Introduction
The information produced in this compendium of articles is the result of the interaction of the professor of the Pedagogical Communication course during the development of the Master Program in Cognitive Psychopedagogy of the Pedro Ruiz Gallo National University. The objective of this course has been to broaden participants' awareness of the range of theoretical-methodological instruments that improve communication, research and critical thinking skills related to human communication and interpersonal transaction at the graduate level. This approach has been designed to help participants clarify their own framework for good cognitive learning practices.
In this course, participants have analyzed and discussed issues about the nature, structure and functioning of pedagogical communication, its social connotation, scientific basis and learning technologies. They also examine their own experiences and practices as teachers, as well as their students' experiences as learners.
Participants have had the opportunity to clarify their objectives, in terms of content, skills and attitudes, based on the theory of human communication (scientific aspect) and on the technology derived from it (technical aspect). Each master's student has had the opportunity to improve their cooperative work skills, individual and social learning, through necessary techniques that have helped them in the systematization of information, modes of action and conceptual mastery in the area of communication. pedagogical. Literature sources, problem-based learning,Case studies and consideration of own experiences and those of other participants have enriched the discussion and clarified not only the learning outcomes at the graduate level but also the nature of the variety of teaching and learning in various contexts.
In this course, the participants have identified the laws, principles, components and techniques of didactic communication in the process of interpreting the contents under analysis; likewise, they have produced knowledge, expressed in correctly written reports, such as scientific articles and essays, that come from reading comprehension and its dialectical pair, as well as from critical reflection.
The methodology of problem-based learning during face-to-face contact has allowed the development of operational learning groups, where the team's knowledge to solve a problem has been identified and the knowledge that is needed to fully solve it has been adequately supported. At this point, the phases of cognitive assimilation and accommodation are essential for the team's intellectual production. The interactive nature of the teaching-learning process is also highlighted.
The evaluation has been carried out through a self-evaluation folder, which has been accredited by the teacher at the end of the course. In this sense, the evaluation has constituted an investigative process of the learning results and consists of issuing value judgments in the first instance by the same participants, then the teacher accredited these results.
The quality of learning outcomes has been expressed in terms of results communication skills, investigative skills, and critical thinking.
References
- Águila, Y (2005) Communication in everyday life. Electronic Bulletin - Association of Graduates and Graduates. Pontifical Catholic University of Peru.
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Communication in the Learning Process
One of the great concerns and expectations of students and in all disciplines is to be able to relate what has been learned in the classroom with their social environment. The student perceives ideas as if it were an opposite world in relation to their experiences.
The classroom must serve as a setting for confronting experiences and ideas; it must create the permanent exercise of dialogue and discussion; it must serve for the encounter and disagreement of the proposals, the models and schemes; for error as a continuous reference point for learning; to share with colleagues and friends; to generate interrelationships within teams and between teams. To build the shared sense of communication management and validate the daily effort of learning to learn, learning by doing and doing while learning.
The teaching mediation and the teaching-learning process should then be oriented to the construction, development and improvement of cognitive and metacognitive, disciplinary and occupational strategies focused on forming thinking-action competencies, with the purpose of being an actor and agent of innovative and transformers (Pozo, 1999). The enthusiasm that assists in this document is to generate a constructive dialogue that feeds back the teacher's knowledge and actions.
Being Communicating in a Systemic Organization
The human being is by nature a being of communication, that is, a communicating being. In an organization, the human being has two great dimensions: his social relationship, which gives him a human-social condition; and its task-production relationship, which gives it its labor-productive condition. On the other hand, the human being is a being of relationships: in addition to himself, that established in groups and collectives.
Based on these characteristics, we can describe four main axes that generate comprehensive and integrating and, especially, systemic communications management: that of the individual, the group, the collective and the social. At the same time, two dimensions on each axis, depending on the social or task relationship. Among others, it must create the spaces and moments, dialogue and discussion, and the communication skills that Andrade (2001) describes as: the effectiveness in communication of organizational and functional processes, through the creation of a culture of quality, continuous improvement and shared effort; the culture that generates continuous learning because it contains an intelligent organization that plans processes through teamwork and constant practice in decision-making based on objectives, goals,procedures and standards; the capacity for evaluation, correction, verification, and controls of processes and activities, with constant feedback; oriented to teach by example.
Autonomous Learning
In these human interactions, learning turns out to be a process of social mediation in specific contexts; the participation and «interaction of the apprentice (who learns) with a constructive social environment where she receives the specific contribution of peers, teachers, family and friends belonging to a reference group» (Daza, 2000), where she can assume the commitment of.
