Page 408 - Effective Communication Soft Skills Strategies For Success by Nitin Bhatnagar, Mamta Bhatnagar

396 | Model Question Papers

6. a. During the process of communication certain conflicts may arise due to difference
of values, goals etc. The social and educational significance of such conflicts may be
different, and depends on the rules providing the base for inter personal relations
between the pedagogic and the pupil it leads to tension, emotional distancing, com-
munication gaps eventually block the way to common goal.
Consisting situation may arise due to Semantic barrier. A semantic barrier in communi-
cation commits of a different inter predation by the communicating individuals lead-
ing to lack of understanding and, thus, hampering interaction. Semantic barriers are
the major cause of conflict.
b. Conflict is an inevitable part of any relation ship. Conflict takes place between parent
and child, wife and husband, teacher and student. Conflict is a very normal phenom-
enon. However, conflicts do not have to end with someone losing and with both par-
ties hating each other. Unfortunately, many do end this way. That is why we have so
many wars, political fights, divorces, lawsuits, business breakups, strikes, effort, time
and money-wasting arguments at work, etc. Wise persons are able to resolve disagree-
ments with both parties satisfied and respecting each other. Hence, learning to resolve
conflict, which yields a positive outcome, is a real skill.
Each of us has our own way of dealing with conflicts in our lives. Knowing our own style
and motives as well as the style and motives of the person we are in conflict with, will
help us handle the situation. Also it is obvious that self-serving and hostile underlying
emotions are often the cause of disputes. The conflict may be a power struggle, a need
to prove you are right, a superior attitude, a desire to hurt or some other motive.
Conflict is defined as a form of relating or interacting where we find ourselves (either
as individuals or groups) under some sort of perceived threat to our personal or col-
lective goals. These goals are usually to do with our interpersonal wants. These per-
ceived threats might be either real or imagined.
This definition has three elements, which were helpful in explaining the nature of con-
flict. Firstly, conflict is seen as involving a perceived threat. Perceived is an important
word here, as the basis of the conflict may be ‘false’ or indirect in the sense that there
is no real clash of interests or goals between the parties, but the parties nevertheless
perceive, and therefore experience conflict. Secondly, conflict is experienced at the
interpersonal level that is in our interactions with other people. Thirdly, the dimen-
sions of conflict relating to our interpersonal wants are helpful in linking conflict to
the idea of personal and social aspirations. All of these elements are useful to under-
stand the nature of conflict.
7. a. Supportive intentions are the pedagogues underlying divides to provide aid or assis-
tance to students. Here the main important aspect is the intention of the teacher to be
supportive. It is this intention that makes message supportive. The supportive inten-
tion of the intentions is referred from the behaviour of the pedagogue.

However, pedagogues need to make their supportive intentions explicit through
overt statements of availability. Their overt statements enhance the pupils percep-

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