As you wish.... When I sleep at night, you are the one on my mind.

When I wake up in the morning, your love makes me blind... The sunlight of your love has brightened my whole life, The only gift I want from you is to make me your wife..

The Lovely Surrender You made me laugh, You made me cry, Falling in your love, was worth a try, You stole my heart, with your adorable sigh, And my heart surrendered, to that handsome spy!

You Picked Me
You picked me up from the ground showed me your love helped me understand my life You showed me the different world You loved me with all your heart You love me when I am mad You love me was I am sad You love me when I cry You love me when I lost my mind and have no idea who I am I know you love me, you love me with all your heart and for that I want to thank you from the bottom of my heart.

Definition of communication Communication skills Communication process Forms of communication

Communication: "Any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or nonlinguistic forms, and may occur through spoken or other modes."
Communication is the activity of conveying information. Communication has been derived from the Latin word "communis", meaning to share. Communication requires a sender, a message, and an intended recipient, although the receiver need not be present or aware of the sender's intent to communicate at the time of communication; thus communication can occur across vast distances in time and space. Communication requires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver has understood the message of the sender. Feedback is critical to effective communication between parties

Human communication
Human spoken and pictoral languages can be described as a system of symbols (sometimes known as lexemes) and the grammars (rules) by which the symbols are manipulated. The word "language" also refers to common properties of languages. Language learning normally occurs most intensively during human childhood. Most of the thousands of human languages use patterns of sound or gesture for symbols which enable communication with others around them. Languages seem to share certain properties although many of these include exceptions. There is no defined line between a language and a dialect. Constructed languages such as Esperanto, programming languages, and various mathematical formalisms are not necessarily restricted to the properties shared by human languages. A variety of verbal and non-verbal means of communicating exists such as body language, eye contact, sign language, paralanguage, haptic communication, chronemics, and media such as pictures, graphics, sound, and writing. Manipulative Communications was studied and reported by Bryenton in 2011. These are intentional and unintentional ways of manipulating words, gestures, etc to "get what we want", by demeaning, discounting, attacking or ignoring instead of respectful interaction. Sarcasm, criticism, rudeness and swearing are examples.

Convention on the Rights of Persons with Disabilities also defines the communication to include the display of text, Braille, tactile communication, large print, accessible multimedia, as well as written and plain language, human reader, and accessible information and communication technology.[1]

Nonverbal communication

Nonverbal communication describes the process of conveying meaning in the form of non-word messages. Research shows that the majority of our communication is non verbal, also known as body language. Some of non verbal communication includes chronemics, haptics, gesture, body language or posture; facial expression and eye contact, object communication such as clothing, hairstyles, architecture, symbols infographics, and tone of voice as well as through an aggregate of the above. Speech also contains nonverbal elements known as paralanguage. These include voice lesson quality, emotion and speaking style as well as prosodic features such as rhythm, intonation and stress. Likewise, written texts include nonverbal elements such as handwriting style, spatial arrangement of words and the use of emoticons to convey emotional expressions in pictorial form.[citation needed]
[edit] Oral communication

Oral communication, while primarily referring to spoken verbal communication, can also employ visual aids and non-verbal elements to support the conveyance of meaning. Oral communication includes speeches, presentations, discussions, and aspects of interpersonal communication. As a type of face-to-face communication, body language and choice tonality play a significant role, and may have a greater impact upon the listener than informational content. This type of communication also garners immediate feedback.
[edit] Written communication and its historical development

Over time the forms of and ideas about communication have evolved through progression of technology. Advances include communications psychology and media psychology; an emerging field of study. Researchers divide the progression of written communication into three revolutionary stages called "Information Communication Revolutions".[citation needed] During the first stage, written communication first emerged through the use of pictographs. The pictograms were made in stone, hence written communication was not yet mobile. During the second stage, writing began to appear on paper, papyrus, clay, wax, etc. Common alphabets were introduced and allowed for the uniformity of language across large distances. A leap in technology occurred when the Gutenberg printing-press was invented in the 15th century.

