Page 178 - Effective Communication Soft Skills Strategies For Success by Nitin Bhatnagar, Mamta Bhatnagar

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How doeS PedagogIcal communIcatIon HelP a teacHer In
claSSroom InteractIon?

To begin a controllable relationship, not only within the group, but also in
the teacher—learner system, the authority of the teacher lies herein on the
basis of his affiliations as a facilitator and for his outstanding personality and
informal quality of the relationship and not by his status or power.
Secondly, it is not only the control of the class but also the control of
one’s impact on others through effective and empathetic communication.
For this, the pedagogue requires orientation in pedagogic communication.
Thirdly, pedagogic communication is not just words, instructions, direc-
tions, or content—here the pedagogue projects his or her personal character-
istics into the communication process. Besides, pedagogical communication
requires professional qualification or else it degenerates into self-parade. It
is believed, most of the psychological problems in the classroom is directly
reducible to some extent by the personality of the teacher and by his or her
activity of communication within the framework of the learning process, as
well as to the communicative contracts between the pupils and the teacher.

concluSIon

We have reviewed the scholarly literature on supportive communication
which is a part and parcel of pedagogic communication. We now have
an improved understanding of the features contributing to effective sup-
portive communication, characteristics of message influence, evaluation
of effectiveness and sensitivity to emotional, cognitive, behavioural, and
social outcomes, giving special attention to the message reception process
through which message characteristics have their effects.
The social context in which supportive communication and interac-
tion takes place needs social integration in the institutes of learning. Social
integration may have important effect on patterns of support seeking and
provision, both within and across relationships. Similarly, perceived support
availability may influence ways in which support is sought and received, as
well as effect how pupils interpret, experience, and respond to specific sup-
portive message.
Application of what we know about supportive communication interac-
tion not only offer the hope of improving the pupil’s performance, behaviour,
and interpersonal relationship but also improve the quality of their lives.
Supportive communication when incorporated in educational and training
programmes can facilitate the didactic task as well as build the relationship
of mutual trust, respect, and support on part of both the pedagogue and

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