Abstract
Verbal communication which mainly provided through the word is a form of communication which is realized not only in life but also in the teaching process. This kind of communication during the teaching process should not only serve to simplify reality, for transmission and organization of knowledge, to remind the experience of the past, but should also aim at the creation of a favorable climate in the classroom, as well as encouraging pupils for the higher results cognitive and affective. But equally is perceived, and has a difference in his meaning by the pupils of different genders (females-males), and whether this affects the school performance of these students? These and other aspects of communication are the main object of this research. Through this study aims to explore how are perceived some aspects of verbal communication to the teachers, to the pupils of different genders, and to identify the correlation between the perception of verbal communication of the teacher and school performance of students. To achieve the objectives of the paper were conducted on the ground survey at middle school, asking at the same time students of different genders, ages, classes and different levels, distributed in four cities of Albania. DOI: 10.5901/ajis.2016.v5n3s1p295
Highlights
Apart from the approach as a key means in the process of socialization and building inter-personal relations, communication serves as one of the most crucial elements of learning, not to mention that the learning process may be regarded as a continuous flow of communication Exchange by which knowledge and ideas are transmitted, and as a flow of communication relations
Both in the concept of classical learning and modern pedagogy, the teacher1-student communication relations are treated as an extension of teacher-student relations over space and time
In order to achieve the objectives of this study, to deliver the opinion of students about the teacher’s verbal communication, field questionnaires were realized, from high school students in the four largest cities of
Summary
Apart from the approach as a key means in the process of socialization and building inter-personal relations, communication serves as one of the most crucial elements of learning, not to mention that the learning process may be regarded as a continuous flow of communication Exchange by which knowledge and ideas are transmitted, and as a flow of communication relations. Both in the concept of classical learning and modern pedagogy, the teacher1-student communication relations are treated as an extension of teacher-student relations over space and time. By the term “communication”, Shannon and Weaver implied all procedures through which one mind influences another (Shannon and Weaver, 1949: 95)
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