The Impact Power Has on the Communication Process Between Teachers and Their Students.

1996 WordsMar 3, 20118 Pages
There are many factors that influence the effectiveness of the communication process between teachers and students. This essay will discuss the factor of power and status. It will first discuss the elements of; power, communication and the relationship of teacher and student. Then it will explain the impact power has upon the communication process. Lastly, this essay will identify and explain three guiding principles that will assist teachers to provide quality communication. The setting for this essay will be the classroom. The word power has many meanings, “...rich in both political and personal associations.” [ (Manke, 1997, p. 3) ] Wrong (1995) claims where you are in the social order (your status) will influence your…show more content…
[ (O'Toole & Dunn, 2002) ] All throughout childhood, children play games that give meaning to the world around them. [ (Warren, 1992) ] Play is children’s daily work, it helps them learn and grow. [ (N.S.W. Department of Health, 2004) ] Somewhere along the way, the concept of learning through play has been lost. Using drama in the classroom not only brings back this very fundamental, authentic way of learning, but enables the student to share in the power. 2. Using language to manipulate power in the classroom. One way a teacher can use language to gain power in the classroom is by domineering ‘teacher-talk’. In a classroom the teacher does most of the talking without giving many opportunities to the students to contribute. [ (O'Toole J. , 1991) ] This method of gaining power may be required at particular times in the day, for instance, at the beginning of the day or after lunch when the teacher needs the students to refocus. Another time ‘teacher-talk’ may be used in the classroom is when the teacher has limited time for teaching or if there is a behaviour problem in the classroom. A teacher may transfer power to the student through enquiring questions. O’Toole (1991) calls them ‘I wonder’ questions. They do not require right answers they just invite possibilities. The use of open ended questioning by the teachers would also engage the student in verbal interactions and give them an opportunity
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