Given that all learning must focus on allowing the optimal or adequate interaction of the human being with his reality, the learning facilitated by the actors of the process must promote that the learner develops and becomes aware of his own process, that is, is autonomous, in the as each one builds his learning process and generates his learning from his own reality and for his own reality. Being aware of the environment helps in the process.
Cognitive and metacognitive strategies are present during the learning process. Cognitive ones allow us to construct meaning, and subsequently produce knowledge, improve understanding and remembering. The second ones allow to administer the mental control over the variables or intrinsic characteristics of the person, the task and the strategies in use and the environment.
The concept of strategy highlights the procedures that are carried out in a deliberate and planned and sequential way. Techniques, skills, abilities, or habits constitute automated sequences of actions.
The main generating agents of meaningful learning and transforming reality are the student and the teacher. The student maintains his own systemic dynamics, engages in various learning scenarios, seeks teacher pedagogical mediation, learns in collaboration with his peers, assimilates classroom experiences, business experiences, and everyday experiences. The teacher is the mediator of the process insofar as she strategically plans the learning and mediates so that the student is the builder of her own meanings based on her reality, which contrasts it and compares it with her knowledge and solves problems.
When education is formal or non-formal, classroom experiences remain a stage full of motivation for learning. The teacher should try to keep this situation at the highest possible level and make it have key meaning for the student in the challenges they face in the process, in a relevant time and space.
The daily experiences as well as the natural settings such as the house, or the social environment allow the student or apprentice to find meaning, put into practice their abilities in order to dimension what has been learned after confronting it with the reality that it can transform.
In conclusion, this constructive dialogue has allowed us to establish that the student is the one who contrasts reality depending on the degree of maturity he has to exercise the proper selection of his own schemes and build his own learning, with pertinent strategies that allow him to meet his expectations, since without them there is no learning, much less continuous and permanent learning.
References
- Andrade, H and others (2001): Systemic Thought, Andrade, Ediciones Universidad Industrial de Santander. (2000): «Knowledge management». Harvard Business Review. DAZA, G et al. (2000): Communication skills, CEDAL. Specialization in Pedagogy for the Development of Autonomous Learning. Open and Distance National University, UNAD -Family Compensation Fund, CAFAM. 2002.Modules prepared by Insuasty, LD, and learning materials.POZO, J and Monereo, C (1999): Strategic Learning. Classroom XXI Santillana.
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Communicative Strategies in the Classroom
Communication in the classroom is of utmost importance because it allows the teacher to have very close contact with his students. Communication is an inherent phenomenon in the group relationship of living beings, through which they obtain information from their environment and from other environments, through their research, questions, dialogue, comments, expositions, for example. The teacher has to develop adequate communication strategies so that his students interact inside and outside the classroom, they can increase their capacities in accordance with the national educational proposal. Thus, communication becomes a necessity and not just a level of motivation.
Analysis of the Communication Status of the Primary Level
In most educational institutions in Peru, the scarce communication that exists between communication agents (teacher-student) can be identified. The teacher is unaware of dynamic strategies and performs a routine job and does not strive to improve, the lack of initiative to create strategies according to the needs of the students, likewise, the lack of empathy to communicate with them, as well as the existence vertical communication causes the student's disinterest in learning and communicating, influencing academic performance. If there is a deficient use of communication strategies in the classroom, then the integral development of the student will also be deficient.
Didactic Proposals on How to Improve Communication in the Classroom
Communication strategies allow to improve affective relationships (student teacher); If the teacher does not use the language correctly when communicating with his students, then he demonstrates that he has deficiencies in his communication skills. By persisting for years, this teaching deficiency will demonstrate his disinterest in updating his methodology in the classroom. If the teacher acts strategically in the development of the teaching-learning process, then the student will respond effectively. For this, it is necessary to develop some strategies, such as making known the needs to apply innovative strategies that allow effective communication; Or, to value communication in the teaching-learning process.
Mayor and Col, 1993 (retrieved from http: /www.unrc/publicar/de losMontanero_fernández_y_leon.html) maintain that a strategy is the sequence of procedures that are applied to achieve learning. According to this conception, strategies are a set of sequential steps that allow the student to select information and organize it to internalize knowledge, that is, learn to learn.
Communication can be non-verbal, if it refers to the different attitudes, behaviors and movements (social and body expressions) that both teacher and student develop. Verbal communication occurs when oral or written language is used. In the interaction we have in the classroom we make use of the types of communication but we do not limit ourselves only to the verbal one. The younger the students, the greater the predominance of non-verbal communication; while in older adults verbal communication predominates.
