ABSTRACT
This chapter reviews the literature and research dealing with communication and examines this to effective teaching, beginning with an overview of the central concepts of communication and then presenting a socio-psychological model of the communication process. It discusses each of this model with particular reference to effective teaching and effective classrooms. The chapter presents the essential communicating tasks of effective teaching and the principles that should underpin them. The communicating role in the classroom involves the transmission and reception of ideas, directions, information, explanations and policies from person to person, person to group or group to group. In any discussion of communication in the classroom it is important to consider the essential components, or elements of the communication. The communicative context of the classroom becomes a set of parameters in which pupils interpret and define learning. Effective teachers constantly use meta-communication to make sure that classroom communication is accurate and meaning is accurately understood.
