Optimisation Of Classroom Communication €“ An Investigative Approach

Classroom communication, analyzed from a psycho-pedagogical point of view, appears to be an interactive model, the teacher and the student playing the role of both sender and receiver, engaging in a relationship underpinning exchange of ideas, corrections and additions. The way information is transmitted, the message itself, enthusiasm, active involvement, power of persuasion, safety, attitude and posture are elements that ensure the efficiency of the communication. In order to improve classroom communication we consider it necessary to know the students' perceptions and representations regarding this process. The current paper presents the data deriving from an investigation of students' representations in relation to the different aspects of classroom communicative competence. Based on this investigation, the data collected and analyzed have led to the following findings: the emotional-affective dimension determines the effectiveness of the communication relationship to a large extent; the investigated subjects particularly appreciate the climate of communication, and the emotional connection established between teachers and students.