സ്മാരകങ്ങളും ഞങ്ങള്‍ കണ്ടു.
                         കേരളത്തിലെ ഏറ്റവും ഉയരം കൂടിയ ലൈറ്റ്ഹൗസും ഇതിനടുത്താണ്.കടല്‍സഞ്ചാരികളും മീന്‍പ്പിടുതക്കാരെയും നിരന്തരം നയിച്ചുക്കൊണ്ട് നിശബ്ദമായ സാക്ഷ്യമായി ഇതു നില്‍ക്കുന്നു.ഒരുമിനിറ്റില്‍ നാലു തവണ പ്രകാശം പൊഴിക്കുന്ന വിളക്കുമാടം,ബ്രിട്ടിഷുക്കാര്‍ കേരളത്തിനു നല്‍കിയ സംഭാവനകളില്‍ ഇന്നും ഇതു പ്രകാശിച്ചു നില്‍ക്കുന്നു.തൊന്നോട്ടിഒന്ബതു ഏക്കര്‍ വിസ്ര്തിതിയില്‍ ഉള്ള ബ്രിട്ടീഷ് രാജ്യമായിരുന്നു തങ്കശേശരി  .     കേരളത്തിന്‍റെ ഗോവയെന്നു തങ്കശേശരിയ  അറിയപ്പെട്ടിരുന്നു.  തങ്കശേശരിയില്‍പിന്നെ  ഞങ്ങള്‍ കണ്ടത് പഴയകാലത്തിന്റെ ശേഷിപ്പുമായി നില്‍ക്കുന്ന കോട്ടയാണ്. ഒരുക്കാലത്ത് ഈകോട്ട തങ്കശേശരിയുടെ           കാവല്‍പ്പുരയയിരുന്നു.സൂര്യാസ്തമയവും,ചന്ദ്രോദയവും ഒരേ സമയം കാണാന്‍ കഴിയുന്ന ലോകത്തിലെ അപൂര്‍വ്വം കടല്‍ത്തീരങ്ങളില്‍ ഒന്നാണ് തങ്കശേശരി. കടല്‍തീരത്തെ പുലിമുട്ടാണ് മറ്റൊരു വിസ്മയം.തുറമുഗങ്ങളുടെ സുഗമമായ പ്രവര്‍ത്തനം ലക്ഷ്യമാക്കി കടലില്‍ നിര്‍മ്മിക്കുന്ന വീതിയേറിയ മതിലുകളാണു പുലിമുട്ടുകള്‍.രണ്ടു കിലോമീറ്ററിലേറെ നീളം സമുദ്രനിരപ്പില്‍ നിന്നു നാലു മീറ്ററോളം ഉയര്‍ന്നു നില്‍ക്കുന്ന പുളിമുട്ടുകളിലൂടെ സഞ്ചരിക്കുമ്പോള്‍ കടലിന്‍റെ മറ്റൊരു മുഖം .

                            കോളനി ഭരണ കാലത്തിന്‍റെ സ്മരണകള്‍ ബാക്കിയായി, ഇന്നും നിലകൊള്ളുന്ന                എന്ന ഗ്രാമത്തിന്‍റെ പ്രകൃതി സൗന്ദര്യം ആസ്സോദിച്ചിട്ടും മതിവരാത്ത മനസുമായി ഞങ്ങള്‍ ആ ഗ്രാമത്തോട് യാത്ര പറഞ്ഞു.കൃത്യം 2മണിക്ക് ഞങ്ങള്‍ കലാലയത്തിലേക്ക് എത്തിച്ചേര്‍ന്നു.

SCAFFOLDING

SCAFFOLDING

In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student.
Scaffolding is widely considered to be an essential element of effective teaching, and all teachers—to a greater or lesser extent—almost certainly use various forms of instructional scaffolding in their teaching. In addition, scaffolding is often used to bridge learning gaps—i.e., the difference between what students have learned and what they are expected to know and be able to do at a certain point in their education. For example, if students are not at the reading level required to understand a text being taught in a course, the teacher might use instructional scaffolding to incrementally improve their reading ability until they can read the required text independently and without assistance. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it.