The importance of communication in various areas of human knowledge lies in highlighting the functions that it performs; such as, for example, the informative function that allows the transmission of basic messages, the affective function that allows communication to be related to human experiences, expressing emotional states, feelings, moods, etc., the empathy function that connects warmth and fluency Among the agents, the educational function that allows the transmission of content and an objective highlighting that the most important thing is communication itself.
After making some reflections on the functions of communication, it should be noted that within the classroom it is important to master strategies that allow effective communication, which will help the teacher to improve his educational work and the student will help him improve and develop his abilities by stimulating his self-learning, to be able to give solution to the problems that appear in his daily life. It is necessary to know the dimension of the strategies. According to Pozo (1990, recovered from de Montanero-fernández-yleon. Html.) Strategies are integrated sequences of procedures or activities that are chosen with the purpose of facilitating the acquisition, storage or use of information. In accordance with this concept we can say that a strategy is characterized by a series of sequential actions,comprehensive and intentional that allow the student to optimize their capacity for attention, representation, retention, reasoning, that is, for different mental operations that allow them to acquire knowledge to apply it to new situations.
The strategies must be present throughout the teaching-learning process, which, to be used, must be selected and evaluated in such a way that when applied they are flexible, taking into account the reality observed in the classroom. In the first place, strategies must not only be associated with the conceptual terrain, but also with the procedural and attitudinal terrain. Thus, if one of them is used blindly or arbitrarily, then the objectives set by the teacher will not be fully achieved. Secondly, it is necessary to emphasize that communication must be informative, affective, empathetic and educational; In addition, the interaction of the two types of communication must be used: verbal and non-verbal.
Conclusions
We conclude that strategies have a function of measuring and regulating cognitive processes as well as communication. The strategies allow establishing a harmonious and coherent relationship, contributing to the development of the student's abilities. Communication is not only about the transmission of information, but it is also an important element in the teaching-learning process since it allows the development and progress of society. Verbal and non-verbal communication improve the teaching-learning process.
References
student-teacher-communication strategies in-the-classroom.html
www.monografias.com/trabajos16/estrategias-comunicativas/estrategiascominuicación. shtml
wwwmonografias.com/trabajos41/protagonismo-estudiantil/protagonismoestudiantil2. shtml
Águila, Y. () Communication in everyday life. Electronic Bulletin No. 01 AEG - Articles of interest.
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How to Reduce Communication Deficiencies in the Classroom
Different particular sciences have been concerned with the study of communication, especially pedagogical and interpersonal communication. Almost half a century has passed, but much has been said and very little has been done to improve the quality of interpersonal communication between student and teacher. According to Oman (2001), who based his work on the theories of Piaget and Ausubel, he mentions that more than 40 years have passed and to date the Ministry of Education and specialists in the subject have not considered their work productive in order to improve the communicative quality, which constitutes a constant and necessary activity in our lives (Zaldívar, 2003).
It is necessary that the teacher is able to maintain adequate and effective interpersonal communication. That is, a bilateral communication that stimulates the feedback of the message, since it is not only important to know how to speak, but also to know how to listen. This will help improve communication skills and consequently learning. Consequently, pedagogical communication corresponds to a pedagogical process, where not only the cognitive aspect is developed, but also the affective aspect.
Núñez (2004) states that for there to be a true communication process, three aspects must be taken into account: voice, visual control and body control, which will help the teacher to establish communication with his students quality in the classroom. But how can this pedagogical and interpersonal communication be effective and affective at the same time? What are the causes that in many of our educational institutions there are deficiencies in effective and affective communication?
This work proposes some improvements in the quality of communication in the classroom, through the results of own professional work experience and research related to the improvement of communication in the classroom. A survey was carried out on primary school students to find out if they had reading skills. The results were that 60% lack reading skills and that 70% of those who read only read to do their homework.
The results reveal that a reason for poor interpersonal communication in the classroom is the lack of the habit of reading, since a student who does not read will not have a lexical richness that allows him to communicate adequately with others and therefore limitations in his abilities. communicative.
According to our work experience, in public and private schools we reach a consensus that personalized education is provided in private schools, and this is because the number of student-teacher groups is adequate; that is, a number where the teacher and the student can interact directly, allowing the development of skills to carry out effective and affective communication.
According to the analysis of the current National Curricular Design issued by the Ministry of Education of Peru, the development of communication skills in students is proposed as an achievement of learning at all levels of Basic Curricular Education and also contemplates that the minimum number of students per urban area is not less than 40 students per classroom and in rural areas it is not less than 30 students per classroom.
