Communication levels

This article needs some revision: it is not at all clear which theoretical concept of communication is being dealt with here; accordingly there is a lack of evidence . Since this is probably a general model, the strong reference to school teaching is not appropriate either.
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There are three different levels of communication in lessons : the content level , the process level and the relationship level . Different messages are sent from the sender to the recipient at each level . However, body language and verbal language exist in all levels of communication.

Content level

On the content level, verbal language plays a significant role in conveying messages. Pure factual content is conveyed on this level. In general, the more complex the content to be conveyed, the more difficult it is to present it using non-verbal language. For example, it is very difficult or impossible to convey historical events or mathematical formulas without verbal language. It is different with more vivid facts, in the fine arts, where you can use your hands to demonstrate painting techniques or shapes.

Non-verbal teaching behavior can, in this context, evoke two types of student behavior. On the one hand, the teacher can evoke effective student behavior by radiating liveliness or dynamism. Because the physical clarification of the lesson content results in a better information absorption in the memory of the students, the lessons are more interesting and arouses the students' interest. From personal experience one can say that the teacher can also achieve the opposite with this, namely a distraction for the student and even a reduction in learning success if his non-verbal behavior appears simulated and exaggerated. With such behavior, he can make his lesson content difficult to access for the students, because they are irritated and no longer able to concentrate , as the teacher provokes a permanent distraction.

Process level

At the process level, the organizational process of the lesson plays the leading role. The teacher can and must partially regulate this process. He can do this with verbal statements such as B. 'Be a little quieter!' Such statements are organizational actions that control the organizational process of the lesson. Without these controlling measures, organized communication in the classroom would be impossible; it would be a single ' chaos '. With the help of paralinguistic means, e.g. The communication process can also be (verbally) controlled within the classroom, for example volume , speaking speed and pitch . The content of vowel non-verbal linguistic elements is higher in the process level than in the content level.

The seating arrangement is also an instrument for regulating classroom communication. A U-shape seating arrangement is particularly beneficial for contact between students and between students and teachers. Due to the more intensive eye contact with this seating arrangement, each individual student is involved in the class activities and the behavior is more class-oriented. However, this effect of looking directly at is rather distracting when working in groups or in silence, as the students do not focus their attention on their work but on the other person.

Relationship level

In the relationship level, for example, emotional states (such as love , sympathy , interest ) are conveyed. This communication is mostly non-verbal. At the relationship level, personal relationships between the teacher and his students are usually transmitted unconsciously. Therefore there is seldom objective behavior on the part of the teacher at this level. Concrete verbal communication within this level is rather rare. Because if you say to a student “I like you” or “I don't like you”, this is too direct and has a disruptive effect on relationships. As a rule, such statements should be avoided, even if they correspond to reality .