The third stage is characterised by the transfer of information through controlled waves and electronic signals. Communication is thus a process by which meaning is assigned and conveyed in an attempt to create shared understanding. This process, which requires a vast repertoire of skills in interpersonal processing, listening, observing, speaking, questioning, analyzing, gestures, and evaluating enables collaboration and cooperation.[2] Misunderstandings can be anticipated and solved through formulations, questions and answers, paraphrasing, examples, and stories of strategic talk. Written communication can be clear by planning follow-up talk on critical written communication as part of the normal way of doing business. Minutes spent talking now will save time later having to clear up misunderstandings later on. Then, take what was heard and reiterate in your own words, and ask them if thats what they meant.[3]
[edit] Barriers to effective human communication

Communication is the key factor in the success of any organization. When it comes to effective communication, there are certain barriers that every organization faces. People often feel that communication is as easy and simple as it sounds. No doubt, but what makes it complex, difficult and frustrating are the barriers that come in its way. Some of these barriers are mentioned below. Barriers to successful communication include message overload (when a person receives too many messages at the same time), and message complexity.[4] Physical barriers: Physical barriers are often due to the nature of the environment. Thus, for example, the natural barrier which exists, if staff are located in different buildings or on different sites. Likewise, poor or outdated equipment, particularly the failure of management to introduce new technology, may also cause problems. Staff shortages are another factor which frequently causes communication difficulties for an organization. Whilst distractions like background noise, poor lighting or an environment which is too hot or cold can all affect people's morale and concentration, which in turn interfere with effective communication. System design: System design faults refer to problems with the structures or systems in place in an organization. Examples might include an organizational structure which is unclear and therefore makes it confusing to know who to communicate with. Other examples could be inefficient or inappropriate information systems, a lack of supervision or training, and a lack of clarity in roles and responsibilities which can lead to staff being uncertain about what is expected of them. Attitudinal barriers: Attitudinal barriers come about as a result of problems with staff in an organization. These may be brought about, for example, by such factors as poor management, lack of consultation with employees, personality conflicts which can result in people delaying or refusing to communicate, the personal attitudes of individual employees which may be due to lack of motivation or dissatisfaction at work, brought about by insufficient training to enable

them to carry out particular tasks, or just resistance to change due to entrenched attitudes and ideas. Ambiguity of Words/Phrases: Words sounding the same but having different meaning can convey a different meaning altogether. Hence the communicator must ensure that the receiver receives the same meaning. It would be better if such words can be avoided by using alternatives. Individual linguistic ability is also important. The use of difficult or inappropriate words in communication can prevent people from understanding the message. Poorly explained or misunderstood messages can also result in confusion. Interestingly, however, research in communication has shown that confusion can lend legitimacy to research when persuasion fails.[5][6] Physiological barriers: may result from individuals' personal discomfort, causedfor exampleby ill health, poor eyesight or hearing difficulties. Presentation of information: is also important to aid understanding. Simply put, the communicator must consider the audience before making the presentation itself and in cases where it is not possible the presenter can at least try to simplify his/her vocabulary so that majority can understand.

Nonhuman communication
Every information exchange between living organisms i.e. transmission of signals that involve a living sender and receiver can be considered a form of communication; and even primitive creatures such as corals are competent to communicate. Nonhuman communication also include cell signaling, cellular communication, and chemical transmissions between primitive organisms like bacteria and within the plant and fungal kingdoms.
[edit] Animal communication

The broad field of animal communication encompasses most of the issues in ethology. Animal communication can be defined as any behavior of one animal that affects the current or future behavior of another animal. The study of animal communication, called zoosemiotics' (distinguishable from anthroposemiotics, the study of human communication) has played an important part in the development of ethology, sociobiology, and the study of animal cognition. Animal communication, and indeed the understanding of the animal world in general, is a rapidly growing field, and even in the 21st century so far, many prior understandings related to diverse fields such as personal symbolic name use, animal emotions, animal culture and learning, and even sexual conduct, long thought to be well understood, have been revolutionized.
[edit] Plants and fungi

