Communications: An Integral Part of Education Essay

This essay has a total of 1038 words and 6 pages.

Communications: An Integral Part of Education


Communication: An Integral Part of Education
Communication is a skill that everyone needs to acquire and learn how to utilize
effectively. In any given profession, communication is required regardless of whether or
not the field is a creative, professional, or strictly business. Especially in the field
of elementary education do the teachers and staff need to possess exemplary communication
skills. This is not only with the students but as well as with fellow faculty members and
the parents' involved in the community and school. All areas of communication are vital to
be an effectual educator but none as important as understanding the culture of the
teaching environment, using rhetoric in class lectures and lessons, and becoming a valued
and skilled public speaker. With the three above qualities mastered, only then can an
educator truly be seen as an effective communicator.

To honestly and successfully understand culture, the educator must know that culture is "a
system of ideas, values, beliefs, structures, and practices that is communicated by one
generation to the next and that sustains a particular way of life" (Wood, 2002, p.95). In
appreciating and analyzing this, a teacher must then now use this basic understanding of
culture and formulate their lesson plans and agendas to encompass the variant cultures in
any given school setting. Not only America, but Texas too has become a melting pot of
varying cultures from all expanses of the world. This makes educating at this time very
fascinating and exciting but potentially frustrating. Language and cultural barriers often
create obstacles in the classroom which makes teaching in a normal and systematical
approach ineffective. Cultural barriers can most easily be tackled by teaching other
children about the importance of culture and in teaching them "tolerance, in which a
person accepts differences, although he or she may not approve of or even understand them"
(Wood, 2002, 117). Not only in culture but in just plain communication skills, students
learn very quickly important ways of communicating effectively and ineffectively. Once
thrust into school, children begin for the first time to communicate and express
themselves without their parents' around. In a recent study "it was reported that all of
the communication skills perceived as important to children ranked as follows 1.
Referential skills, ego-support, conflict management, regulative skill, conversational,
narrative and persuasive skills" (Aylor,2003, p.3). Studies such as above show that
children are effective communicators and are not in a "performance" mode all the time.
Maybe adults could really learn something from the blunt manner in which children express
their non-sequiter thoughts.

Furthermore, educators need to hone their skills of a good rhetorician. This is the
mastered way of lecturing in attempt to persuade the listener. Teachers, and those
directly involved in the field of childhood education, should realize that their audience
is young and easily molded; nonetheless using rhetoric to teach an idea or theory should
not be one that is unappreciated. If the educator is not animated and passionately into
their subject matter, it makes it difficult for the child to want to learn the information
being taught. Being a good rhetorician is also a model of a good communicator. Children
can learn how to communicate effectively solely reliant on watching a good rhetorician.
Because "Learning to express with confidence at a young age can help a child forge
friendships, do well in school, and down the road, land a job and marry. To be a good
communicator simply narrate your life, listen up to what the kids are saying, keep it
simple and to the point, connect with the children before you directly shout out in
frustration, keep body language in mind, ignore little mistakes, use proper names when
communicating and watch out for bad role models (this could be subversive)" (Sears, 2002,
pgs. 1-3). Following the preceding rules, a good rhetorician advertently becomes a good
communication role model.

Finally, to be an embodiment of commendable communication skills, an educator must possess
the skills of public speaking. This, however, is not rhetoric. Rhetoric is involved in
public speaking, but public speaking is the core and the grass roots behind communication.
Not stumbling over the words trying to be expressed, rather being a calm, cool, and
prepared speaker will convey the message of confidence and in turn make the educator a
potent force of communication grandeur. When communicating with kids the public speaker
needs to understand all the attention should not solely be on them, rather on both parties
(the speaker and the active listener). This is because "children's communication skills
are strengthened through ongoing, back-and-forth exchanges of words and facial
expressions. Reciprocity can help children problem-solve on their own and with others and
can teach them to become more logical and rational in their thinking" (Greenspan, 2003,
p.1). Using public speaking this way allows the children to take part in communication and
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