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biased attitude of the pedagogue may eventually lead to poor performance,
lack of self-concept, and inferiority complex on part of the students, who
are being biased against. Unfavourable impression always results in negative
assessment, and favourable impression may lead to favouritism. Pedagogic
principles do not allow a pedagogue to be biased or show favouritism,
because these have adverse effects on the performance, psyche, and the com-
munication process of the pupil.

Feedback in Communication

By now we know, communication is much more than the exchange of words
and ideas; and to be effective, pedagogic communication must include along
with all other things a system of feedback, that is, the ‘other’ person should
receive the information about the result of interaction with another. Students
constantly receive information from the teacher; such communication nec-
essarily requires reflection because it forms the basis of this information on
which the student modifies his or her behaviour, restructures the system, and
the process of communication in order to attend the end objectives. A student,
consciously always relies upon the feedback from the teacher. Similarly, the
teacher too needs feedback from the student as to how he or she is under-
stood, accepted and perceived by the student. Effective communication and
interaction will become impossible, and the pedagogic contact will snap
without any feedback in the process of communication. The more there is
reciprocation of feedback, the more dialogic communication will take place,
or the communication process will be mostly a monologue. An experienced
and empathetic pedagogue can understand the expression, hopes, grief, and
intonations of his or her students’ inner world, and accordingly modifies his
or her behaviour to choose the most suitable methods of interaction with the
students. Thus, feedback in pedagogic communication becomes informative
and a self-regulatory function.

Communication Training
The skills of communication may develop spontaneously or can be devel-
oped by training. Training aimed at developing communication represents
an important task for a pedagogue. To train students in the process of
effective communication, the teacher, need to train him or her in effective
communication.

Socio-psychological Training
Socio-psychological training has two kinds of objectives. First, knowing
the laws of communication in general, and second, knowing the special

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