Effective scaffolding
For scaffolding to be effective teachers need to pay attention to the following:
1.   The selection of the learning task: The task should ensure that learners use the developing skills that need to be mastered.[5] The task should also be engaging and interesting to keep learners involved.[6]
2.   The anticipation of errors: After choosing the task, the teacher needs to anticipate errors the learners are likely to commit when working on the task. Anticipation of errors enables the scaffolder to properly guide the learners away from ineffective directions.[7]
3.   The application of scaffolds during the learning task: Scaffolds could be organized in "simple skill acquisition or they may be dynamic and generative".[7]
4.   The consideration of emotive or affective factors: Scaffolding is not limited to a cognitive skill but it also relates to emotive and affect factors. During the task the scaffolder (expert) might need to manage and control for frustration and loss of interest that could be experienced by the learner.[5] Encouragement is also an important scaffolding strategy.
INSTRUCTIONAL SCAFOLDING
Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals[1]
Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following:
·         resources
·         a compelling task
·         templates and guides
·         guidance on the development of cognitive and social skills
Use of instructional scaffolding in various contexts:
·         modeling a task
·         giving advice
·         providing coaching


communication cycle and components of classroom communication

DEFINITION OF COMMUNICATION

It's nearly impossible to go through a day without the use of communication. Communication is sending and receiving information between two or more people. The person sending the message is referred to as the sender, while the person receiving the information is called the receiver. The information conveyed can include facts, ideas, concepts, opinions, beliefs, attitudes, instructions and even emotions.

TYPE OF COMMUNICATION

Communication is essential for success in any business, and the type of communication will vary given the circumstances and business needs. In this lesson, you'll learn about verbal, non-verbal, formal, informal and grapevine communication.

Verbal & Non-Verbal Communication

Communication can be divided between verbal and non-verbal communication. Verbal communication is communication using speech that is understood by all parties to the communication. In other words, it's talking. Keep in mind that we're talking about speech, not the written word. Written communication falls under its own category.
Non-verbal communication is a bit more complicated. It is sending a message without using words to convey meaning. Non-verbal communication can include many different elements. Let's look at some:
  • Vocal cues, referred to as paralinguistics, is a form of non-verbal communication that includes such things as pitch, inflection, tone, volume, speed of the speech, quality, non-word sounds, pronunciation, enunciation and even silence.
  • Body movement and gestures are also part of non-verbal communication. For example, leaning forward may mean interest, while crossing arms is often viewed as a defensive posture.
  • Facial expressions are a common form of non-verbal communication. Examples of facial expressions include smiling, crying and grimacing.
  • Space can also act as a form of non-verbal communication. Space includes the concept of territoriality and personal space. Territoriality is about making sure others know your territory. A fence is an example of territoriality. Personal space, on the other hand, is a three-dimensional space surrounding you that you don't want people to cross. If they come too close, you get uncomfortable.
  • Touch is often considered as positive and reinforcing, such as patting someone on the back for a job well done.
  • Clothing and artifacts can also send a message, including status, conformity or rebellion. Think about a doctor. Do they really need to wear a lab coat during all examinations? Not really, but it's a cue to their status. Artifacts include such things as hairstyles, jewelry, cosmetics, watches, shoes, tattoos and body piercing.



