The primary objective of this paper is to identify how much is the influence of the communication in the results of school teacher. Considering the communication as a part and parcel of not only the personal lives of people , but also of the professional, formative, and educational processes, etc ... It is necessary to stress that the study and the observation of communication is an important element of the educational process. Not only in its use of different techniques, but also as an important means to encourage and motivate the students to achieve the best results not only cognitive , but also affective ones. But is it possible to motivate someone to do something or to achieve the highest possible results? And everyone who is and feels responsible for the good of others has surely asked that question to himself. Although the motivation is an inner pressure that each one must find inside himself or herself , however, it is possible to help a student to find the right stimulation (pressure) to attain the highest possible results. But words alone cannot be enough to stimulate encouraging, ways of organizing in a more motivational or communication way. We must first recognize and analyze types (styles) of thinking and learning at each of the students to motivate each of them in the most optimal way possible. The motivational communication should serve to find a vision, and also to give that vision stimulating and encouraging the students to achieve the appropriate objectives.
As we know the main types of communication are the verbal, nonverbal and pre-verbal ones. According to several scholars the communication between the teacher and the pupils displays the fact that the density, the intensity, the quality, the space used by the both sides during the class exert a considerable influence in the creation of a general positive milieu in the classroom or in the relations between these two parties as well as the smooth continuation of the teaching and education process.The communication at school being an important aspect of the school life serves to the proper development of the learning process on the part of the pupils and also based on human values serves as a general regulator in the relationship among the social groups in the micro environment at school. We center our study on the character of the teacher with his contributions and modalities in his communication regarding the pupils, regarding the quality of the teaching in the close connection to the environment, the milieu being created in the classroom, also with his motivation in his academic work and his didactic efficiency. Our study aims to show the importance of several aspects of verbal and pre-verbal communication of the teacher and their perception by the pupils in Albanian schools.
Communicative language in teaching is not conceived simply as an object study, but as a communication tool and as a system of meaning. This one, as a practical activity that takes place in a social environment is closely related to communication. Teaching activities include attract attention or awareness of students' language forms in the context of meaningful communication. On the other side teaching methods based on different forms of communication ask for an increase more and more linguistic competence. Under this perspective, language is seen not only as a communication tool, but as the construction of thought. In this paper we intend to analyze communicative language teaching in general and grammar in particular, ways and methods that influence the selection of effective strategies in accordance with the context of language teaching. Since the purpose of the scholastic program is academic language acquisition for communicative purposes is clear that such a communicative grammar provides students with the tools that enable it to communicate through grammar in concrete situations. The question in the discussion currently is not whether teaching should focus on grammar, but how to teach grammar effectively for a successful communication.
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.
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