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The Journal of Engineering Education Jan.

2000

BARRIERS TO CLASSROOM COMMUNICATION


Dr. (Ms) P. K. TULSI *

ABSTRACT
Communication is an integral part ofteaching-learning process and its effectiveness is one
of the factors which determines the degree to which the intended learning outcomes will be
achieved. The process of communication is not always free from hindrances. There are a
number of factors related to teacher, message, methods and media, students and learning
environment that act as barriers in the process of classroom communication and reduce its
effectiveness. These barrieres need to be eliminated to increase effectiveness of classroom
communication.

1. INTRODUCTION: 2. BARRIERS TO CLASSROOM


Communication plays an important COMMUNICATION:
role in teaching-learning process. The On the basis of barriers to
higher the effectiveness of communication discussed by Wehrich
communication, better are the chances and Koontz, ( 1993) ; Cole and Chan
of achieving the intended learning (1987), Devito (1978), Michael and Jones
outcomes of instruction. Effectiveness (1973) the barriers to classroom
of classroom communication depends on communication can be grouped under
five major factors namely teacher, the following five major factors
students, message, methods and media
• Barriers related to teachers
and learning environment. These
factors, if do not possess the right kind • Barriers related to message
of qualities or attributes create • Barriers related to methods and
hindrances III the process of media
communication and thus decrease its
effectiveness. • Barriers related to students

* Faculty Incharge, Distance Learning Cell, Technical Teachers' Training


Institute, Sector - 26, Chandigarh - 160019.

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The Journal of Engineering Education Jan. 2000

FIG. 1 : BARRIERS TO CLASSROOM COMMUNICATION

• Barriers related to learning the perceptions and subsequent


environment. behaviours that arise from these
basic artitudes and beliefs about the
(See Fig.I.)
se lf ( Pietrofessa et aI.1980) . A
2.1 TEACHER RELATED BARRIERS. teacher who is having negative self
(Fig .2) depicts the teacher related concept will not be open, reject
barriers to classroom communication: feedback contrary to his/ her beliefs
and will not be willing to change.
• These include Unrealistic Self- This leads to difficulties in
Concept: communication.
The self-concept is who the person • Inadequate Knowledge and skills:
is and encompasses that individual's The communication in classroom
values, attitudes, and beliefs about becomes ineffective, if a teacher
self and the environment. It colours lacks knowledge and skills related to

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TEACHER~ ::J
Unrealistic self concept RELATED ---7( Lack of confidence
l ~
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BARRIERS m
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Ul

Inappropriate handling or a>
Inadequate knowledge and skills ~ a>
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methods and media ::J
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Inability to build rapport I\)
Inaccurate perception of world with student -cr
::J

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c.>

Biases and prejudices

Lack of understanding of learners/


Inability to understand
inaccurate assumptions regarding
others point of view
learners.
Inappropriate use of
verbal skills
Inability to understand (Language, prononuciation Inappropriate use of
individual differences etc.) non-verbal skills
c-
I\)
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FIG. 2 : BARRIERS RELATED TO TEACHER N
o
o
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The Journal of Engineering Education Jan. 2000

the subject he is teaching and effectiveness of commun ication


pedagogical skills. Both are essential decreases.
for effective communication.
• Inappropriate Use of Verbal
• Inaccurate Perception of World : If Communication Skills Inability to
a teacher perceives the world around use appropriate language,
him not worth living or useless, he pronunciation, syntax, grammar etc.
will sound pessimistic and lack acts as barrier to effective
enthusiasm and zeal essential for communication in classroom.
classroom communication. Such
• Inappropriate Use of Non-Verbal
teacher will be unable to motivate
Communication Skills
learners for learning and develop
Inappropriate use of facial
wrong attitudes among them. expression, eye-contact, gestures,
• Lack of Motivation : Lack of postures, proximity, artifacts etc. act
motivation to teach, explore, acquire as barrier in communication process.
more knowledge or to communicate, For example, a teacher with stern
on the part of the teacher will restrict face and who maintains distance
him to participate actively or from learners will not be able to
encourage student participation in establish rapport with them and the
teaching -learning proc ess and communication will thus not be open
adversely effect communication. and learners will hesitate in asking
questions, clarifying doubts or
• Lack of Understanding of
Learners: In order to facilitate providing feedback to the teacher.
learning among learn ers, the • Inability to Understand Others
understanding of learners their Point of View If a teacher fails to
characteris tics, cogni tive style s, acce pt view point of others, he
learning styles, previous knowledge, creates a very closed environment
readiness level, motivation, etc. is which restrict learners from actively
essential. A teacher who lacks participating in classroom.
knowledge about his learners will be
• Biases and Prejudices : Biases and
unable to pitch his lesson as per the
prejudices w.r.t class, creed,sex, etc.
needs of the learners and thus makes
adversely effect communication.
the communication ineffective.
• Inability to Build Rapport with
• Inability to Understand Individual Students Lack of rapport between
Differences : A teacher is unable to
the students and teacher leads to
provide variety in methods, media
restricted communication without
and techniques if he fails to
concern for each other and
understand individual differences
feedback.
which exist among the learners w.r.t
a large number of variables. The • Inappropriate Handling of

