chp 6 teacher communicatiion skills - english

8/13/2019 Chp 6 Teacher Communicatiion SKILLS - English

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Chapter 6

Teacher Communication Skills

You should be able to explain:-

the importance of communication skills for teachers

compare and contrast verbal and non-verbal skills

Analyse and identify non-verbal behaviour communication practiced in Malaysias multicultural society

Understand the elements of verbal skills

The importance of oral communication in the cultural friendly classroom environment

Element of politeness in communication

6.0 Introduction

The art of communication involves listening and speaking as well as reading and writing. Teachers are proficient communicators as they

receive information understand and synthesi!e it and e"press themselves in simple and effective ways that help pupils learn effectively. They

make e"cellent teachers because they are able to transmit knowledge skills and values at the same time when they communicate their love

respect and care towards their pupils. They also help to motivate and mould them to be better citi!ens.

#.$ Communication

%ommunication means sending a message either in verbal or non-verbal b someone on the other side and place a response !rom

the message receiver. Effective communication means a message is clearly received by the recipient. A message received should be

understood by the listener &receiver' under any circumstances. (enerally communication is human interaction in sharing ideas thoughts and

feelings whether through verbal and non-verbal methods.

)owever if an obstruction occurs in the communication the message to be conveyed failed its communication goals. *t is pointed out that a

message can arrive to the receiver either through the spoken word or the word through symbols and body language that allows the receiver

to interpret the purpose of the message such as when the teacher put his inde" finger to the lips the pupils receive the message as an

indication ask them to stop talking. The fact is other than verbal skills pupils capture non-verbal skills that motivate them to convey a

message. *n fact non-verbal skills e"plain more clearly the purpose of the e"pression of words.

6." Communication important to teachers

Teaching and learning activities in a classroom is more effective when a teacher make communication preparations before implementing a

teaching plan. Teachers should not only be well versed in delivering the message but to be need smart to interpret and analyse the

messages sent by their pupils.

Teachers not only manage teaching and learning in the classroom also cover other daily matters involving many parties and issues. +elivery

of educational content do not rely solely on the content of the lesson presented by the teacher. Teaching is effective when the delivery and its

implementation is well understood by the pupils. ,et us for a moment imagine a teacher that uses the same syllabus assisted by the same

te"tbooks and the same guides but why face lots of differences in his pupils performance and their behaviour

Teachers must be aware that pupils who from different ethnic and backgrounds will at an early stage find it difficult to understand message ina language that a teacher uses is not their mother tongue &or home language'. )ence teachers must be sensitive and should ensure that

they are able to convey the message which is understood and accepted by pupils. *n ensuring a culture-friendly classroom environment a

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teacher cannot forget all that verbal and non-verbal skills are important factors that ensure teachers managing a classroom of different

ethnic pupils.

The importance of communication skills among teachers cannot be taken for granted by teachers. *n fact lack of communication skills hinders

learning and teaching activities and rapport between the teachers with parents and the general community at large.

Teachers play many roles in and out of school environment. The following are some of the roles they play where the importance of

communication is seen an important element that has an impact on public perception towards an effective teacher.

6."." Teacher

Teachers teaching with better communication skills to disseminate knowledge to pupils. This is true as the communication between teachers

and pupils is an important factor that influence the learning process. A teacher that is able to communicate effectively with his pupils is aware

of the environment and pupils background knows the best communication strategies to reach them and to ensure teaching goals be

achieved. Thus its safe to say that teachers ability to communicate determines pupils interest in learning and doing better in academic

performance.

/oolfolk &011$233' states teachers are able to maintain pupils interest in learning as well as to develop their ability in mastering knowledge

and skills learned if teachers are always aware of pupils learning environment. *n this regard 4ygotsky &$56#' argues that the role of

teachers in delivering information reminders and encouragement to pupils at the appropriate time and situation is one of a pupils learning

centre. 7ole can only be fulfilled if the teacher is able to communicate with pupils in a way that smoothly and successfully motivate pupils in

learning.

6.".# $ducators

Teachers are educators. *t is an important role in educating and moulding them into a perfect human being as laid by the 8ational Education

9hilosophy also in line with the e"pectations of parents community and country. As trained educators teachers become good role-models

as they are closer to with pupils.

7esearch indicates that caring teachers who e"press concern for pupils and act as confidants role models and mentors can contribute to

childrens capacity to overcome personal vulnerabilities and environmental adversities &/ang )aertel : /alberg $55;'. Thus teachers

way of communicating affects pupils. Every action verbal or non-verbal is observed by the pupils. This should cause us to find that there are

teachers who are able to control the classroom and overcome discipline problems than some teachers that are unable to control the class

and have their lessons disrupted.

6.".% &gents o! Change

Teachers are agents of change< They can influence the pupils to change from being la!y to being hardworking motivated and e"cel in their

studies. A teacher who lack communication skills cannot change the pupils. *nstead will find problems like pupils skipping classes apart from

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other disciplinary problems in the classroom. As agents of change the ability of teachers to e"plain the importance of a change from being a

la!y person to hardworking will somehow help many rural and poor interior pupils who may =ust feel too complacent with their present status.

As agents of change it is not easy for teachers to open the minds of their pupils who are accustomed to a life of faith and culture that live in.

Teachers who teach in rural schools should be aware that as an agent of change they have a duty to help to impart knowledge to their pupils

that help them to accept the changes as well as improve their living standards. Teachers need communication strategies that best suit their

pupils. They need to in=ect fresh enthusiasm for a change by using best communication strategies that they know that help influencing young

minds to accept changes that will bring lots of positivity in their lives. Teachers need to master communication skills to be able play an

important role in school and in local community where they live and work.

Teachers need to build strong and healthy rapport and relationship with the local community. *ts a known fact that relationship between

teacher and community helps in teacher imparting knowledge to their pupils in school. This happens to be true when pupils realise that their

teachers are close and have access to their parents. 9upils will strive to do well in education as well as to stay away from any possible

problems. This will eventually be a positive factor for pupils to be attentive in schools. Therefore it is important that teachers utilise a variety

of communication strategies to influence parents minds to accept any changes that happen for the betterment of their children in schools.

Teachers being caring and effective communicators can act in concert to strengthen the effects of education to enhance pupils success in

learning. /hen there are positive relationships among parents and teachers its a great likelihood of positive outcomes for pupils to imitate

the positive relationship with their peers who come from different ethnic backgrounds.

*t is not surprising to find some communities lag behind in terms of education and economic progress due to poor communication and out of

touch with the latest developments in the country. These groups of people have refused to seek and ac>uire knowledge that could help them

to be better off than before. Teachers can help the community in matters relating to hygiene healthy eating habits cooperation and respect

and diligent.

6.".' (eaders

Teachers as classroom managers and community leaders need to have good communication skills. (ood and effective communication skills

helps them to be accepted as leaders in their chosen fields. As the classroom manager the teacher plays a role by meeting with the parents

and talk to them about their childs progress in school. According to the ?anuary @eiger &011' the teacher with parents can help solve the

pupils problem in the school. Teachers contact parents by telephone or have face to face meeting to discuss the development of pupils.