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Formal & Informal Communication
Companies need to be able to communicate effectively. This is especially true of large companies where personal interaction may not be practical. This is where formal communication comes into play.
Formal communication involves utilizing the formal communication channels of an organization. Formal communication can move vertically in an organization. Information is collected and flows up to the top levels of management for review and decision making, while orders flow down from the top to the place where it will be implemented. For example, employees may be given a presentation from the human resources department on new policies and procedures.
Spice is the Variety of Life
It's almost dinnertime, and your in-laws are in town for the evening. You desperately want to impress them with your cooking skills and have spent countless hours researching the perfect meal to prepare for them. You have chosen a dish that is straight from their ethnic heritage, and you know that you have to get the spices right, choosing the right blend and using them at the most optimal time to enhance the flavor of your dish. After much consideration as to what you need to do and the best way to do it, you manage to pull it off perfectly!
Communication, like spices, comes in a variety of types. While having a variety is nice, it is important to know which one to use and at what time to maximize your success, much like preparing the meal for the in-laws. Let's take a look at the four most common types of communication used by managers, including interpersonal communication, nonverbal communication, written communication and oral communication.
Interpersonal Communication
One of the most important - if not the most important - forms of communication a manager will engage in on a daily basis is interpersonal communication. Interpersonal communication can be described in a variety of ways, but when we examine what it means in the context of management, we can define interpersonal communication as communication between a small group of individuals, typically in a face-to-face setting, where participants engage in a minimally restricted dialogue with each other.
The reason I say it is 'minimally restricted' is because individuals who engage in interpersonal communication share some level of familiarity with each other, making them more likely to self-disclose information, or provide more intimate details than one would with a stranger, for example.
Interpersonal communication, essentially, breaks down barriers which people put up to protect themselves. You allow yourself to become vulnerable by putting yourself out there.
Managers who engage in interpersonal communication with their subordinates demonstrate that they not only care about the organization, especially one that uses teams, but also care about their employees. Taking the time to get to know who your employees are will make them feel valued. This is not to say that every employee will want to get to know you on a more personal level but it at least tells them that you would like to. The more valued the employee feels, the fewer barriers they feel they need to build around them and the more easily information flows. As barriers come down, relationships are formed that create value within the organization, job satisfaction increases and the workplace becomes a place where everybody likes to be.
It is equally important for a manager to communicate interpersonally with upper management, as well. Since managers serve as a gatekeeper of information between upper management and subordinates, an effective manager understands their role in keeping the lines of communication open. When organizational information fails to reach its intended recipient, the entire organization can suffer.
Nonverbal Communication
Did you know that the majority of what you communicate to people on a daily basis is done without words at all? This is also true for managers. Put simply, nonverbal communication is anything besides words, such as gestures, actions, facial expressions, body language and other aspects of your physical appearance, that, when seen, communicate something. I am sure that you've heard the saying 'it is not what you say, but how you say it' or perhaps 'actions speak louder than words.' Managers send, receive and interpret nonverbal messages the same way they would oral or written communication.
Still, understanding the significance of nonverbal communication can be troublesome for managers because it is such a normal part of any managerial action. Our nonverbal communication is as automatic as breathing because we do it without thinking about it most of the time. Even though nonverbal communication accompanies oral communication as an extension of a particular message, the two do not always align. Because nonverbal communication is often used without consideration, inconsistencies between oral communication and nonverbal communication can occur. Effective managers understand and are aware of their nonverbal communication, ensuring consistency between their spoken communication and their nonverbal communication.
Written Communication
While managers spend most of their time communicating with their subordinates and upper managers in a face-to-face setting, they also spend a good deal of time writing memos, letters, e-mails and reports. Written communication refers to messages that are transmitted to receivers in writing. Advantages of written communication include:
1) Immediacy and economical feasibility - A manager can communicate a message quickly to individuals despite their geographical location. Email is less expensive than long-distance phone calls and certainly less than travel expenses, especially when a message needs to be conveyed to a large group.
2) Efficiency and accuracy - Written communication allows for reflection, affording a manager the opportunity to refine a message for correctness.
3) Flexibility - A manger can send a message and the receiver can review it at the time that is convenient for them.

PROCESS OF COMMUNICATION

Communication is a process, and if the process breaks down, communication will fail. In this lesson, you'll learn about the communication process. We'll also discuss how the concept of noise can disrupt this process.