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The Journal of Engineering Education Jan. 2000

Methods and media :If a teacher learning i.e. known to unknown,


lacks competence to handle easy to difficult, simple to complex,
methods, media and techniques, his observation to reasoning, concrete to
communication is ineffective and he abstract makes learning a difficult
will not be able to achieve the process and acts as a barrier to
intended learning outcomes. effective communication.
• Lack of Confidence : Lack of • Inappropriate Use of Language
confidence in himself, subject or and symbols : The message
handling methods, media and designed using difficult language,
techniques act as barrier to effective not comprehensible to learners, and
communication. A teacher who lacks symbols with which learners are not
confidence in himself may become familiar or are technically inaccurate
very authoritarian or restrict himself or are not standardized ones, create
in communication or maintains hindrance. in communication
distance form learners. process.
2.2 MESSAGE RELATED BARRIERS: • Irrelevant Information : Message
that contains irrelevant pieces of
Message related barriers (Fig 3)
include: information fai ls to sustain the
necessary motivation and interest of
• Lack of Clarity of Objectives : If the learners and inhibit them from
instructional objectives are not attending, listening and
clearly specified in the beginning of comprehending the message.
the class, students will not know as
to what is expected of them at the • Technical Jargon : If a message
contains technical jargon and
end of instruction or why should
learners are not made familiar with
they learn a particular topic. The
it before hand acts as a barrier to
necessary expectancy level is not
communication by reducing interest
aroused among learners and they
and motivation of learners ..
will not be adequately motivated to
learn . Another difficulty In • Heavy Emphasis on Text : Too
communication will be reflected in much dependence on text makes the
selection of content which may not message boring.
match the objectives.
• Lack of Supporting Materials :
• Inappropriate Sequencing of Supporting materials include
Content Matter : Sequencing of student guides, instructional or job
content matter without taking sheets, workbooks, set of instructions
into. consideration the logical etc. If a message is not accompanied
hierarchy of concepts, or principles by appropriate support materials to
or psychological principles of guide or to direct learners as to how
to go about learning the message,

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c-
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...:;,
/ Lack of excercises
Lack clarity of objectives ..... 7' 2!.
'" and activities o
m
:;,
-
\Q
:;,
(I)
(I)
::!.
:;,
r Inappropriate sequencing of / IQ
content-matter m
a.
c
n
Q)

-o·
:;,

I\) Inappropriate use of Lack of examples


en
language, symbols analogies/metaphors

Lack of supporting
Irrelevant information
materials

Heavy emphasis on text!


[ Technical jargon <E<:----J
c-
J lack of illustrations Q)
?
I\)
FIG.3 : BARRIERS RELATED TO MESSAGE o
o
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The Journal of Engineering Education Jan. 2000

it creates problems. or size of the class act as barrier and


make the communication ineffective.
• Lack of Examples, Analogies and
Metaphors: Lack of use of examples • Poor Quality of Media The quali ty
from daily life and world of work, of selected media if poor, creates
analogies and metaphors in message hindrances in the process of
makes it difficult for the leam er to communication. Say for example,
leam it meaningfully and participate transparencies being used by teacher
actively in classroom are overcrowded, font size is small
communication. or contain too many colours or the
quality of audio or video in video
• Overcrowdedness :Too much
information in a message causes film being used is poor will cause
communication difficulties.
problems for both teachers and
learners. Teacher's pac e may • Emphasis on Conventional
become fast or he fails to cover Methods and Media : Too much
details to the extent needed . For emphasis on conventional methods
leamers, comprehension becomes a and media leads to boredom,
problem. Thus, overcrowded monotony and lack of interest
messages act as barri er to among learners, making the
communication. communication ineffective.
• Lack of Exercises and Activities : • Too much Dependence on Media:
Message if not accompanied by Too much dependence on anyone
relevant exercises or activities does type of medium or media without
not provide an opportunity to proper synchronization leads to
teacher to assure himself ofleamer's ineffective communication.
understanding and sustain leamer's
• Lack of Integration of Media in
interest and motivation and to
Teaching-Learning: Lack of
actively involve them in teaching
integration of media in teaching-
learning process thus making leaming makes its use irrelevant 'and
classroom communication
confuse learners and thus cause
ineffective.
problems in communication.
2.3 METHODS AND MEDIA
2.4 STU DEN T S / LEA R N E R
RELATED BARRIERS : RELATED BARRIERS:
(Fig. 4) Shows the barriers related to Students/leaamer related barriers
methods, media and techniques. (Fig. 5) are:
These are:
• Unrealistic Self-Concept: Like
• Inappropriate Selection: Methods, teachers, if students do possess
media and techniques selected if unrealistic self-concept there are
irrelevant to objectives, nature of difficulties in communication. Self
leamers, nature of content; COI,ltext