%ommunication skills affect how parents view teachers role in leadership. Bchool and classroom leaderships do affect school achievement.

This can be seen for schools that successfully establish collaborative relationships with parents and the community we see tremendous

progress and achievements made by their pupils in their studies. This involves everyone in the school from the administration down to the

non-academic staff of the school to interact with the childrens parents.

6.".) Social *elations &gent

A teacher is the driving force for developing social relationships among pupils. As a driving force they must play their role effectively by

conducting activities that encourage social interaction among pupils from different cultural and ethnic backgrounds. An e"cellent good teacher

has got communication skills that help create awareness of common and widely accepted Malaysian values that instil a sense of unity among

the pupils and the community at large.

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(oodfellow and ,amy &$555' says social relations model provides e>ual opportunities to its members to get involved to communicate and

give each member a chance to participate and play a role. Therefore roles played by teachers in a classroom teaching and learning

activities re>uires them to master communication skills to enable each message is effectively relayed and receive accurately among the

pupils.

6.".6 +oderator

Teachers play an important role as moderator in e"plaining something that to be accessed by pupils during their learning. Cor an e"ample

pupils should be made aware of the importance of school attendance and the importance of learning to write and read as encouragement to

them to be very hardworking in school. The description and the approach should be modified to suit pupil differences and their learning

styles. Teachers need to be able to identify and then employ different forms of communication skills to communicate with pupils from different

levels. Cor e"ample ,evel * pupils and ,evel Two pupils have different levels of language grasp and vocabulary. Teachers should use simple

language and communication skills when dealing with Dear one and a two pupils compared to Dear or year ; pupils who may understand

better because of the e"perience and being longer in the school.

A teacher is also a moderator to parents and the community. Teachers ability to communicate with parents will build a better understanding

with the parents on the school process and the present education system. Cor e"ample teachers should know how to e"plain the reasons for

Teaching Bcience and Mathematics in English &99BM*' is repealed. Fn 3 thBeptember 01$ The Ministry of Education launched Malaysia

Education Glueprint 01$-0103 as a guide for education e"cellence for coming thirteen years in an effort to ensure pupils are given >uality

education regardless of their level and background. *t is clear that the teachers must be able to e"plain these changes made in an effort to

further strengthen the education for the benefit of the pupils and also to the country. The teachers depends on their communicative skills to

communicate these changes to the parents and the community. )owever if the teacher is unable to so in an effective way the public will

blame authorities for the childs failure in the school.

6.# $lements in Communication Skills

%ommunication skills consists some basic elements. Among the elements that must be mastered in communication skills are listening ability

to convinceH attract listeners verbal skills pronunciations and intonations clear communications and verbal and non-verbal cues & body

language gestures and symbols'.

6.#." (istening Skills

Effective communication begins in a classroom with listening skills. A teacher should allow pupils to speak what they like and share with

teachers and their peers. A child learns to e"press ideas and views with Iself-talk when they meet people as they begin to establish

friendship and begin to interact and talk. At school children talk to their teachers. /e see the child does not feel afraid shy or embarrassed

to have a conversation with their teacher who is at ease to accommodate these pupils.

Collowing are some practical ways that shows teachers are good listeners2

Allow pupils to tell a story or talk something about their ideas until the child is satisfied what he has shared with others.

)ave eye contact with pupils to show that you are interested to what they have to say.

Teachers need to attend to pupils who are still young. They may not understand why teachers are busy and loaded with various

responsibilities apart from teaching. )owever it is not appropriate for an e"cuse not to treat and attend pupils who want to tell a story

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+o not cut the conversation short even if the pupils would have made mistakes or their conversation doesnt leads anywhere. *nstead

listen attentively what is being spoken by the pupil&s'. *f there is confusion on the facts teachers can correct them in an acceptable

manner.

Jeep an open minded when listening to their pupils and avoid being pre=udice against pupils of different background and levelK need to

be understanding and positive to the differences between pupils without looking down on them.

Teachers should not monopoli!e teaching and learning activities &teacher centred' but should instead encourage pupils to be active inclassroom activities like discussion role playing dialogues and debates. Teachers who are skilled in communication will always be

able to successfully encourage pupils to take part in class activities.

6.#.# Skills to &ttract (isteners

Teachers who are loved by the pupils. They are funny and have interesting ways of teaching. Fn the other hand there are dull teachers and

make pupils not participating in classroom activities. There are some who nags. Bimilarly during talks held there is a speaker that can keep

audiences interested for hours instead of boring speakers will cause the audience to feel sleepy. The greatness of a person in the

communication will result in the other party not only tired but the message from the talkHcommunication is lost.

A teacher who is great in communicating should have following characteristics to attract pupils to participate in activities prepared for them2

Use humour as laughter can make pupils feel comfortable while teaching and learning is carried out in the classroom. 9upils feel

uncomfortable in school if they are too shackled with many rules during directed activities in a classroom. Teachers who are less

concerned are not sensitive to the desire and needs of pupils who are always looking for fun. )owever do not overdo it.

*dentify pupils interest and relate it to the lessons in the class. This will make pupils to be interested in learning. Cor e"ample using T4

series like LBtar Trek or favourite cartoon characters with space science.

9rovide opportunity for pupils to present their views and ideas. This will result in pupils being more interested in learning something

new as they feel it comes from themselves. They would also feel that they are understood by their teacheruestion during lessons as they learn by asking what they dont know. Teachers who refuse to entertain

>uestions from pupils will only cause them to lose interest and indulge in distracting others from learning as well.

6.% ,erbal Skills

Teachers must work to create a conducive classroom environment that encourages pupils to develop their verbal ability. 4erbal skills occurs

in various activities like conversation e"pression of feelings ideas and e"changing their views. Teachers need to master communication

skills in dealing with. Teachers must be e"cellent listeners. (ive pupils positive comments to develop pupils positive self-esteem.

6.' Teachers ral Skills

Gandura &$5' has stated that pupils learn through imitation as is illustrated during his famous bobo doll e"periment in $5#$. %hildren

develop their social skills through social interaction with others when they begin to practice everything that is imitated from those around

them especially from their parents and teachers. )ence teachers should have e"cellent verbal skills and the ability to speak effectively apart

from utilising best teaching strategies in classroom.

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6.'." Correct /ronunciation

The correct pronunciation of a word is important in verbal skill. Malaysian teachers face pupils who hails from a variety of ethnicity and

backgrounds. They need to connect with these pupils through language especially the Gahasa Malaysia as the medium of instruction in the

schools. Thus teachers pronunciation should be clear and accurate regardless of the sub=ect they are teaching to ensure pupils are not

confused. This is consistent with the concept of language across the curriculum. *n the Malay language the use of raw language is very

necessary to avoid dialect being used in teaching and learning situations in the classroom. Bimilarly when teachers teach English as second

language in Malaysia they must pronounce words clearly and correctly to ensure that pupils are capable of mastering the language. *n

addition to English and Malay language pupils at the school are given the opportunity to learn their own mother tongue such as %hinese

Tamil *ban and Jada!an-+usun language.

