Page 423 - Effective Communication Soft Skills Strategies For Success by Nitin Bhatnagar, Mamta Bhatnagar

Model Question Papers | 411

the pedagogue’s empathy, as well as develops the motivation, interest, and involvement
in solving the problem. The pupil may also feel that the pedagogue likes him or her and,
thus, value the relationship.
In supportive communication, the pedagogue has to be careful that the supportive inten-
tion does not make the pupil feel that he or she cannot manage the problem on his or her
own. This implication can negatively affect the target’s self-esteem and sense of self- efficacy.
Once the pedagogue keeps this in mind, supportive communication is very effective in
building i nterpersonal relationship and a sense of belonging among the pupils.

4. a. The process of communication does not always proceed smoothly and should not be
conceived as something devoid of inner contradictions. At times, the communicating
individuals enter into an interpersonal conflict.
Communicating parties may hold antagonistic stands, which reflects mutually exclu-
sive values, tasks and goals, evoking mutual hostility and leading to an interpersonal
conflict. The social and educational significance of such conflicts may be different,
and depend on the values providing the base for interpersonal relations, between the
pupil and the pedagogue, it leads to tension, emotional distancing, communication
gap, and blocks the way to the common goal.
Conflicting situation may also arise from semantic barriers in communication prevent-
ing the establishment of interaction between the pupil and the pedagogue. A semantic
barrier in communication consists of a different interpretation by the partners regard-
ing a demand, request or order leading to a lack of mutual understanding and, thus,
hampering their interaction. For instance, a semantic barrier in the relations between
a pupil and the pedagogue may arise due to the fact that, the child cannot comprehend
the teacher’s demand as they run counter to his experience, views, attitudes. Semantic
barriers arise because of age differences, life experiences, interest and ‘adult errors’ and
its removal is very important in pedagogic communication.
Semantic barrier can only be overcome if the pedagogue knows and takes into
account the pupil’s age and past experiences and understands their psychology as
well as their personal limitations. To reduce semantic barriers, children should
be taught to use adult language and adults should be taught to understand chil-
dren’s language. Merely by saying that children should learn adult language, we
do not mean the development of the child’s speech habits, nor the enriching of
his or her vocabulary, or improvement of his pronunciation and spelling, but the
meanings and the feelings of the l anguage. The child masters a language as the
bearer of meanings in the preschool age, improves and enriches his knowledge
throughout the school period. Language like other phenomena of human con-
sciousness has a certain, personal sense, a certain personal significance, which
varies from individual to individual. Personal sense is determined by what links
the aims of an individual’s activity with his motives, that is, by what represents
the individual’s needs. Communication between two people may have contrary
meanings and intentions. For a teacher, a fight between two boys in school is a

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