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~
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CP
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!!!.
o
BARREIRS m
-
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<e.
::J
CP
<0
...

Inappropriate selection Lack of integration of (Q
(Relevance to objectives, media in m
0.
learners, context, size etc.)
/ \ teaching - learning c
n
!.

::J

'"co

Poor quality of media To much dependence


on media

Emphasis on conventional
Methods/Media

c-

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to.)
FIG. 4 : BARRIERS RELATED TO METHODS AND MEDIA o
o
o
~
:r
CD
c-
STUDENT/ o
c:
...
LEARNER '- Inapperoiate attitudes, :::l
Unrealistic self concept e!.
" biases and prejudices o
m
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(Q
:::l
CD
CD
Inability to relate new :::l.
:::l
Inaccurate perception knowledge with already (Q

of world existing knowledge m


c..
c:
o

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Lack of skills-note-taking
~ Lack of previous
CD listening, reading, analysis,
knowledge and skills ~ynthesis , Learning to learn etc;

Lack of intelligence, aptitude, 1mpairement/Sensory


interest etc. deprivation

C Lack of motivation--J ....J


":<~_ _ Inability to attend
c-

:::l

FIG.5: BARRIERS RELATED TO STUDENTS ""oo


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The Journal of Engineering Education Jan. 2000

concept affects participation in or process.


withdrawal from certain academic
• Inability to Attend: If learners do
tasks in educational institutions, not pay necessary attention to the
Students who do not feel they will tas k In classroom, the
succeed, who may be self conscious
communication fails.
and want to avoid embarrassing
failure experience will not venture • Impairment/Sensory Deprivation:
into pursuits that raise such doubts. Impairment or any sensory
Communication is adversely affected deprivation in the learner restricts
by unrealistic self-concept. his participation in classroom
communication.
• Inaccurate Perception of World: if
the learners view world to be not • Lack of Notes Taking, Listening,
worth living, they will become Reading, Analysis, Synthesis,
pessimistic and lack needed zeal and Learning to Learn Skills : Lack of
enthusiasm to participate In these basic skills makes
classroom communication or will communication process in classroom
always show negative attitudes. difficult for both teacher and
students.
• Lack of Previous Knowledge and
Skills :Lack of previous knowledge • Inability to Relate New Knowledge
and skills required to learn new with Already Existing Knowledge:
knowledge and skills creates Meaningful learning does not take
problems In classroom place if a student fails to relate new
communication, - Learners fail to knowledge with already existing in
acquire new knowledge and skills his mind . Communication thus, does
and relate it meaningfully to what not yi eld the des ired learning
they already know as well as fail to outcomes and students are not able
actively participate in classroom. to retain new learning for a long
period of time.
•. Lack of Intelligence, Aptitude,
Interest etc. : A minimum level • Inappropriate Attitudes, Biases and
of intelligence, aptitude and interest Prejudices: If a learner possesses
is essential to be successful in a unfavourable attitude towards
particular discipline or subject if not teacher, subject, classfellows/peers,
possessed by the learner(s) makes institutions or life, or is biased or
the classroom communication prejudiced will have problems in
ineffective. communication, relating with
people and accepting others
• Lack of Motivation : La ck of viewpoint.
Motivation to learn new
information!k.nowledge and skills,
adversely effect communication

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-t
::r-
CD
./ ___)~I Lack of healthy competition c-
Over crowded Classes o
" ...t:
:::3
e.
o
m
:::3
Improper seating
-
(Q

arrangements CD
CD
::!.
:::3
(Q

m
Poor ventilation, light etc. [ Lack offeedback a.
t:
(")
J II)