Teachers face multiple challenges teaching in special need schools which involves pupils of impaired hearing or having learning disabilities

and rehabilitation. There are children who are categori!ed deaf can still be taught with verbal skills which in turn can be driven to master the

reading skill. This group is not fully deaf. Thus the teachers should be able to establish a relationship with them and pronounce the words

clearly and encourage them to speak. Cor this group the teacher plays the role of a caring attitude. This is where teachers communication

skill is paramount.

6.'.# Clear and Structured Communication

A messageHideas can only be understood when presented clearly with properly constructed sentences. Teachers e"planation must take into

account the pupils level and their background and language knowledge. Belection of the appropriate words make things easier for them to

understand and the message listened with interest. Cor childreninappropriate and misleading words does not help them to understand what

teacher wants to teach. +ont beat around the bush but go direct to the point and e"plain in simple terms. )owever this is different when

teachers communicate with colleagues or parents. Teachers need to master >uestioning skills answering to e"plain something to the pupils.

These skills can be seen from the sentence structure whether the message conveyed is clear and organised.

6.'.% Intonation

*ntonation is about how we say things rather than what we say. /ithout proper intonation its impossible to understand the e"pressions and

thoughts that go with words. ,isten to somebody speaking without paying attention to the words2 the melody you hear is the intonation.

Teachers need to know how to ad=ust voice intonation when interacting with the pupils. *ntonation of speech should be adapted to the conte"t

and the purpose of the conversation. /hen teachers failed to control pupils verbally teachers will start using other means to control them fore"ample using a ruler which is knocked over the table to make the pupils >uiet or pay attention to the teacher. )owever if teachers have

good communication skills they do not have to rely on other means to e"ert their control over the pupils.

Teachers need to know how to throw their voice according to the conte"t and situation. They may raise or soften their voice when necessary.

Collowing are some of the ways a teacher can increase the effectiveness of their intonation2

Enthusiastic when delivering a messageH meaning to his pupils. Cor e"ample when teachers emphasise the importance of seeking

knowledge teachers should be vigorously encourage and make pupils aware of the need and the importance of seeking

knowledge.

Avoid using a flat voice tone &Monotone' - its boring.

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Use high and low voice to convey message. Teachers can learn to use different tones in communication to show their appreciation

in the classroom. Cor e"ample * say the word bananas - firstly with an interested intonation &varied tone'K then uninterested &flat'.

9upils can identify the two and describe the difference. There are no rules or formulas to it teachers need to learn and build their

calibre as they go along in their teaching career.

6.) on-,erbal Skills

8on-verbal communications include facial e"pressions the tone and pitch of the voice gestures displayed through body language &kinesics'

and the physical distance between the communicators &pro"emics'. These non-verbal signals can give clues and additional information and

meaning over and above spoken &verbal' communication.

8onverbal skills is communication process that involves sending messages through a variety of ways without using words. The importance

of non-verbal behaviour in a society becomes important especially for people who prioriti!e the features of politeness when a message is

more effective. The message is easily communicated through non-verbal behaviour. Teachers need to master the knowledge of the cultural

background of different ethnic groups in Malaysia. *nability to master the knowledge and skills of teacher communication can affect teaching

and learning in the classroom.

Teachers need to understand the culture of an ethnic to play an important role in dispensing knowledge to their pupils. This is true for

teachers who are placed in rural areas for e"ample in indigenous communities or in remote areas of Babah and Barawak. To enable

teachers to foster a friendly and close relationship with the pupils and the local community teachers need to learn and try to understand the

purpose and meaning of a message conveyed through non-verbal behaviour.

Teachers need to understand the elements of non-verbal behaviour to enable them to create a classroom environment which culture friendly.

The knowledge and skills needed by teachers are an important asset in building a cohesive society. Through their knowledge and their skill

possessed teachers are able to e"plain and understand pupils cultural diversity and different forms of communications in Malaysian society.

Teachers need to know and understand taboos in relation to each ethnics they encounter in their work place. These taboos must be

respected and adhered to. 8on-verbal communication is e"tensive and involves every human wherever they are. Cor e"ample you may be

placed on duty in a remote area of the 9enan community in Barawak. Therefore you do not understand their spoken language but you can

still communicate with them through non-verbal communication including with a smile and gifts. Gehaviour is also a part of non-verbal

communication that needs to be mastered by the teacher.

8on-verbal communication can be divided into several forms. These includesK Gody Movements &Jinesics' 9osture Eye %ontact 9ara-

language %loseness or 9ersonal Bpace &9ro"emics' Cacial E"pressions and 9hysiological %hanges.

Cor discussion purposes we may select certain areas in relation to Malaysian conte"t. )owever you are encouraged to read further from the

internet or do research in your local libraries on nonverbal communication.

6.)." 1od (anguage

Gody language may consist of gestures or body movements that give meaning or signal of something posture or body position eye contact

and stares facial e"pressions the distance between the speakers to the listener position and touch. Bome ethnics have body language that

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convey different messages and have different values. Understanding the practice of the people on this matter varies and teachers should

make a point to understand them. *t helps to be understanding and tolerant and avoid misunderstandings.

Gody language has three ma=or roles

helping people deliver messages without utterance

replacing the role of verbal language convey meaning more effectively and

To convey the emotions and feelings that are sometimes not able to be spoken through the words.

Gody language e"ists in all cultures but do not necessarily have the same meaning. Cor e"ample the Malay community have different sitting

arrangement for male and females. The men sit cross-legged while the women sit bersimpuh. Beating of men and women is different too2

men usually sit on the porch or in the front of the house while women sit in the space near the kitchen or at back of the room. *n the eastern

culture there is a difference between the status and position of women and men that e"plain each gender have different tasks and roles.

NE"tra reading at the end of this chapterO

*n everyday communication you can detect other people2s !eelings through !acial expressions.Cor e"ample if her face sour nature

shows he is not happy not happy and theres something boring or bothered. /rinkled face reflects someone is in a state of wondering about

something that is not sure or maybe even he was surprised. Bimilarly if the sweet face with a smile it reflects the nature of friendliness

cheerfulness and =oy. As a teacher you should avoid facial e"pressions because the other party is not happy and distracted.

3estures or bod movementsalso have a different interpretation. Teachers should be careful to avoid using the wrong gestures pupils

interpret gestures in clusters according to their cultural understanding. Cor the ma=ority of the East pointing toward something by using yourinde" finger is considered impolite fingers are used to show a thumb. 4ids usuall hunch their bodies slightlwhen crossing in front of or

behind the elderly people. %rossing in front of or behind the elderly is considered bad manners e"cept by bending the body that carries

messages that by passed respect for their elders.

*n the Malay community young people will be shaking hands and kissing an adult hand as a symbol of respect for the elderly. Although

most people today accept the practice shaking hands as a way of showing friendship but the practice is limited in Muslim society that does

not allow men shake hands with women. *t is forbidden in *slam for opposite se" to touch one another. 9upils should be e"plained about dos

and donts that is practiced in our communities and the application of values respect and understanding.