Communication is observed within the plant organism, i.e. within plant cells and between plant cells, between plants of the same or related species, and between plants and non-plant organisms, especially in the root zone. Plant roots communicate in parallel with rhizome bacteria, with fungi

and with insects in the soil. These parallel sign-mediated interactions are governed by syntactic, pragmatic, and semantic rules, and are possible because of the decentralized "nervous system" of plants. The original meaning of the word "neuron" in Greek is "vegetable fiber" and recent research has shown that most of the intraorganismic plant communication processes are neuronal-like.[7] Plants also communicate via volatiles when exposed to herbivory attack behavior thus warning neighboring plants. In parallel they produce other volatiles to attract parasites which attack these herbivores. In stress situations plants can overwrite the genomes they inherited from their parents and revert to that of their grand- or great-grandparents. Fungi communicate to coordinate and organize their growth and development such as the formation of mycelia and fruiting bodies. Fungi communicate with same and related species as well as with nonfungal organisms in a great variety of symbiotic interactions, especially with bacteria, unicellular eukaryotes, plants and insects through semiochemicals of biotic origin. The semiochemicals trigger the fungal organism to react in a specific manner, while if the same chemical molecules are not part of biotic messages, they do not trigger the fungal organism to react. This implies that fungal organisms can differ between molecules taking part in biotic messages and similar molecules being irrelevant in the situation. So far five different primary signalling molecules are known to coordinate different behavioral patterns such as filamentation, mating, growth, and pathogenicity. Behavioral coordination and production of signalling substances is achieved through interpretation processes that enables the organism to differ between self or non-self, abiotic indicator, biotic message from similar, related, or non-related species, and even filter out "noise", i.e. similar molecules without biotic content.[citation needed]
[edit] Bacteria quorum sensing

Communication is not a tool used only by humans, plants and animals, but it is also used by microorganisms like bacteria. The process is called quorum sensing. Through quorum sensing, bacteria are able to sense the density of cells, and regulate gene expression accordingly. This can be seen in both gram positive and gram negative bacteria. This was first observed by Fuqua et al. in marine microorganisms like V. harveyi and V. fischeri.[8]

Communication cycle
The first major model for communication came in 1949 by Claude Shannon and Warren Weaver for Bell Laboratories[9] The original model was designed to mirror the functioning of radio and telephone technologies. Their initial model consisted of three primary parts: sender, channel, and receiver. The sender was the part of a telephone a person spoke into, the channel was the telephone itself, and the receiver was the part of the phone where one could hear the other person. Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone conversation, which they deemed noise. In a simple model, often referred to as the transmission model or standard view of communication, information or content (e.g. a message in natural language) is sent in some form (as spoken language) from an emisor/ sender/ encoder to a destination/ receiver/ decoder. This common conception of communication simply views communication as a means of sending and receiving information. The strengths of this model are simplicity, generality, and quantifiability.

Social scientists Claude Shannon and Warren Weaver structured this model based on the following elements: 1. 2. 3. 4. 5. An information source, which produces a message. A transmitter, which encodes the message into signals A channel, to which signals are adapted for transmission A receiver, which 'decodes' (reconstructs) the message from the signal. A destination, where the message arrives.