-
:::3
Too much or too little distance
w betwen teacher and student, [::e:;::Ucin J g
student &: media

Preejudices, biases,
[ Lack of facilities J in appropriatee attitudes

lLack of rapport between teacher


Lack of experimentation
and student among students

Strict rules and regulations/too


much liniency
[--- Lackoffreedom J Fear of punishment / criticism
"-
II)
?
I\)
FIG.6 : BARRIERS RELATED TO LEARNING ENVIRONMENT o
o
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The Journal of Engineering Education Jan. 2000

2.5 LEARNING ENVIRONMENT • Lack of Rapport Between Teacher


RELATED BARRIERS: and Student and Among Students:
It makes classroom environment
Learning environment related
closed in which students restra in
barriers to communication (Fig.6)
themselves from participation,
are:
clarifying their doubts or expressing
• Over Crowded Classes their own viewpoints.
Overcruwded classes makes it
• Strict Rules and Regulations or Too
diffi cult for the teacher to pay
Much Leniency: Both are
attention to all the learners and cater
unfavourable for effective
to their individual needs and thus
communication. Strict rules and
affects communication
regulations create fear and students
• Improper Seating Arrangements: will not freely open up, while too
It leads to discomfort to the learners, much leni ency creates discipline
problems in maintaining eye contact problems.
with teacher or peers or problems
of access to teacher or learner and • Lack of Freedom Learning
environment that restrict
thus restrict free flow of ideas among
individual's freedom to participate
learners or between teacher and
or express his VIew point or
learner.
experiment is not conducive for
• Too Little or Too Much Distance effective classroom communication.
between Teacher and Student,
Student and Media etc. : Too little • Fear of Punishment/Critici~m :
Learning environment characterised
or too much distance creates
by fear of punishment and criticism
comm unication difficul ties . If
discourages students to be frank and
distance between teacher and
open and participate freely in
student is too much, students have
classroom communication process.
difficulty in relating to the teacher
and open ly participating 111 • Lack of Experimentation: Lack of
classroom communication. On the opportunities to experiment,
other hand, if distance is too Ii ttle, innovate or create again hinders the
student feels threatened that his process of communication.
personal space is being encroached
• Anxiety Producing : Learning
upon and he restrains himself from
environment that causes anxiety
interaction.
among learners hinders the process
• Lack of Facilities: Lack offacilities of effective communication.
such as proper chalkboard electlicilY Students are restricted in their
points, media etc. in classroom act communication. Sometimes they
as barriers in communication. may withdraw themselves or may not
participate In classroom

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The Journal of Engineering Education Jan. 2000

communication. courses in the area of subject-matter,


learners', psychology, understanding of
• Lack of -Feedback : If the element
of feedback is missing in the learning learning process, instructional design,
environment, it hinders the process in structional methods and media,
of comm uni cation. Ima gine a teaching ski lls, interpersonal relations
situation in which feedback and communication skills should be
organised for them. In case of students,
regarding student's performance or
students feedback regarding increasing self-awareness, training in
instructional effectiveness is missing. communication skills-both verbal and
The communication will either be non-verbal, developing group-discussion
ineffective or breakdown at one skills and providing individual guidance
point. to students, if needed, will help in
improving classroom communication.
• Lack of Co-operation : Teacher-
REFERENCES:
student coopera tion and
cooperation among students if * Cole, PG and, Chan, LKS Teaching
lacking, will lead to breakdown of the Principles and Practices'. New York;
communication. Prentice Hall. 1987.
• Lack of Healthy Competition: Lack * Devito, JA' Communicology: An
of h ea lthy competition among Introduction to the study of
students may lead to comp lete communication'. New York: Harper
breakdown of communication and Raw Publishers, Inc. 1987.
among students or group s.
* Michael, SR and Jones, HR
CONCLUSIONS : 'Organisationa l Management;
Concepts and Practices'. New York;
From the above, it is clear that a
Intext Educational Publishers, 1973.
multiplicity of barriers can exist in the
classroom communication, which can * Pietrofessa, JJ; Bennstein, B, B;
either make it ineffective or decrease its Minor, J; and Standford ,
effectiveness. There is also an interplay S.'Guidance; An Introduction '.
of these barriers. The barriers stated Chicago: Rand McNally College
above need to be eli minated from Pub. Co. 1980.
teaching-learning situation in order to
increase the effectiven ess of
* Weihrich, H and Koontz, H '
'Management, A Global Perspective'
communication . Teacher's self New York; McGraw Hill, Inc. 1993.
awareness need to be increased and
*

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