Touchalso has a deep meaning in the community. Cor e"ample a mother caressing her childs head or hair is seen as a symbol of love but

in a classroom situation it raises the possibility of unhappiness because for some people holding the head is unacceptable behaviour.

Bimilarly if a male teacher caressing the head or hair of his female pupils it will certainly raise issues. 7ubbing or patting pupils

backHshoulders could be a sign of hospitality and to motivate pupils to do their best. )owever its not advisable due to culture and also it may

invite problems. *t is suitable for male teacher doing that to his male pupils but not to a female pupil. ,ikewise a female teacher may do so to

her preschool pupils regardless of gender as the pupils are young and they see her motherly affection.

$e contactis important part in communicating. *n some culture it is known that elderly person or parents avoid staring directly into the face

because it may be treated as rude or speaking against the elderly. Fn the other hand there is also a belief that if children look down when an

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elderly person is speaking it is a sign of disrespect or hatred. *n situations like this the teachers certainly will be confused with the behaviour

that is practiced. *f there is a difference in the value of a similar behaviour then teachers need to regularly apply the universality and

accepted values in creating e>uality and solidarity.

7ead further on eye contact practiced by different ethnics in Malaysia. *dentify accepted norms dos and donts. 9resent and discuss your

findings in classroom.

Each community has its own way to greet and welcome one. +iscuss with your classmates about non-verbal behaviour of each ethnicity in

Malaysia when someone say hello and welcome.

6.).# +essages via Smbols and &rte!acts

Every culture has treasures and artefacts as national heritage and culture. There are artefacts that play a role in conveying messages and gel

as easily accepted by society. 4erbal skills are also associated with the symbol. A community has a symbol which has hidden meanings.

Teachers should understand the meaning of symbols used within an ethnic community and the community where they are posted. This will

help them to understand avoid confusion and violate local customs and beliefs. Cor e"ample among the *ndian community the girls will wear

saffron powder during menstruation. Teachers need not asking anything related to it to avoid embarrassing the pupils.

*n *ndian society tying thali on brothers wrist by the sister in ceremony called 7akhi is a symbol of brotherhood and love that is practiced in

their community. Thali is also a symbol of the bond between husband and wifeK which is worn around the neck by her husband on their

wedding day. Bimilarly the *ban beads =ewellery beads used as a necklace or on body is the epitome of lu"ury and privilege. Cor the Malays

betel-leaf bo" is the epitome of intimacy and friendship and custom which is part of things presented during engagement ceremonies.

/hile for the %hinese tea is the epitome of intimacy and closeness that is served by the new bride and groom to their parents. The bride in

the %hinese community is covered with red umbrella to show the blessings to be received in marriage. *nstead they will wear black dress or

attach black ribbons sewn on the arm to indicate that they had =ust lost a close and loved one. Glack colour for some people is the symbol of

grief. Fnce we understand the meaning of the emblem we will be careful in mi"ing in the community. Buch understanding encourages a

harmonious social relations because of the mutual understanding of mutual respect.

*n addition clothing is also a form of non-verbal communication when worn which bring particular meaning or message. )ow to dress up is

e>ually important in life. /ear clothes that fits the cultural practices and beliefs of a community is important. A non-Muslim female teacher

working in a school in a Malay ma=ority village must be able to choose the right clothes either at school or while in interacting in thecommunity. Dour clothing style can be a form of being accepted or re=ected by the communities where you serve.

Teachers need to be aware local sensitiveness regarding clothing. Dour image depends how you dress up in the school and while being

involved in community activities. Teachers must have the skills and knowledge on choice of colours for their clothing that are suitable for work

and to the local customs and beliefs. Avoid unnecessary attraction =ust because of wrong choice of clothing which may invite

misunderstandings.

6.).% +usic

Music is a powerful means of communication. *t provides a means by which people share emotions intentions and meanings even though

their spoken languages may be mutually incomprehensible. *t can also provide a vital lifeline to human interaction for those who has special

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needs make other means of communication difficult. There is a staggering amount of human diversity on our planet. /e might not always

understand each others traditions customs and beliefs but the one thing that has the ability to transcend everything is music. *t is a very

deep-rooted and valid cultural e"pression.

Cor e"ample in the *ban community the sounds of music instruments on the wedding night can bring good or bad sign. *n another

community having music instruments &or a band' during funeral is a sign of respect rather than =oy.

*n the Malay community weddings are celebrated with music and songs. )owever a funeral is conducted in a modest and >uiet manner as a

form of respect.

6.6 Tpe o! language 5also knon as language ad7ust8

Type of language is associated with the characteristics of appropriate use of language and conte"t of language to the events. ,anguage level

is also determined according to language and the appropriateness of event receiver or listener message. )aliday &$5' divides into three-

dimensional grammar the topic of discourse delivery strategy and presentation style. There are two forms of grammar the usual grammar

and specific grammar. The difference between the two forms of grammar lies in the selection of vocabulary grammar and style of delivery.

The type of language Ad=ustable ordinary language is the language used in normal conditions less use of compensation no technical =argon

and easy to understand. /hile specific grammar is ad=ustable to specific areas. Abdullah )assan &$55' divides grammar into several types

namelyK general technical legal religious poignancy classic creative children and advertising.

Teachers need to select the appropriate type of language and level to suit pupils. E"ample teachers should choose a simple language when

speaking or dealing with Dear Fne pupil. Assuming that teachers choose a level that is higher than what can be comprehended most likely

the teachers teaching not understood. Teachers can begin to introduce pupils to the appropriate grammar through math science religious

studies. )owever the use of grammar should focus on the appropriate use of the term with the sub=ect as the most basic e"posure and

understanding to pupils. Fnce the pupils progresses teachers can higher learning content with an increasing to higher level of vocabulary.

/e avoid use bombastic vocabulary with Dear Fne pupil however as they grow older and have better grasp of language and more

e"perience teachers may use different types of words to increase pupils knowledge.

Teacher communication skills can be debateable when teachers are not able to vary the type language used in classroom. %ommon

language that teachers use must be suitable and ad=ustable to preschool pupils and ,evel Fne pupils. Teachers can use higher vocab and

comple" sentence structure when teaching pupils of higher levels.

Ad=ustable childrens language has features as follows2

4ocabulary consisting of the root concrete nouns verbs and ad=ectives.

The number vocabulary words are less than vocabulary used by adults.

A limited use of prefi" and suffi"es to form abstract words for childrens level

Bentence structure consists of simple active sentence.

Bymbolic language and the flowery language is avoided

6.9 /oliteness in Communication(or courteous language)

According to Kamus Dewan&;thEdition' polite manners means language or character that is polite and courteous. /e mean the description

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of polite manners politeness tact and subtlety or character. *n a broader conte"t politeness does not refer courteous language it refers

nonverbal aspects such as behaviour face mimic and voice tone. ,akoff &$53' defined politeness as a treatment to reduce friction in an

interaction. Craser and 8olan &$56$' state that it occurs when the conversation politeness used by speakers and listeners in order to maintain

a harmonious relationship while communicating. Grown and ,evinson &$56' e"plains that modesty is considered as an effort to reduce the

action in the face of threats to the listener conversation.