7 Major Elements of Communication Process


Seven major elements of communication process are: (1) sender (2) ideas (3) encoding (4) communication channel (5) receiver (6) decoding and (7) feedback.
Communication may be defined as a process concerning exchange of facts or ideas between persons holding different positions in an organisation to achieve mutual harmony. The communication process is dynamic in nature rather than a static phenomenon.
Communication process as such must be considered a continuous and dynamic inter-action, both affecting and being affected by many variables.
(1) Sender:
The person who intends to convey the message with the intention of passing information and ideas to others is known as sender or communicator.

(2) Ideas:

This is the subject matter of the communication. This may be an opinion, attitude, feelings, views, orders, or suggestions.

(3) Encoding:

Since the subject matter of communication is theoretical and intangible, its further passing requires use of certain symbols such as words, actions or pictures etc. Conversion of subject matter into these symbols is the process of encoding.

(4) Communication Channel:

The person who is interested in communicating has to choose the channel for sending the required information, ideas etc. This information is transmitted to the receiver through certain channels which may be either formal or informal.

(5) Receiver:

Receiver is the person who receives the message or for whom the message is meant for. It is the receiver who tries to understand the message in the best possible manner in achieving the desired objectives.

(6) Decoding:

The person who receives the message or symbol from the communicator tries to convert the same in such a way so that he may extract its meaning to his complete understanding.

(7) Feedback:

Feedback is the process of ensuring that the receiver has received the message and understood in the same sense as sender meant it.

COMPONENTS OF CLASS-ROOM COMMUNICATION

The communication process is vital to effective learning within a classroom environment. Classroom instruction that produces positive results acknowledges the need for a liberal use of nonverbal cues, student involvement and team communication.
Delivering Instruction
Whether by means of direct or indirect communication, instructors must convey instruction to students within a classroom. When lecturing or describing assignments, a teacher must gauge the comfort level of each of his students with his communication style. For example, if he explicitly defines rules and regulations associated with classwork, he may help students to be clearly aware of their boundaries, but may also lead them to feel micromanaged. In actual practice, communication within the classroom tends to be a happy compromise between both


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extremes, being neither exclusively direct or indirect in nature.
Soliciting Participation
Student involvement during classroom discussions typically fosters a healthy communication process. Students should be coaxed to participate in the classroom, despite the fact that many students are reticent to voice their opinions. The solicitation of participation serves multiple purposes. Students observe that their questions are worthy of being answered, can freely exchange ideas with one another and can build confidence as they express themselves in public. Often, instructors can quickly identify weak areas of student understanding when they are invited to speak up during a class session.

Verbal and Nonverbal Communication
Communication within a classroom context relies just as heavily on written instruction, body language and implicit expectancies as it does on verbal cues. Two-thirds of an instructor's message is contained in his nonverbal language. Educators should devote attention to the use of appropriate gestures, facial expressions and constructive use of physical space when teaching a class of students.

Team Building
Acquisition of essential learning concepts is reinforced when students are encouraged to incorporate team communication skills within the classroom. Group work allows students to advance a division of responsibilities as well as to provide one another with peer support. Educators should monitor teams as they operate within a classroom, helping students to establish consensus regarding their approach to the material being studied.

Assessments
In order to assess student mastery of concepts touched upon during classroom instruction, an educator should compel his students to demonstrate their knowledge through written or oral tests.



COMMUNICATION CYCLE

The communication cycle

Communication is about making contact with others and being
understood. It involves people sending and receiving ‘messages’.
We all communicate, or ‘send messages’, continuously. Figure 1.1
describes the communication cycle. It shows that a communication
cycle occurs when:
1. A person has an idea.
2. They code their ‘message’ (using words or non-verbal means).
3. They send their message to someone else (e.g. by speaking).
4. A second person then receives the message (e.g. by hearing
what has been said or by noticing non-verbal communication).
5. The second person decodes the message.
6. The message is understood.
2
This topic introduces you to the forms of communication used
by health and social care workers and the contexts in which
they are used. When you have completed this topic, you should:
be able to describe and explain the communication cycle
know about one-to-one, group, formal and informal
communication in health and social care settings
be able to describe a range of different forms of
communication used by health and social care workers.
Getting started

