Effective communication according to Eze (1998) enjoys a complete model, which include physical and verbal factors.

Here the source encoder constructs a message concerning a wide range of objects, acts, ideas, situation or experiences. The total message that is encoded consists of at least three principal factors; verbal stimuli, physical stimuli and vocal stimuli. All these are encoded simultaneously and the message functions as a unit. The message is transmitted to a receiver (decoder) who responds in some way to its verbal, physical and vocal elements. It is described as essentially factors for development, taking into account its dynamism and influence (Udenta, 1998). Ezeanya (2001) summarised effective communication as essentially messages sent and received and confirmation of their receipt and interpretation is returned from a sender, to ensure a two-way process. Ogili (2001) and Offor (1998) enumerated four factors involved and embedded in the process of effective communication as: (a) the encoder or sender (b) the message to be sent (c) the channel for carrying the message and (d) the receiver or decoder Effective Communication Effective communication is the utilization of ideas, objects, techniques, devices and people for planning, designing, carrying out and evaluating human learning and communication. The value of educational instruction lies in its ability to actively assist learners to learn faster, understand deeper, retain longer and apply accurately what has been learned as compared with other existing approaches. The relevance of effective communication lies in the various levels of the learning materials and equipment. Adeyemi (1984) and Ogili (2001) contend that the best strategy for effective communication in educational instructions is guaranteeing continual use of skills by the prospective learners in the production of prototype materials. Ogili (2001) asserts that learners generally remember: (a) 10 percent of what they read (b) 20 percent of what they hear (c) 30 percent of what they see (d) 50 percent of what they hear and see (e) 70 percent of what they say (f) 90 percent of what they say as they do a thing. Strategies for effective communication in educational instructions: (a) Visualisation (b) Audio (c) Face-to-Face (d) Participatory (e) Funds (f) Teacher and the Environment Visualisation Strategy Visuals are things you are able to see. refer to a variety of materials such as: photographs, line drawings, paintings, posters, objects, slides, classrooms, charts, signs, films, models, graphs, books, and newspapers.

The significance of visualization in effective communication includes the following: (a) makes the message clearer (b) breaks the monotony of print (c) helps the learner to remember that the information better (d) increases attention (e) helps to make learning more real (f) motivates the learner (g) makes the printed materials more attractive (h) communicates to learners in all languages.

Ogili (2001) opines that educational instructions call for effective communication or revolution, which can be used for instructional processes alongside the teacher, textbook and chalkboard. In order to achieve effectiveness in educational instructions, relevant strategies for communication are vitally important. The various forms of educational media include the following: (a) Graphic materials: graphs, charts, diagrams, posters, maps, globes and cartoons. (b) Display materials: cloth-board, billboards, flat pictures, flannelboards and chalkboards. (c) Printed materials: textbooks, encyclopaedia, dictionaries, newspapers, official documents, duplicated materials. (d) Projected materials: 16mm films, 35mm films, transparencies, telephoto. (e) Audio materials: Radio, telephone, records, tap recordings. (f) Others are: magic boards, microforms models and puppets. Ezeanya (2001) reiterates that effective communication in educational instruction is very necessary because it can supply a concrete basis for conceptual thinking, offer experience which stimulates self activity on the part of the learner. Print Media Strategy for achieving results is by increasing the motivation and mobilisation. Types of materials include features, articles, analysis, cartoons, short stories and pictorial stories. Implementation level requires: - support teachers - reinforce previous lessons - private reading materials Electronic Media (Television) Strategy for achieving results includes mobilisation and motivation. Types of programme include talks, plays, discussions, documentaries (films) and spot announcements. Implementation level includes: - Reports of activities - Appeals - News and information - Direct teaching Audio materials include radio, telephone records and tape-recording.

Radio Strategy for achieving results includes mobilisation and motivation. Types of programme include drama, talks i.e forum or debate, musical programme with commentaries. Implementation guidelines include: - Support Teacher - Create enhancing mood - Reinforce previous lessons - Support written materials - Create means for participation (Ezeanya, 2001) and Field Trips. - Effective communication here depends on the learner assessment of teachers, beliefs, attitude and personality. Eze (1998) affirms that face-to-face crystallises the specific objectives as: to inform, entertain, convince, persuade, actuate or stimulate. Field trips that include short field trips to adjacent industries, factories, shops, museums, quarries and other place of scientific and cultural reminiscent are good supplement to the teaching effort. Such field trips should be relevant to the curriculum and lesson otherwise it may end up a pleasure trip and a waste of time and resources. After the trips, learners can come back to the classrooms to narrate their various experiences orally or in writing. Ogili (2001) and Talabi (1980) contend that the use of electronic media in educational institutions should be well organised, selected and monitored by the teacher. The teacher should, therefore, encourage question and answer and give assignment for assessment. Implementation levels include support the teacher by encouraging him to develop through conferences, seminars, workshops, regular payment of salaries and allowances. This in turn create enhancing mood, support written materials and at the same time create avenue for participation in decisionmaking Instructional Approaches When specific effort is made to modify the environment, in a way a specified learning occur, one certainly sees the effects on learners. Instruction is described as the process whereby the learners environment is deliberately manipulated to enable learner respond positively, under specified conditions to specific situations. The additional modern approaches to Teaching-Learning Materials (TLMs) supports the Learner centred, interactive technique, collaborative work, teacher as facilitation and formative type of evaluation. CONCLUSION In the struggles for national development, the uneducated cannot be left out without the devastating repercussions. In order to ensure effective communication in educational instructions, appropriate strategies must be involved to liberate, enlighten and educate learners. Therefore, a variety of strategies to support and improve educational activities must be satisfied.