%ourteous act or speech means speaking good or refined or cultured either orally or in writing. Asmah )=. Fmar &0111' describes the

courteous language to relate to the everyday use of language that does not cause annoyance anger and feel offended from the listener.

6.9." /oliteness and teacher

Teacher politeness means the procedure custom or habit that occurs in society. 9oliteness is the rule of conduct prescribed and agreed

upon by a certain group of people to modesty is thus a prere>uisite that agreed by the social behaviour. Thus the effort to develop good

manners among pupils starts with politeness e"hibited by the teacher first.

Teacher politeness can be seen in terms of social and communication between teachers and pupils teachers and peers teachers and the

school management and teachers relationships with the local community.

Gased on professional development in teaching politeness can be divided into three namely2

i. Modesty dress

ii. %ourteous behaviour

iii. %ourteous language

Teachers need to dress modestly. +ress eti>uette refers to the use of clothing fashion clothes and make-up. Teachers should be decently

dressed according to the dress code prescribed in the 7ules of +iscipline for civil servant of Malaysia. Teachers cannot dress that stimulates

others especially in terms of different se"es dressed in a see-through e"ample &transparent' showing parts of the body mini blouse too high

or too ripped. (source;http://bkree66.blogspot.com/201/0/isu!kesantunan!guru.html"All these will influence the young minds therefore be

it male or female teachers they should always be smart and casual in their dressing to avoid any unwarranted comments to may smear the

good name of the profession.

%ourteous behaviour refers an act or gesture in the face of a teacher in a particular situation. Cor e"ample2 parents who come to deal or to

discuss about their child will be offended if the teachers do not show patience or show displeasure. Teachers should pro=ect friendlinessimage give sweet and sincere smile and greeting in the form of praise is the politeness aspect of attention for someone who is

knowledgeable and praiseworthy morals.

Teachers become good role models for their pupils. Teachers should keep their words by practicing good manners and language that is

polite and appropriate. %ourteous language reflected in the means of communication whether in verbal or how to speak. /hen

communicating the teacher should take into account cultural norms. ,anguage should be adapted to the cultural elements that e"ist in the

community. The words or the language used should be appropriate to the situation when communicating. Teachers who are unable to

properly use courteous language may be regarded as a pompous arrogant indifferent selfish not cultured but not cultured.

%ourteous language should be mastered by teachers for teachers through this modesty will find out2 -

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i. /hat should be spoken at the time and circumstances

ii. +iversity of languages should be used in certain situations.

iii. /hen and how to turn conversation started.

iv. )ow to organi!e volume when communicating.

v. )ow attitude and body language when communicating

vi. /hen should remain silent and terminate the conversation.

To keep the image of the profession every teacher must adhere to professional ethics teaching ethics ethical behaviour and ethical public

service &Abd. 7ahim 011'

Teachers need to understand local culture and taboos. Cor instance the teacher will not necessarily be said to be polite when the teacher

ignores taboos practiced by his friends from a different ethnic group. Cor e"ample during the fasting month Muslims fast. * t will be impolite

for non-Muslim teachers to eat and drink in front of their Muslim friends or a Muslim pupils. Teachers need to practice social skills and

educate the non-Muslim pupils to respect their Muslims friends who are fasting. Bimilarly if a Muslim teacher provides food to pupils during

the open day in class or in the school he should consider the types of food served to pupils. Cor e"ample the *ndian pupils. Bome *ndians

pupils and teachers for that matter are vegetarian. Fthers need to be sensitive to these matters and provide food suitable for vegetarians.

Teachers need to manage themselves and practice mannered behaviour at all times. They also need to master language politeness covering

matters such as the selection of the use of nouns and system calls speaking in the conte"t of strategy using grammatically correct

sentences and sentence structure that is smooth and clear.

Teachers need to be a role model using proper language and avoid improper language at all cost. Cor e"ample teachers who let pupils use

the pronoun you referring to teachers.

Teachers need to know the speaking style and the strategies used to his pupils according to the conte"t and situation of communication.

/hen pupils does something wrong they should be reprimanded with right strategy to ensure that understand their mistakes and do not bear

a grudge with the teacher. *f teachers do not use the right strategies pupils will not be aware of the offense committed and cause more

problems in the classroom. Teachers ability to use polite language through the right words gentle voice intonation not in angry tone or being

emotional. Teachers are less hostile when skilled in controlling their mood. Teachers who use abusive language are emotionally upset but

there is teachers that lost his temper then slapped pupils. 9upils are human too and want to be respected and treated like everyone else

even when they make mistakes< )arsh words that cause pupils to feel shame and lose self-confidence should be avoided. This is where

politeness must be mastered by teachers to ensure perfection in communication.http://www.pro#ectlearnet.org/tutorials/teaching$positi%e$communication.html

6. Communication problems !aced b teachers

Bome pupils may feel too uncomfortable to communicate well in class.

%ommunication is vital to the learning process. Establishing a strong system of communication in the classroom means identifying types of

communication problems and working to minimi!e their effects on a pupils education. /orking to integrate pupils with different

communication problems into the general classroom will benefit them in the long-term.

". (anguage 1arriers

,anguage barriers become a communication problem in multicultural classrooms. Goth pupils and teachers can become frustrated trying to

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understand each other. *n schools that have a large population of a specific ethnic group teachers and pupils need to work to overcome

these barriers.

#. +edical Issues ; uality and language fluency. These problems can be relatively minor such

as stuttering or the result of a more advanced medical disorder such as cerebral palsy. Gy enlisting help to work with these types of pupils

teachers enable them to participate more effectively alongside their peers giving them a greater sense of achievement and pride.

%. $mbarrassment

Emotional issues often have a notable effect on pupils learning. A pupil often will not raise his hand to answer a >uestion ask a >uestion or

participate in a class discussion. )e Hshe could be too embarrassed that others doesnt understand and or think other pupils dont have

problems< A fear of being teased for not having the right answers can prevent a pupils from learning effectively too. Teachers can prevent

pupils from feeling embarrassed by creating a safe classroom environment. Always have activities that allow pupils to socialise and

encourage mutual respect among them.

;. ,istening Garriers

Effective listening is one of the most important factors in classroom communication. Take the time to listen to what the other person is saying.

/hen someone is speaking you should not be thinking of your ne"t response. 8egative emotions may occur when certain words or body

language is used. A teacher must also take care to keep emotional reactions to a minimum and focus on what the speaker is saying. Futside

noise such as telephones email or construction noise can sometimes make listening difficult. This outside noise should be minimi!ed in the

classroom.

3. /erception 1arriers

9erception may be a barrier to effective communication in the classroom. +ifferent people may receive and hear the same message but

interpret it differently. 9aying attention to detail is also important. *mportant aspects can be missed by not covering a sub=ect in depth. A

teacher should also learn to focus on both positive and negative aspects of a conversation. Gy having a distorted focus a teacher may only

focus on the negative aspects of a conversation.

