EDES302 Lecture M4.1 – Communicating with Students

MODELS OF COMMUNICATION

• Three canonical models frame day-to-day classroom talk; each carries distinct purposes, power dynamics, and pedagogical implications. Understanding these models helps teachers intentionally design interactions to maximize learning and engagement.

  • Linear Model

  • Teacher → Student: This is a one-directional “transmission” paradigm, where information flows from the sender (teacher) to the receiver (student) with minimal immediate feedback. It is often used for direct instruction.

  • Typical forms:

    • Giving information (e.g., explaining a complex scientific concept like photosynthesis, or a historical event like the Treaty of Versailles).

    • Giving instructions (e.g., outlining multi-step lab safety procedures, detailing requirements for a research project, or explaining how to complete a homework assignment).

    • Explicit modelling (demonstrating how to solve a multi-variable algebra problem on the board, showing art techniques, or performing a dance sequence for students to imitate).

    • Distributing worksheets or written materials (information is codified in print, limiting immediate spontaneous interaction; students process information independently).

  • Significance:

    • Highly efficient for clarity and speed when introducing new content, complex procedures, or when time is a critical constraint. Allows for structured, unambiguous delivery.

    • Risks: Can lead to passive learners who are not actively processing information, offers little opportunity for immediate formative feedback to identify misunderstandings, and carries a high probability of misconceptions remaining undetected until later assessments.

  • Interactive Model

  • Dialogue-centred: Messages loop between the teacher and students, indicating a more reciprocal exchange, though often still guided by the teacher. It aims for a quick check of understanding.

  • Classic pattern: IRE sequence – Initiate, Respond, Evaluate.

    • Teacher initiates a question (e.g., “What’s the main idea of this paragraph?”) → student responds (e.g., provides an answer) → teacher evaluates or extends (e.g., “That’s correct, and why is that important?” or provides feedback on the response).

  • Employed in interactive and guided teaching settings, Socratic questioning (though a limited form), quick checks for understanding, and short answer reviews.

  • Significance & caveats:

    • Builds basic student participation and allows teachers to surface immediate misconceptions or gauge comprehension early in the learning process.

    • Still predominantly teacher-controlled—the teacher typically decides whose voices are heard, when they speak, and steers the direction of the conversation.

    • Can easily slide back into one-way recitation if the teacher only seeks specific answers from a few students repeatedly, rather than fostering broader dialogue or deeper inquiry.

  • Transactional Model

  • Multidirectional, co-constructive: In this model, communication is a dynamic, shared process where teacher and students are co-authors of meaning. Learning is seen as a social construction.

  • Practices:

    • Conferencing: Dedicated 1-on-1 or small-group discussions between teacher and student(s) focusing on specific learning goals, providing tailored feedback loops, and co-planning next steps (e.g., writing conferences, reading conferences, project-based learning check-ins).

    • Setting goals collaboratively: Students and teachers jointly establish learning objectives using frameworks like SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) or define elements of personal learning plans.

    • Class discussion: Open-floor dialogues where students voice diverse perspectives, challenge ideas respectfully, and collectively negotiate curriculum elements or problem-solving approaches.

    • Ongoing feedback: Encompasses peer-to-peer feedback, teacher-to-student feedback, and student self-assessment, creating a continuous loop of critique and refinement.

  • Significance:

    • Critically supports student agency (students take ownership of their learning), metacognition (students reflect on their thinking processes), and fosters a strong community of learners.

    • Aligns deeply with student-centred and constructivist theories of learning, emphasizing active engagement and shared knowledge creation.

    • Requires advanced facilitation skill from the teacher to manage diverse perspectives, encourage equitable participation, and guide discussions towards productive outcomes. Classroom norms of respect, active listening, and psychological safety are critical prerequisites.

• Practical tip: Skilled teachers blend models fluidly and intentionally—they might begin with linear exposition to introduce a new topic, shift to IRE for quick monitoring of comprehension, and culminate in transactional conferences or discussions for deeper learning ownership and application.

ETHICS AND INCLUSIVITY

• Ethical communication is foundational to creating safe, productive, and equitable classrooms. It dictates not just what is said, but how it's conveyed and received, ensuring all learners feel valued and supported.