Shannon and Weaver argued that there were three levels of problems for communication within this theory. The technical problem: how accurately can the message be transmitted? The semantic problem: how precisely is the meaning 'conveyed'? The effectiveness problem: how effectively does the received meaning affect behavior? Daniel Chandler critiques the transmission model by stating: It assumes communicators are isolated individuals. No allowance for differing purposes. No allowance for differing interpretations. No allowance for unequal power relations. No allowance for situational contexts. In 1960, David Berlo expanded on Shannon and Weavers (1949) linear model of communication and created the SMCR Model of Communication.[10] The Sender-MessageChannel-Receiver Model of communication separated the model into clear parts and has been expanded upon by other scholars. Communication is usually described along a few major dimensions: Message (what type of things are communicated), source / emisor / sender / encoder (by whom), form (in which form), channel (through which medium), destination / receiver / target / decoder (to whom), and Receiver. Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired and undesired) on the target of the message.[11] Between parties, communication includes acts that confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms, in one of the various manners of communication. The form depends on the abilities of the group communicating. Together, communication content and form make messages that are sent towards a destination. The target can be oneself, another person or being, another entity (such as a corporation or group of beings). Communication can be seen as processes of information transmission governed by three levels of semiotic rules: 1. Syntactic (formal properties of signs and symbols), 2. Pragmatic (concerned with the relations between signs/expressions and their users) and 3. Semantic (study of relationships between signs and symbols and what they represent).

Therefore, communication is social interaction where at least two interacting agents share a common set of signs and a common set of semiotic rules. This commonly held rule in some sense ignores autocommunication, including intrapersonal communication via diaries or selftalk, both secondary phenomena that followed the primary acquisition of communicative competences within social interactions. In light of these weaknesses, Barnlund (2008) proposed a transactional model of communication.[12] The basic premise of the transactional model of communication is that individuals are simultaneously engaging in the sending and receiving of messages. In a slightly more complex form a sender and a receiver are linked reciprocally. This second attitude of communication, referred to as the constitutive model or constructionist view, focuses on how an individual communicates as the determining factor of the way the message will be interpreted. Communication is viewed as a conduit; a passage in which information travels from one individual to another and this information becomes separate from the communication itself. A particular instance of communication is called a speech act. The sender's personal filters and the receiver's personal filters may vary depending upon different regional traditions, cultures, or gender; which may alter the intended meaning of message contents. In the presence of "communication noise" on the transmission channel (air, in this case), reception and decoding of content may be faulty, and thus the speech act may not achieve the desired effect. One problem with this encode-transmit-receive-decode model is that the processes of encoding and decoding imply that the sender and receiver each possess something that functions as a codebook, and that these two code books are, at the very least, similar if not identical. Although something like code books is implied by the model, they are nowhere represented in the model, which creates many conceptual difficulties. Theories of coregulation describe communication as a creative and dynamic continuous process, rather than a discrete exchange of information. Canadian media scholar Harold Innis had the theory that people use different types of media to communicate and which one they choose to use will offer different possibilities for the shape and durability of society (Wark, McKenzie 1997). His famous example of this is using ancient Egypt and looking at the ways they built themselves out of media with very different properties stone and papyrus. Papyrus is what he called 'Space Binding'. it made possible the transmission of written orders across space, empires and enables the waging of distant military campaigns and colonial administration. The other is stone and 'Time Binding', through the construction of temples and the pyramids can sustain their authority generation to generation, through this media they can change and shape communication in their society (Wark, McKenzie 1997). Bernard Luskin, UCLA, 1970, advanced computer assisted instruction and began to connect media and psychology into what is now the field of media psychology. In 1998, the American Association of Psychology, Media Psychology Division 46 Task Force report on psychology and new technologies combined media and communication as pictures, graphics and sound increasingly dominate modern communication.

[edit] Communication noise

In any communication model, noise is interference with the decoding of messages sent over a channel by an encoder. There are many examples of noise: Environmental Noise: Noise that physically disrupts communication, such as standing next to loud speakers at a party, or the noise from a construction site next to a classroom making it difficult to hear the professor. Physiological-Impairment Noise: Physical maladies that prevent effective communication, such as actual deafness or blindness preventing messages from being received as they were intended. Semantic Noise: Different interpretations of the meanings of certain words. For example, the word "weed" can be interpreted as an undesirable plant in your yard, or as a euphemism for marijuana. Syntactical Noise: Mistakes in grammar can disrupt communication, such as abrupt changes in verb tense during a sentence. Organizational Noise: Poorly structured communication can prevent the receiver from accurate interpretation. For example, unclear and badly stated directions can make the receiver even more lost. Cultural Noise: Stereotypical assumptions can cause misunderstandings, such as unintentionally offending a non-Christian person by wishing them a "Merry Christmas". Psychological Noise: Certain attitudes can also make communication difficult. For instance, great anger or sadness may cause someone to lose focus on the present moment. Disorders such as Autism may also severely hamper effective communication.[