#. ral 1arriers

%ommunication barriers in the classroom may e"ist if oral communication is not clear. %ommunication only occurs when the listener hears

and understands your message in the way you meant for it to be received. Bome problems in oral communications include using words with

ambiguous meanings. The teacher must make sure the pupils clearly understand the meanings of words. Another problem in oral

communications is using generali!ations and stereotypes. %lassroom communication should be specific to the topic and without bias. A

teacher must also take caution not to make a premature conclusion before she has all the facts about a topic or situation. Cinally a teacher

must overcome any lack of self-confidence and deliver the message with assertiveness and clarity.

. Cultural 1arriers

%ultural differences can be a barrier to effective communications in the classroom. *t is possible for both a teacher and a pupil to havepredisposed ideas about behaviour based on what the other persons culture is. Messages are often misunderstood if they are delivered in a

way that is unfamiliar to the pupils culture. *t is important to dispel assumptions or biases based on cultural differences in a classroom.

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6. /upil Con!idence

9upils beliefs about their abilities can greatly affect their academic achievement. Those who lack self-confidence wont try as hard in the

classroom because they imagine their failure is imminent so they see no reason to try. 9upils who dont believe they can achieve and dont

receive the proper encouragement will most certainly fail as they become more disengaged with their own learning. To help pupils build self-

confidence give them activities they can successfully complete. *n addition use scaffolding techni>ues through which you offer varying

levels of support until the pupil is able to complete the task on his own.

5. /upil Interest

,earning can only occur when pupils are engaged and interested in the lesson and the information theyre learning. To keep pupils interested

plan lessons that keep them active such as group activities presentations and e"periments. +ont use the same lesson format every dayK a

daily lecture or group discussion can become boring very >uickly. %reate diverse lesson plans that keep your pupils surprised and interested.

,earning is also enhanced when pupils are personally invested in the sub=ect theyre learning. *nvolve pupils in lessons by discovering their

interests and encouraging them to take part in planning lessons and activities. (et feedback from pupils to discover what they learned and

whether or not they found the learning e"perience en=oyable. Use this feedback to make changes to your lesson planning.

"0. /upil =ome $nvironment

/hile pupil instruction takes place in the classroom a pupils home environment has a huge impact on academic achievement. 9upils who

come from families of low socioeconomic status often face particular challenges that may be as dire as not having their basic needs of food

and shelter met. 9arents in these families find it difficult to provide support for their children due to increased work schedules or lack of

knowledge. %hildren of diverse backgrounds may also face language and cultural learning barriers. To help bridge the gap between school

and home teachers should strive to initiate open communication with parents through letters phone calls and conferences. /heneverpossible provide help and encouragement for pupils in need.

"". Classroom +anagement

A classroom thats loud and disorderly can create a barrier for pupil learning. 9upil misbehaviour and outbursts force teachers to deviate from

the lesson to deal with the disturbance hindering pupil concentration and comprehension. (ood classroom management can end bad

behaviour before it begins and offers both pupils and the teacher direction for discipline to ensure the unwanted behaviour doesnt continue.

)ave a clear plan for managing your classroom and discuss the rules and the conse>uences for breaking your rules at the beginning of the

year. %ommunicate your reasoning behind each ruleK pupils are more likely to follow them if they understand why theyre necessary. Ask your

pupils for feedback on the rules and listen to their concerns. 9ost your rules in the classroom and refer to them as often as necessary. These

practices will help you avoid fre>uent classroom disruptions.

"#. Teacher $xpectations

A teachers e"pectations of her pupils can create a barrier to pupil learning. *f you dont believe a particular pupil is capable of achieving a

certain goal then you may not provide the support necessary for him to do it thereby unconsciously ensuring that he doesnt. /hile its

impossible for teachers to go into a teaching e"perience without preconceived notions a teacher who fosters open communication and

understanding with her pupils will learn to base her instruction on facts rather than perceived e"pectations.

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=o to *educe 1arriers to $!!ective Communication

%ommunication can be difficult sometimes even between highly articulate people whose intentions are good. *t is not easy to understand this

until the barriers to communication are considered. Garriers can come in many forms. Bome are e"ternal some internal and others cultural.

Understanding that barriers e"ist and that they can interfere with effective communication can be the key to overcoming them. These b arriers

to communication can present in many diverse forms. /hether they are due to cultural physical emotional ethical or moral differences

overcoming these communicative hurdles is important to making positive progressive steps in effective teaching and learning in a classroom

setting. Gecoming ob=ective and goal oriented can help you to overcoming communication barrier.

Collowing are some e"amples that you can practice in overcoming communication barriers in your classroom.

&a' ,isten actively to your pupils. This is not always as obvious or easy as it sounds especially if you are handling 1 pupils needs at one

time. )owever try to see the world from their point of view. *t is said that people listen to other peoples words but e"pect others to

listen to their feelings. Try spending more time listening to your pupils than talking all the time in the classroom.

&b' Address physical barriers to communication from the outset. 7educe noise and ensure that privacy is maintained. Make your pupils

comfortable and able to see each other without physical barriers such as desks getting in the way. Tiredness hunger thirst and an

uncomfortably hot or cold environment will inhibit effective communication.

&c' ,earn and understand your pupils cultural differences. ,anguage differences are an obvious barrier but can be overcome either by

improving your own language skills or trying to understand the local dialect or language used by your pupils. +evelop an understanding

of other cultural differences such as attitudes to touching and gender issues as these can cause misunderstandings not only with

pupils but also the general community where you are working.

&d' Avoid the use of =argon as this can erect an instant barrier putting yourself in a dominant position let alone not being understood byyour pupils< Avoid language that is confrontational or =udgmental. +o not use statements such as LDou are stupid< PK instead say L*t

makes me feel proud that you are attempting to do better than yesterday. Thats great. Q.L This moves the emphasis away from blame

and is less likely to make your pupils to become defensive and or withdraw themselves away from learning activities.

&e' 9inpoint problematic areas for improvement. 9ersonal integrity and sincere honesty will have to work hand-in-hand in this portion of

overcoming communication barriers as you will have to resolutely identify problems. 8ote if communication is based on a sense of

common misunderstanding generali!ation or even lack of empathy. After identifying personal areas where improvement should be

made you can begin to eliminate barriers separating you from true understanding with your pupils.

&f' 7emove distractions when communicating. *n the age of technology devices that are meant for communication such as mobile

telephones computer tablets etc. can actually be a distraction from it. Try to remove these distraction from the presence of

communication so that your and pupils attention can be fully directed to teaching and learning activity in a classroom.

&g' 7espect the boundaries of your pupils. 7emember to avoid interrupting them as they speak to ask >uestions or sharing ideas. This will

help dissolve tension that may be a barrier to communication through showing respect. Avoid =umping to conclusions or finishing pupils

sentences and allow them to e"press their thoughts unmolested. Cocusing on the issue at hand rather than your pupil can also help you

to overcome your own preconceptions that may hinder communication in a classroom.

&h' 9ractice fle"ibility in communication. 9resenting yourself as an e>ual rather than a superior than your pupils to can put them at ease.

