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Abstract
This study sought to identify what characteristics faculty who are effective classroom communicators share. Qualitative methods of interviews and observations were used to collect data at two public, comprehensive universities. College faculty with good communication, particularly, immediacy and clarity, were all found to have humanistic views of their students and to be reflective about their teaching and their communication. Those who demonstrated poor communication skills were neither humanistic nor reflective teachers. This would suggest that in order to improve faculty effectiveness, we must consider underlying views and thought processes, rather than teach successful communication techniques in isolation.
This study sought to identify what characteristics faculty who are effective classroom communicators share. Qualitative methods of interviews and observations were used to collect data at two public, comprehensive universities. College faculty with good communication, particularly, immediacy and clarity, were all found to have humanistic views of their students and to be reflective about their teaching and their communication. Those who demonstrated poor communication skills were neither humanistic nor reflective teachers. This would suggest that in order to improve faculty effectiveness, we must consider underlying views and thought processes, rather than teach successful communication techniques in isolation.
Mastery teaching literature identifies expert teachers as having strong communication skills in the classroom (Garmston, 1994; Hativa, Barak & Simhi, 1999; Rubin & Feezel, 1986; Rubin & Morreale, 1996). Teachers’ communication methods have been noted to influence how the students feel about the learning process as well as their satisfaction and achievement in regard to the class (Cole, Sugioka, & Yamagata-Lynch, 1999; Kerssen Griep, 2001). Instructional communication qualities of “clarity and understandableness” are among the most important characteristics associated with effective college teaching (Hativa, 1998). Student ratings of strong faculty communication are consistently associated with improved learning outcomes, with reports of increased motivation and with higher ratings of faculty effectiveness (Chesebro & McCroskey, 2001; Christensen and Menzel, 1998; Christophel 1990; Gorham, 1988; Frymier & Weser, 2001; Hativa, 1998; Witt & Wheeless, 2001). While the literature is consistent in demonstrating the value of successful communication in the classroom,little is known about the characteristics of instructors with effective communication skills. This study attempts to identify which, if any, characteristics teachers who are successful classroom communicators have in common.
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