1. Communication is transfer of information from one person to another,whether or not it elicits confidence. But the information transferred must be understandable to the receiver G.G. Brown. 2. Communication is the intercourse by words, letters or messages- Fred G. Meyer. We can now proceed to define communication from what we have seen above. To define means to give the precise and exact meaning of a word. The exact meaning of the word communicate is to share or to participate. The dictionaries say that communication is the transmission of a message or information by speaking or writing. Another dictionary declares that communication is giving or exchanging information, signals, messages by talk or gestures or writing. Yet another definition says that communication is social intercourse.

Communication is all this and much more. A good definition should not only give the precise meaning but also throw light on the scope of the word / expression. Communication is giving, receiving or exchanging ideas, information, signals or messages through appropriate media, enabling individuals or groups to persuade, to seek information, to give information or to express emotions. This broad definition includes body-language, skills of speaking and writing. It outlines the objectives of communication. It emphasizes listening as an important aspect of communication. Two-way process of reaching mutual understanding, in which participants not only exchange (encode-decode) information but also create and share meaning.

Communication skills
Every individual needs to be well equipped with the tools to communicate effectively, whether it is on the personal front, or at work. In fact, according to the management gurus, being a good communicator is half the battle won. After all, if one speaks and listens well, then there is little or no scope for misunderstanding. Thus, keeping this fact in mind, the primary reasons for misunderstanding is due to inability to speak well, or listen effectively. According to the various dictionaries the definition of communication skills is as follows : Communication skills includes lip reading, finger-spelling, sign language; for interpersonal skills use, interpersonal relations. Communication skills is the ability to use language (receptive) and express (expressive) information. Communication skills is the set of skills that enables a person to convey information so that it is received and understood. Communication skills refer to the repertoire of behaviors that serve to convey information for the individual. Communication skills is the ability an individual displays in consistently demonstrates the ability to effectively communicate with clients, colleagues, subordinates, and supervisors in professional manner and in the personal department. Communication skills is generally understood to be the art or technique of persuasion through the use of oral language and written language. To understand the basic of communication skills, one needs to understand that communication is one of those words that is most hyped in contemporary culture. It includes a large number of experiences, actions and events; also a variety of happening and meanings, as well as technologies. This, means that every platform for communicating is a communication event. This includes formal meeting, seminars, workshops, trade fairs, etc. Then there are the communication media such as radio,

TV, newspapers, etc. The communication technologies include pagers, phones, etc. The communication professionals include advertisers, journalists, camera crew, etc

1. Definition of Effective Communication Skills o Effective communication is a process through which the sender conveys a message that the receiver readily receives and understands. It is a two-way process instead of a one-way process. Effectively Communicating Your Message
o

To effectively communicate a message, you must understand how a receiver will process your message. It is important to include visuals, auditory effects as well as kinesthetic information to appeal to the widest range of listeners.

Knowing Your Audience

o

If you want to know details about your audience, send out a survey asking specific questions about age, interests, type of job performed, whether a parent or not. This information can assist you with formulating the message you will be sharing.

Paying Attention to Nonverbal Cues

o

Effective communication means also paying attention to the nonverbal cues of the receiver. People who are listening attentively will often give you eye contact or a gesture such as a smile or a nod of the head to let you know they are listening.

Removing Barriers to Communication

o

Remove barriers to communicating your message. For example, do not think about what happened right before you arrived to speak, whether it is a flat tire or whether you received bad news. Focus all of your attention on the receiver and deliver the message in a way that he will understand.