This will mean they are more likely to be comfortable sharing their ideas in a calm setting freely. ,earn to ad=ust to separate situations

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by adapting as they unfold. Gy recogni!ing pupils verbal and non-verbal signals while ad=usting your own behaviours it will allow you

to adapt to changes in classroom more efficiently.

Curther reading 2

1. http2HH marvinmarshall. comHfilesHpdfHteachers Rmatter. pdf

2. http2HHwww.edchange.orgHmulticulturalHpapersHbuildingblocks.html

&ctivit:

Asses the following websiteK %ommunication 9roblems in the %lassroom at http2HHwww.ehow. comHinfoR56;$#Rcommunication-problems-

classroom. htmlS i"!!$!i 9t8i0

*dentify communication problems faced by teachers in their classroom.

Buggest five practical ways to overcome these barrier in enhancing and implementing effective teaching and learning in a multi-cultural

classroom.

sourceKhttp2HHwww.nettarius.comHservicesHverticalsHedusplashHpainpointsHembarrassment.pdf

Conclusion

*n this chapter have been discussed with comprehensive and detailed topics related to communication skills among the teachers. Bome

aspects of verbal and non-verbal skills were discussed and how communication skills are crucial to the teachers on the =ob and the role of

teachers. Also discussed are the characteristics of the communication and the implications if less teachers communication skills. Bpeaking

and listening skills are emphasi!ed as a key aspect of communication. 4arious issues hit the teachers and the school as a result of lack of

communication skills teachers. This chapter also discussed matters relating to grammar teacher communication skills to ensure full and

complete and unwavering aspects that are evaluated in terms of politeness and modesty speaking not speak.

*e!erences >sed

Education blueprint in line with Unescos2 +9M . 8ew Btraits Times downloaded from http2HHwww.nst.com.myHlatestHeducation-blueprint-in-

line-with-unesco-s-dpm-$.#3#3Si"!!0gfJUgy(on H5H01$.

(oleman +aniel &$55#'. Emotional intelligence2 /hy it matter more than *. Gloomsburry ,ondon.

(oleman +aniel &$555'. /orking with Emotionalk *ntelligence. Gantam 8ew Dork.

Mok Boon Bang &011#'. Education Btudies&Theme $'2 Educational 9sychology. Multi-media. EB7esources Bdn. Ghd. 9uchong.

7obiah Bidin &$55'. %lassroom Management. Juala ,umpur2 Ca=ar Gakti Bd. Ghd.

Bocial ,earning Theory at http2HHwww.learning-theories.comHsocial-learning-theory-bandura.htmldownloaded on H5H01$

/ang M.%. )aertel (.+. : /alberg ).?. &$55;'. Educational resilience in inner cities. *n M.%. /ang : E. (ordon &Eds.' Educational

resilience in inner-city America2 %hallenges and prospects &pp. ;3-0'. )illsdale 8?2 Erlbaum.

/ang. Margaret %. and +. )aertel. 5 8 .Teacher *elationships. downloaded at http2HHmsan.wceruw.orgHresourcesHTeacher

V017elationships.pdf on 0H5H01$.

/ractice ?uestions

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http://www.edchange.org/multicultural/papers/buildingblocks.htmlhttp://www.nettarius.com/services/verticals/edusplash/painpoints/embarrassment.pdfhttp://www.nst.com.my/latest/education-blueprint-in-line-with-unesco-s-dpm-1.367565#ixzz2gfKXUgyGhttp://www.nst.com.my/latest/education-blueprint-in-line-with-unesco-s-dpm-1.367565#ixzz2gfKXUgyGhttp://www.nst.com.my/latest/education-blueprint-in-line-with-unesco-s-dpm-1.367565#ixzz2gfKXUgyGhttp://www.learning-theories.com/social-learning-theory-bandura.htmlhttp://msan.wceruw.org/resources/Teacher%20Relationships.pdfhttp://msan.wceruw.org/resources/Teacher%20Relationships.pdfhttp://www.edchange.org/multicultural/papers/buildingblocks.htmlhttp://www.nettarius.com/services/verticals/edusplash/painpoints/embarrassment.pdfhttp://www.nst.com.my/latest/education-blueprint-in-line-with-unesco-s-dpm-1.367565#ixzz2gfKXUgyGhttp://www.nst.com.my/latest/education-blueprint-in-line-with-unesco-s-dpm-1.367565#ixzz2gfKXUgyGhttp://www.nst.com.my/latest/education-blueprint-in-line-with-unesco-s-dpm-1.367565#ixzz2gfKXUgyGhttp://www.learning-theories.com/social-learning-theory-bandura.htmlhttp://msan.wceruw.org/resources/Teacher%20Relationships.pdfhttp://msan.wceruw.org/resources/Teacher%20Relationships.pdf


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Illustrators:(estures which accompany words to illustrate a verbal message are known as illustrators. Cor e"ample the common

circular hand movement which accompanies the phrase over and over again or nodding the head in a particular direction when

saying over there.

&!!ect uently.

To let a partner kno hen it is their 2turn2 to speak 2 This is related to the above point. Eye contact is more likely to be continuous

when someone is listening rather than speaking. /hen a person has finished what they have to say they will look directly at the other

person and this gives a signal that the arena is open. *f someone does not want to be interrupted eye contact may be avoided.

To communicate something about a relationship beteen people2 /hen you dislike someone you tend to avoid eye contact and

pupil si!e is often reduced. Fn the other hand the maintenance of positive eye contact signals interest or attraction in a partner.

/ara-language

9ara-language relates to all aspects of the voice which are not strictly part of the verbal message including the tone and pitch of the voice

the speed and volume at which a message is delivered and pauses and hesitations between words.

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These signals can serve to indicate feelings about what is being said. Emphasising particular words can imply whether or not feedback is

re>uired.

Closeness and /ersonal Space 5/roxemics8

$ver culture has di!!erent levels o! phsical closeness appropriate to di!!erent tpes o! relationshipA and individuals learn these

distances !rom the societ in hich the gre up.

*n todays multicultural society it is important to consider the range of non-verbal codes as e"pressed in different ethnic groups. /hen

someone violates an appropriate distance people may feel uncomfortable or defensive. Their actions may well be open to misinterpretation.

*n /estern society four distances have been defined according to the relationship between the people involved the study of personal space

is termed proxemics.

The four main categories of pro"emics are2

*ntimate +istance &touching to ;3cm'

9ersonal +istance &;3cm to $.0m'

Bocial +istance &$.0m to .#m'

9ublic +istance &.m to ;.3m'

These four distances are associated with the four main types of relationship - intimate personal social and public. Each of the distances are

divided into two giving a close phase and a far phase thus making eight divisions in all. *t is worth noting that these distances are considered

the norm in Bestern Societ2

Intimate ue feature here is that these three ethnic groupscan live side by side &and they have been doing so for a long time now' yet still keep their own separate and individual identities.

)owever the Malay culture is generally accepted as a norm in MalaysiaK their traditions culture and eti>uette in particular.