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The communication cycle is a way in which groups can measure the effectiveness of interaction and messaging. The best cycles are those that tap into the most effective engagement resources and promote rapid and in-depth visibility of correspondence. The speed with which documents and ideas pass through the entire communication cycle measures the effectiveness of these systems.
Communication cycles include resources such as email chains, social media outlets and VoIP message outlets. The more appropriate and acceptable these are to individuals in the business environment, the faster the response time is and the more quickly the initial sender gets a response.
The point of a communication cycle is to generate rapid and accurate interaction between parties that must maintain access to others at a high priority frequency. These cycles exist in private social groups and business teams alike.


BRAIN STORMING

Brain Storming
Brainstorming is the name given to a situation when a group of people meet to generate new ideas around a specific area of interest. Using rules which remove inhibitions, people are able to think more freely and move into new areas of thought and so create numerous new ideas and solutions. The participants shout out ideas as they occur to them and then build on the ideas raised by others. All the ideas are noted down and are not criticized. Only when the brainstorming session is over are the ideas evaluated.

This is the traditional way brainstorming is done. The aim of this website is to train you in the methods of traditional brainstorming and then to move on and discover a series of advanced techniques available to you.

Some other definitions:
  • Brainstorming is a process for generating new ideas
  • Brainstorming is "a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members" - Alex Osborn
  • To brainstorm is to use a set of specific rules and techniques which encourage and spark off new ideas which would never have happened under normal circumstances

Origin

Advertising executive Alex F. Osborn began developing methods for creative problem-solving in 1939. He was frustrated by employees’ inability to develop creative ideas individually for ad campaigns. In response, he began hosting group-thinking sessions and discovered a significant improvement in the quality and quantity of ideas produced by employees. Osborn outlined his method in the 1948 book Your Creative Power in chapter 33, "How to Organize a Squad to Create Ideas".[1]

 


Osborn's method[edit]

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brainstorming activity conducting
Osborn claimed that two principles contribute to "ideative efficacy," these being :
1.   Defer judgment,
2.   Reach for quantity.[2]
Following these two principles were his four general rules of brainstorming, established with intention to :
·         reduce social inhibitions among group members.
·         stimulate idea generation.
·         increase overall creativity of the group.
1.   go for quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim quantity breeds quality. The assumption is that the greater the number of ideas generate the bigger the chance of producing a radical and effective solution.
2.   Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas.
3.   Welcome wild ideas: To get a good long list of suggestions, wild ideas are encouraged. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking might give you better solutions.
4.   Combine and improve ideas:As suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association.[2]

TYPES OF BRAINSTORMING
Traditional Brainstorming
The normal view of brainstorming is where a group of people sit in a room and shout out ideas as they occur to them. They are told to lose their inhibitions and that no ideas will be judged so that people are free to shout out any ideas at all without feeling uncomfortable. People should build on the ideas called out by other participants. The purpose of this is to gain as many ideas as possible for later analysis. Out of the many ideas suggested there will be some of great value. Because of the free-thinking environment, the session will help promote radical new ideas which break free from normal ways of thinking.
Advanced Brainstorming
The model we propose is an extension of the traditional brainstorming scenario and makes the whole process easier and more effective. Advanced brainstorming builds on the current methods of brainstorming to produce more original ideas in a more efficient way. Specialized techniques, better processes and better awareness, combined with new technologies, make traditional brainstorming a less frustrating process. Most of the problems associated with traditional brainstorming disappear as a more effective process is used. Keep on reading for more details of how you can do advanced brainstorming for great profit to you and your organization.

Advanced brainstorming uses:
new processes and new training to reduce inhibitions
creative and lateral thinking techniques
brainstorming software (computer-aided creativity). Try a 30 day trial of our brainstorming software (Brainstorming Toolbox).
new materials for stimulation and recording ideas

materials from this website. While we provide free training at this site, if you or your organisation want to use this information on your own PC or network or as in-house training then we require you to purchase a licence for it. This money will be used to fund expansion of this website and the training you will be receiving.