2. A definition of communication skill may be the abilities of a particular person of communicating with others. Communication skills are what make the humans in this world unique and special, and this sets them apart from the animal kingdom. Though it may be argued that there are some animals who can effectively communicate, but it is the humans who have excelled in this area of abilities and it would not be saying too much to say that these communication skills are the basis of the modern civilization. A definition of communication skills can be found in many dictionaries and may include different types of communication skills like inter personal communication skill, intra-personal communication skill, verbal communication skill, non-verbal communication skills, mass communication skill etc. 3. Non-verbal communication skills may include signals, signs, symbols, icons, gestures, proxemics, while verbal communication skills include laughter, besides speech, which is the primary form of communication. Communication skills may include an ability of a

person to convey an idea to another person, to receive feedback, ability to understand what the other person is communicating, an ability to supply feedback to that incoming communication, ability to filter one's thought before converting that in to spoken words, ability to foresee the consequences of one's communication and taking responsibility for what is being communicated etc.
A definition of communication skill is ever more important in today's world, when communication skill has become the factor for one's success or failure for this ever closer world where we need to communicate on a continuous basis every day. A better communication skills means more success for a individual. We can see examples where communication skills based businesses are being sent abroad to countries where people have good communication skills, businesses like the call centre business etc. There are many stages of communication, like the phatic stage where the communication is very basic like eye contact, gestures etc.; then there is the personal stage, where the persons engaged in the communication let their guards down bring personal elements in to the communication; and finally the intimate stage, where the persons opens their heart and share intimate information. This stage of communication only takes place between friends and family. Although some people are born with good communication skills, communication skills can be learnt. There are many training centres for learning good communication skills, and literatures are also aplenty. The world has become a global village and communication skills are the currency of the present time.

Communication Process

Welcome and Introductions Lesson 7 L E A R N I N G S K I L L S 79

Overview: This lesson teaches learners to define the elements of effective

communication and its process. It will focus on communication as the best way to convey meaning and introduce barriers to the communication process. Students will learn the communication process loop and its key elements. Educational Goal: The goal of this lesson is for each learner to: (1) Comprehend the elements of the communication process and (2) respond positively to it and how it applies to their goals and lives.
Objectives:

Cognitive: Define effective communication Explain the elements of the communication process, the best communication approach (transaction), and internal and external barriers. Affective: Describe the value of effective communication and its various elements. Skills Connection: How it relates: Learners must talk with respect, listen for understanding, get along with others, and speak so others can understand in order to use the Communication Process effectively as it applies to their life and goals as parents, workers, and citizens. This lesson has connections with the Tennessee KSA Listen for Understanding, Talking

With Respect and Getting Along With Others; and the EFF Standards Listen Actively and Speak So Others Can Understand. (Appendix II) Teaching Strategy: The concepts of effective communication, the communication process, and overcoming barriers are all critical pieces to our ability to function in the world and cooperate with others and are all tied to our ability to communicate effectively. Learners were introduced to the communication process during the first day introductions. The Communication Process Loop should be displayed in the room. Throughout Learning Skills, teachers can use this visual to review the communication loop and to help students remember the process.

Communication Process
Prepare for success today. Dont procrastinate by putting things off. Get educated in order to create a bridge to your future.

Introduction
Communication is the process of sharing our ideas, thoughts, and feelings with other people and having those ideas, thoughts, and feelings understood by the people we are talking with.When we communicate we speak, listen, and observe. The way we communicate is a learned style. As children we learn from watching our parents and other adults communicate. As an adult we can learn to improve the way we communicate by observing others who communicate effectively, learning new skills, and practicing those skills.
Attention: The ability to effectively communicate at work, home, and in

life is probably one of the most important sets of skills a person needs. What would our life and world be like without communication? We cannot get along without it. It is also not easy, and we all have probably had experiences where our communication failed or ran into a barrier. So, if we can understand the communication process better and improve it, we will become a more effective and successful communicator.
Teaching Tip Begin each day with a review of the previous days homework. Give 15-20 minutes to review the homework. Then begin the Thought for the Day. Give students time to answer the four questions. Then discuss the Thought for the Day.