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Malaysian culture today is a healthy mi" of five distinct cultures - its own indigenous culture as well as *slamic %hinese *ndian and /estern

cultures. A Malaysian can safely say that they are very proud to have such a rich and uni>ue blend of traditions and cultures. There may be

countless things to observe but this is what makes Malaysians truly the people of Malaysia2 a people from different ethnic religious and

cultural backgrounds who allhave a healthy respect for each other.

The usual Malay way when entertaining people of both se"es is that the men will be invited to sit together and the ladies will be invited to sit

together i.e. the opposite se"es are segregated. The more modern Malays would probably do away with this sort of segregation but ahostess may segregate only the older Malays and leave the younger ones to mingle &not a general norm'. Although there are no rules for the

men please note that the following are notthe correct ways of sitting down in a Malay house2 /ith your legs crossed with our legs placed

straight in front of your body and s>uatting.

The proper way of sitting for ladies &Malay style' is as follows2 you would sit with your two legs neatly tucked against your seated body &left or

right side is fine' with the feet facing awa' from people &as much as possible'. *f you can somehow manage it tuck your feet underthe hem

of your dress.

%rossing the legs at the knees is considered rude in front of older Malay people and is absolutely forbidden in front of senior Malay royalty ue. All children are different and beautiful in their own way no one student should feel

e"cluded from the class especially if the reason they feel they are e"cluded is based on race ethnicity or color. Teachers need to show the

color of our world every time they enter a classroom whether math science art or physical education.

An important step in teaching children to be comfortable with their cultural background and essentially themselves is to encourage and

value their input in a small group o! other students.This has to do with the organi!ation of the classroom and the development of lesson

plans. /hen grouping students teachers should put students from differing backgrounds together. The term Ldiffering backgroundsL refers to

&in general' two types of students from two different learning styles. Btudents who are from a sociali!ed culture that prioriti!es group

achievement cooperation obedience and respect toward authority tend to be e"ternally motivated dependent on praise and reinforcement

from significant others and more responsive to a socially oriented curriculum. %ountries that teach using a social structure and curriculum

include *srael (ermany and *taly. /hile students who are from cultures that emphasi!e individualism assertiveness personal initiative and

material well-being &4ietnam ?apan United Btates' tend to be analytical competitive impersonal and task-oriented &?ones $;'. Although it

is imperative that students be considered on an individual basis students will &to varying degrees' tend to be more like one category than the

other. (rouping socially oriented children with children who are task-oriented and impersonal allows the teacher to confront e"plore and

celebrate difference. An accomplished teacher should be able to create pro7ects !or a group o! students !rom di!!erent backgrounds that

ill re?uire students to ork togetherA there!ore alloing each student to be an important part o! the group and learn in!ormation

through the interaction o! the group. ,esson plans that can do this and interest students will become invaluable for teachers to possess as

the need for teachers to become culturally fluent continues to grow.

)ackett Middle Bchool located in Albany 8ew Dork is one of the most diverse schools in the Albany area. The student population is mi"ed

between students of ,atino African-American European-American Asian and Me"ican-American descents. /hile observing a team of th

grade students on the dates of Cebruary 0 0110 through March $ 0110 * found their attempts to create multicultural classrooms noble and

>uite good but the potential for improvement is immense. The first and most striking observation * made were the percentage of /hite

students to the percentage of students of colour in the honours and LslowL classes. *n the LhonoursL group there are thirteen /hite children

and only eight students that are of a different race. The LslowL class on the other hand is comprised of two /hite students and nineteen

students of different races &mostly ,atino and African-American'. %learly there are some ine>uities in the evaluation process. The /hitestudents are probably receiving better grades because the make-up of the LhonorsL and LslowL classes are determined by the students

averages. )owever as a teacher or an administrator one must look at why the /hite students are receiving better grades. *s the evaluation

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process !air to all races and ethnicitiesE The evaluation process is too complicated and lengthy to observe in three days but if some data

and observations were made at )ackett Middle Bchool over a long period of time investigation will probably show that the evaluation process

favours the %aucasian students. Along the same lines the two days * spent tutoring children in *.B.B. opened my eyes to another possible

bias at )ackett. All the students &$# total' in *.B.B. on both days were of either African-American or Me"ican-American descent including the

teachers. *n a school that has such a large population of /hite students why are none of them in *.B.B. while si"teen students of colour were

currently serving time in L*n Bchool Buspension.L A long investigation would be needed to find out if there is a bias among the teachers who

send the students to *.B.B. but the evidence that * gathered on my brief observation is mildly alarming.

Teachers at )ackett are doing a great =ob of using multicultural literature and the other basic principles listed earlier in this paper. /hile *

observing Mrs. Andersons English class the LhonoursL class was reading The )ouse on Mango Btreet by Bandra %isneros which is a story

about a )ispanic girl named Esperan!a and her search for identity while growing up in a town of mi"ed races. )owever * saw no math

science or history books written by authors of colour while * was a )ackett. This is a huge step in creating a multicultural classroom that all

teachers can do. Additionally putting students into bi-racial groups is an area where )ackett needs some improvement. *n science class the

students sit two per table and only one table in the whole classroom of twenty-three students &fourteen /hite and nine African or Me"ican-

Americans' was comprised of a /hite student and a student that is either African or Me"ican-American. Also in an English class with a

similar ratio of /hite students to students of colour Mrs. Anderson split the class into groups and only one group was comprised of students

of different races and it was the Lwhos ever leftL group.

%reating multicultural classrooms is a growing priority for all teachers and administrators. This includes restructuring classroom evaluation

and punishment techni>ues but more importantly it includes embracing difference and opening up the classroom for communication.

Bchools like )ackett Middle Bchool in Albany 8ew Dork are making vast improvements in this area but more still needs to be done. This is a

colourful world let us the future teachers make sure that we paint our classrooms with these colours every single day.

Borks Cited

Goutte (loria B. and %hristine Mc%ormick. LAuthentic Multicultural Activities2 Avoiding 9seudomulticulturalism.L %hildhood Education #6

&$550'2 $;1-;;.

%anning %hristine. L(etting from the Futside *n2 Teaching Me"ican Americans /hen Dou Are an Anglo.L )igh Bchool ?ournal 6 &$553'2

$53-013.

?ones %harlotte M. 9ractical Applications of Multicultural %ommunication Theory in the %lassroom Betting. Typed version of speech given at

the Annual Meeting of The /estern Bpeech %ommunication Association &Cresno %A Ceb. $#-$5 $563'.

Ja!emek Crancis E. LAfrican ,iterature in the Becondary English ,anguage Arts %lassroom.L English ?ournal 6; &$553'2 53-$10.

Miller )oward M. LGeyond Multicultural Moments &Middle (orund'.L English ?ournal 6# &$55'2 66-51.

9ere! Bamuel A. L7esponding +ifferently to +iversity.L %hildhood Education 1 &$55;'2 $3$-3.

Tomic Alice +. C. L%hallenges and 7ewards in the Mi"ed %ulture %lassroom.L %ollege Teaching ;; &$55#'2 #5-.

chp 6 teacher communicatiion skills - english

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