Hubley has shown us that communication is a complex process (Fig.1).1 At any stage of this process things may go wrong, making the communication less effective. For instance, the sender may not express what s/he wants to say clearly; or the room may be noisy; or the receiver may not understand the words the sender is using. To be effective, teachers have to try to minimise these barriers to communication.

We do this in a number of ways for example, by making sure that the room is quiet and well lit; by speaking slowly and clearly; by only using words which the students should be able to understand. However, the most important way to overcome the barriers is two-way communication (Fig. 2). This means getting regular feedback from the receivers (the students in this case): are they really understanding what we are trying to put across? Communication does not only take place by means of words; non-verbal communication (or body language) is equally important. We are all familiar with the different kinds of non-verbal communication (Fig. 3). This kind of communication is usually subconscious we use it without thinking about it; that is why we say that it is difficult to lie in body language. If teachers really attend to the body language of their students they will know when they arebored or confused. From the body language of their teachers students pick up whether They are confidenta nd enthusiastic.

Person-to-Person Communication: Presentation Skills

Some teachers like to talk, and expect the students to write down what they say and to learn it (this style encourages superficial learning and rapid forgetting!). Other teachers see their role as one of helping the students to learn at a deeper level - to understand new ideas and concepts so well that they can apply them in a work situation. Either way, these teachers will do a better job if they communicate well with their students. An important element of communication in teaching is the use of teaching aids. We have all heard the saying: What I hear, I forget; what I see, I remember; what I do, I know. Pictures, written posters and practical demonstrations improve communication and we should use them as much as possible. Most of us have access to paper, posters, a chalkboard, or an overhead projector. We can use these to prepare aids for our lessons: summaries of important facts, or pictures and diagrams. The overhead projector is particularly useful, because it allows us to face our students while using it.

About the style of presentation

Does the teacher speak clearly?

(loud enough; not too fast; faces the class; avoids mannerisms like um) Is the teachers non-verbal communication suitable? (appropriate gestures and expressions; moves around; eye contact with whole class) Does the teacher speak understandably? (uses words that the students should be able to understand) Is the speed of presentation right? (the students must be able to absorb the material that is presented) Is there two-way communication? (the teacher checks regularly if the students have understood) Is there evidence of a good relationship between teacher and students? (teacher and students respect each other, listen to each other)

About the content

Does the teacher emphasise important knowledge?

(the main messages are clear and emphasised, unnecessary detail is left out) Is information presented in a logical sequence? (bits of information follow logically after each other easy to understand and remember)

About the place where the teaching is happening

Istheplaceconducive togoodcommunication?
(enough light;nonoisefromoutside) Are the students comfortable? (adequate seating; students can see the teacher; not too hot/ too cold)

About the use of teaching aids

Are the teaching aids relevant?

(the aids only deal with the subject matter of the lesson, and clarify it) Are the teaching aids well prepared? (only contain highlights/ main points; neat; different colours are used) Are the teaching aids easy to read and understand? (letters and pictures are large enough; not too much crammed onto one aid) Are the teaching aids skilfully used?

(the teacher handles them with confidence; uses a pointer; does not mix them up)

About the content

Does it emphasize important knowledge?

(makes clear what is important - the students dont know) Does it present information in a logical sequence? (information logically connected, so it is easy to understand and to learn) Is it scientifically accurate and up-to-date? (information is true, comprehensive, in line with current thinking) About the style of writing Are the sentences short? (not more than 20 words; one idea per sentence) Are active verbs used as much as possible?* (feed children regularly, not children should be regularly fed) Are the readers likely to understand the words? (no jargon; using the simplest word that will say what you want to say) About the layout/ presentation Is it legible/ easy to read? (handwriting neat; roneo copies or photocopies clear) Is it well spaced and not too full? (a page crammed full of print is discouraging, boring, difficult to read) Is it striking and interesting? (different letter sizes; bold font used for emphasis; pictures or diagrams included)