Discuss Write Read

Communication Process Lesson 7 L E A R N I N G S K I L L S 81

Objective: (To demonstrate the many problems of misunderstanding

that can occur in a one-way communication.) Motivation: As you continue to reach your goals, specifically your educational goals, communication will become increasingly more important. The ability to effectively communicate is a primary skill. The more you become an effective communicator the more likely you are to achieve what you want. Over 80% of your waking life is spent sending or receiving information. Poor communication can waste time and energy and cause conflict between people. Lets think of how you can benefit by improving your communication skills: You will have a clearer understanding of what people are saying to you, others will be less likely to misunderstand you, problems will be solved quickly, you will be able to identify others needs and you will be able to resolve conflict. At another time we will take a more in-depth look at the EFF Communication Standards of Speaking So Others Understand and Listen Actively. At this point we are putting those communication skills into the larger context. This lesson provides a foundation for developing effective communication skills at work, at home with the family, and in our everyday activities. Overview for Learners: This lesson will cover what effective communication is, the key elements of the process, the various ways we communicate, and a brief look at barriers that get in the way. Lets begin by looking at the definition of effective communication.

Body of the Lesson

Main Point 1. Effective Communication
A good working definition for effective communication is to share meaning and understanding between the person sending the message and the person receiving the message. The key element is understanding. Lead-off Question: How have you had a communication problem or failure to communicate? Anticipated Responses: Students will offer a variety of personal experiences that illustrate difficulty in communicating. Follow-up Question: Was there a miscommunication because of a lack of understanding? Anticipated Responses: Yes, explore the students responses.
Teaching Tip Develop the student responses and connect them to the lesson objective.
Communication Process Lesson 7 82 L E A R N I N G S K I L L S

So in order to be an effective communicator, we must first and foremost be understood in our various communications.

Main Point 2. Communication Process

Now that you understand the purposes of effective communication, lets take a closer look at the elements in the communication process. By analyzing the parts of the process, we are better able to understand the whole. The communication process is a simple model that demonstrates all the factors that can affect communication. Communication is effective if the

message that is received is the same one that is sent. Communication Process and the Key Elements: Tell students to look at the communication loop. Explain that the Communication Process breaks down effective communication into the following steps: A. Sender The communicator or sender is the person who is sending the message. There are two factors that will determine how effective the communicator will be. The first factor is the communicators attitude. It must be positive. The second factor is the communicators selection of meaningful symbols, or selecting the right symbols depending on your audience and the right environment. Talk about a few wrong examples. Question: Name some of the ways we communicate. Anticipated Responses: Talking, speaking Writing Pictures, symbols, diagrams, charts, etc. B.Message A communication in writing, in speech, or by signals C. Receiver The receiver is simply the person receiving the message, making sense of it, or understanding and translating it into meaning. Now think about this for a moment: the receiver is also a communicator. How can that be? (When receiver responds, he is then the communicator.) Communication is only successful when the reaction of the receiver is that which the communicator intended. Effective communication takes place with shared meaning and understanding. D. Feedback Feedback is that reaction I just mentioned. It can be a verbal or nonverbal reaction or response. It can be external feedback (something we see) or internal feedback (something we cant see), like self-examination. Its the feedback that allows the communicator to adjust his message and be more effective.Without feedback, there would be no way of knowing if meaning had been shared or if understanding had taken place. Discuss that communication is a two-way process. The information goes out to a person on the other end. There is a sender and a receiver. Simply put, effective communication is getting your message across to the receiver. It is the senders responsibility to make sure that the receiver gets the message and that the message received is the one sent. Communicating is not an isolated series of one skill, it involves several skills. For example, speaking involves not only getting your message across but also being able to listen and understand what others are saying (active listening) and observing the verbal and nonverbal clues in order to monitor the effectiveness of your message.