• Guiding principles ("non-negotiables"):

  • Be the calm voice in the room: Emotional regulation by the teacher models self-control and sets a predictable, secure climate. Neurological mirror systems suggest that students co-regulate emotionally with their teachers, meaning teacher calmness can reduce student anxiety and foster a more attentive environment.

  • Be the safe person in the room: Trust is paramount before students will take academic risks (e.g., asking

LANGUAGE OF THE CLASSROOM

• Teaching is essentially a communication profession; “communicating with students is a full-time job.”

• Modalities:

  • Verbal: spoken words, tone, pace.

  • Non-verbal: facial expression, gesture, posture, spatial arrangement, proxemics.

  • Direct: explicit statements (“Open your books to page 42.”).

  • Indirect: hints, questioning, wait time, eye contact cues.

• Noise factors (anything that distorts or blocks the intended message):

  • Student perception filters (prior experiences, motivation, emotions).

  • Age‐related cognitive development (abstract vs concrete reasoning, attention span).

  • Individual frames of reference (cultural background, language proficiency, neurodiversity).

  • External context (“what just happened five minutes before”: a fire drill, a test in the previous period, a personal conflict).

  • Social issues (“the fight with their friend,” “whether they can play footy at lunchtime”).

• Takeaway: Effective teachers diagnose and adapt to noise in real time—reducing complexity, checking understanding, and revisiting instructions after disruptions.

THE WAYS IN WHICH WE USE LANGUAGE (STRATEGIC COMMUNICATION)

• Communication success hinges not just on what is said but how, when, and why it is delivered.

• Strategic dimensions:

  • Purpose alignment: aligning message formality, vocabulary, and mode with learning goal.

  • Timing: delivering critical concepts when cognitive load is optimal.

  • Reinforcement: repetition, rephrasing, multimodal representation.

  • Empowerment: prompts that invite elaboration (“Tell me more about…”), boost autonomy.

  • Metacommunication: commenting on the communication itself (e.g., “I’m going to pause and let you think for 30 seconds”).

• Ethical thread ties back: strategic language must never manipulate or marginalize but should enhance equity, clarity, and opportunity.

CONNECTIONS TO PREVIOUS LECTURES / THEORETICAL UNDERPINNINGS

• Constructivism: Transactional communication mirrors Vygotsky’s social constructivist zone; knowledge is co-constructed through dialogue.

• Behaviorism: Linear, direct instruction reflects stimulus-response models—efficient for discrete skill acquisition.

• Sociocultural theory: Emphasises language as a cultural tool; inclusive practice honours diverse linguistic capital.

• Bloom’s Taxonomy: Moving from lower-order (remember, understand) via linear/interactive models toward higher-order (analyze, create) via transactional discourse.

REAL-WORLD & PROFESSIONAL RELEVANCE

• Classroom communication skills translate to:

  • Parent-teacher conferences (transactional goal-setting parallels student conferencing).

  • Interdisciplinary collaboration (clear, ethical messages respect colleagues’ expertise).

  • Leadership roles (modelling calm, inclusive language builds positive school culture).

PRACTICAL CHECKLIST FOR DAILY USE

• Before class:

  • Identify which communication model best fits each segment of lesson.

  • Plan scaffolds for EAL/D or neurodiverse learners (accessible messages).

• During class:

  • Monitor noise: read body language, ask clarifying questions.

  • Maintain dignity: praise in public, correct in private where possible.

  • Mix models: pivot from explanation → IRE questioning → small-group transactional tasks.

• After class:

  • Reflect: Where did miscommunication occur? How did I address it?

  • Confidentiality audit: Am I protecting student information when chatting in the staffroom?

KEY TAKEAWAYS (MICRO-SUMMARY)

• No single model suffices; flexible orchestration of linear, interactive, and transactional modes is a hallmark of expert teaching.

• Ethics and inclusivity are not add-ons; they are woven into every utterance, gesture, and silence.

• Noise is inevitable; anticipate and mitigate via adaptive language strategies.

• How we use language strategically shapes not only academic outcomes but also classroom climate and student identity formation.