My Journal on Effective communication

 I did my competency on Effective communication when I taught year level 7 Brown. It was amazing for me to carry out a lesson which is focus on indicators of effective communication because I learned many things about effective communication after the delivery of my lesson. Before, I taught that verbal is the only way or method of delivering effective communication, however, I now realized that non-verbal is also part of effective communication, such as: ensuring that the signals you giving out through your body language are positive, confident, and engaging. For example: In my lesson delivery I used effective communication through eye contect with students when talking to them, it shows that I was supportive and attentive to students who needed help.  

As part of effective communication I did not stand in front of the class but was walking around, facilitating, communicating and supporting students to encourage and helped them in their given activities refer to appendix 1 to see how I facilitated and encourage students through effective communication. I belived that faciliating students is part of effective communication because students are encouraged to speak and share their problems when the teacher is being supportive and attentive to the students whenever they need assistances.  

I found out the impact of effective communication which is increased positive relationships between teachers and students. According to the study by (Shan, S., Li., Shi, J., Wang (2014)) it investigates how a happy classroom climate is accomblished through sharing effective communication between students and teachers affect learning performances. The study reports that through effective communication students are more interested and excited about learning and likely to perform better academically when teachers develop a sense of community, respond to students, and foster positive relationships. In my teaching delievery I witnessed that using effective communication increased students performances because those students were all doing their given activities and were interested to take parts in their lesson. During that day students were all engaged and showed a lot of interests in wanting to take parts. The implementation of effective communication worked very well in supporting students to reach good performances in their lessons and activities.  Refer to appendix 2 to see some of the engagement pictures of my students in their lessons. 

I created a lesson plan on effective communication where I included to remind myself to give positive feedback and to encourage teamworks. In my lesson plan I used collaborative work because it increases teamworks between students and helps students to communicate and work togther through helping each others in their given activities. Refer to appendix 3 to see a snap picture of my lesson plan on effective communication and how I used the two indicators (positive feed back and encourage teamworks) of effective communication. I believed that giving positive feedback to the learners is part of effective communication because by doing that students felt safe and encourage to repeat doing the good things when they received positive reinforcements from the teacher. For example: I used positive words when praising students "well done!" "very good!" "excellent!" and I even announced the names of students who were doing create things in their lessons to embrace them. At the end of my lesson delievery I received a feedback from my associate teacher who observed me in my lesson delievery and was glad that I did some of the indicators of effective communication which helped me in creating a positive learning environment. Refer to appendix 4 to see my feedback form received from my associate teacher. 

Appendices 

Appendix 1 

Appendix 2 

Appendix 3

Appendix 4 

Bibliography 

Shan, S., Li, C., Shi, J., Wang, L., & Cai, H. (2014). Impact of effective communication, achievement sharing and positive classroom environments on learning performance. Systems Research and Behavioral Science, 31(3), 471-482.