Main Point 3. Barriers

Have you ever been talking to someone and they misunderstand what you were saying? Why do you think that happens? (Give learners the opportunity to share their experiences.) At any point in the communication process a barrier can occur. Barriers keep us from understanding others ideas and thoughts. Barriers can appear at any point of the communication loop. There are two types of barriersinternal and external. Examples of internal barriers are fatigue, poor listening skills, attitude toward the sender or

the information, lack of interest in the message, fear, mistrust, past experiences, negative attitude, problems at home, lack of common experiences, and emotions. Examples of external barriers include noise, distractions, e-mail not working, bad phone connections, time of day, sender used too many technical words for the audience, and environment. Barriers keep the message from getting through.When communicating, watch out for barriers. Monitor the actions of the receiver.Watch her body language; check to make sure the message the receiver received is the one sentask questions and listen.

Main Point 4. Types of Communication

A. Self-Action or One-Way Communication is focused on getting the message to the receiver. Self-action treats communication as a manipulation of others. It is very message centered. There is no way to know if the meaning is shared between the sender and the receiver. (To demonstrate one-way communication, do the following activity with the class.) Procedure: (Using the attached diagram, ask for a student volunteer from the class to assist in this demonstration about communication. Explain to the other students that the volunteer is going to describe something to them and their task is to simply follow instructions in sketching out exactly what is described. Take the volunteer outside of the classroom to explain the following directions. Provide the volunteer with the diagram shown. Tell the volunteer to describe the diagram to the rest of the class. However, the volunteer must keep his or her back toward the rest of the class. There can be no eye contact. The volunteer can only use verbal communication to describe the diagram, i.e., no gestures, hand signals, etc. Further, no questions are allowed on the part of the other students. In brief, only one-way communication is allowed. When the activity is completed, show the correct diagram to the students. Have the students show each other their drawings. Students get a laugh at their attempts and how they misunderstood the words they heard. Teacher will indicate that the activity was constructed to prove a point, and only a few students ever come close to drawing the actual diagram. Explain how easy it is for miscommunication to occur.) Discussion Questions: 1. How many of us got confused and just quit listening? Why? 2.Why was the one-way communication so difficult to follow? 3. Even two-way communication cannot ensure complete understanding. How can we make our communication efforts more effective? B. Interaction or Two-Way Communication. This approach recognizes the role of the receiver as a communicator through feedback. It is message centered and is a very simplistic view of the communication process. Feedback allows senders to see if their message got across. C. Transaction. This approach focuses on meaning and sharing by accounting for all other factors in the communication process. It is concerned with the barriers that might affect the communication. Transaction is best described as

effective communication. This is when the communication process is applied and carried out completely. The sender gives a message that is passed on to the receiver. In return, the receiver can give clear feedback that allows the sender to know whether or not the message was perceived as intended. If the message wasnt received as intended, then the sender will continue the communication process again in order to ensure effective communication. Now that you know all three types of communication, we can reflect and evaluate our own communication approaches in different roles and situations. Knowing the three approaches to communication will help us to be aware of our types, when they occur, and how to improve our communication and create clear transactions.

Conclusion
Effective communication is a major part in achieving your educational goals. Effectively communicating with your teachers and peers is essential when it comes to your learning.Many times your instructor is the sender. Her job is to send you messages that include information about the skill you need to learn. Your instructors messages might include lectures or handouts for you. Your peers can also be the senders of a message. Many times learners are asked to work together as a team. You might be asked to work on a specific activity that would require you to receive messages from other team members or an appointed leader. Sometimes you may be asked to be the sender. Remember that communication involves speaking, listening, and observing. Summary: Communication is a two-way process that involves getting your message across and understanding what others have to say. Communication involves active listening, speaking and observing. Now that you have learned the communication process, you can begin to evaluate your communication skills. Begin to watch yourself in action. Each time you communicate observe what you do, how it went, what went well, and what could have been better. Re-Motivation: The ability to effectively communicate is a critical skill. The more you become an effective communicator the more likely you are to achieve what you want. Remember, you can improve your communication skills by observing people who communicate effectively, learning new skills, and practicing those skills. Acquiring effective communication skills will help you be a better student, parent, family member, worker, and citizen.