Another cause of deficiency in communication in the classroom is the excess number of students per teacher, especially in the urban environment that limits the quality of effective communication and its development. In this context, the following premises can be deduced:
- Teachers have the mission of training people, citizens, professionals, with a series of values, skills and knowledge that they will have to demonstrate throughout their existence. If these people are trained to be good communicators, this will have a positive impact on their personal development, on the acquisition of effective and cooperative techniques for group work or on the creation of positive situations in personal relationships. special form of communication that occurs in the teaching process between the teacher and the students, is vital for the education of the subjects in this process. In addition, we can say that for the improvement of communicative interaction its democratization through styles is necessary more open direction and communication,flexible and participatory, allowing greater autonomy and personal responsibility of teachers and students.All teachers must remember that it not only has the function of transmitting knowledge but also fulfilling functions such as: motivating, seeking to help students learn, normative function, which that of making the student comply with norms, without reaching authoritarianism, and above all the empathic function, where the teacher must show closeness, understanding and concern for the student, demonstrating an affective communicative ability. And do not forget that communication must be bidirectional and avoid verticality. Teachers must value the psychological characteristics of students and must take them into account in individual treatment, that is, respect their personality, their individual characteristics,avoiding using phrases or words that hurt their sensitivity and dignity. Always keep in mind to use the smile to decrease the tension and anxiety of the students. You must always be trained in strategies to know how to develop communication skills in your students. compulsory, the reading plan in all educational institutions and that they are aware that it is a necessary task for our students to acquire reading habits and thus improve their vocabulary and communication skills.the reading plan in all educational institutions and that they are aware that it is a necessary task for our students to acquire reading habits and thus improve their vocabulary and communication skills.the reading plan in all educational institutions and that they are aware that it is a necessary task for our students to acquire reading habits and thus improve their vocabulary and communication skills.
In conclusion, the development of reading comprehension skills in students improves their communication skills.
References
- Oman, R (2001) Quality vs. Quantity: Communication in the classroom and the reduction of the number of students per group. Citizen Observatory of Education. Free Collaborations Volume I, number 3. México.Moreno, S (1996) Participatory learning guide: orientation for students and teachers. Mexico, Federal District, Mexico Trillas.Núñez, T (2004) Ensure Communication in class and negotiate learning agreements, in Villar, LM program for the improvement of university teaching. Madrid: Pearson - Prentice Hall.Zaldívar, D (2003) Interpersonal relations in Psychology. Havana: Editorial Enpes.
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Effects of Using Sources of Information in the Classroom
Summary
Technological advances have an impact on the teaching-learning process. The use of information sources influences the quality of students' intellectual production. In this sense, the appropriate use of information sources favors the development of critical, reflective and analytical thinking. The information offered by scientific databases, electronic publications, virtual classrooms, among others, help to optimize time when it comes to optimizing queries.
The importance, already widely accepted, on the use of information sources in the field of education, communication and research, forces researchers to have an exhaustive and updated working method, where the use of sources It's essential. It is a use in real time, in which the documentary filmmaker offers the advantages of the main sources with which they have to prepare their proposals.
We are currently talking about globalization and the excessive growth and progress of information technology that are becoming more strongly involved in society. In the educational aspect it is where the greatest social changes are observed; consequently, the advances have a direct impact on the teaching-learning process. However, there are conditions that favor this process and others that do not; Thus, one of them is the sources of information. We can notice that many times that in students there is an inadequate use of them, so as an effect we will have a low quality in the intellectual production of our apprentices.
Likewise, if we give importance to the appropriate use of information sources, then teachers will be in a position to raise the level of demand in the students for the analysis of information, correct selection and at the same time, optimization of time, also avoiding repeat investigations. Thanks also to the ease offered in this regard by the use of the Internet, information sites, electronic publications, virtual classrooms that are only a click away.
Fernández (2000) affirms that the problem now is not the search and obtaining of information -which as we now know is more accessible- but to the selection and proper use of it. According to our criteria, if we properly select the sources of information, then we will have reliable data that will improve the quality of learning.
Sánchez (2000) defines a source of information as the set of materials or products, original or elaborated, that provide news or testimonies through which knowledge is accessed. If we analyze this definition then we will assume that it is the place where the concepts, ideas and thoughts that serve for the creation and construction of new knowledge in students emanate.
Consequences of the use of sources in research
Information sources are considered as an auxiliary to teaching and as essential materials for the preparation of the subject, offering views from different perspectives, with different styles of work and types of texts, and their proper use make it possible to offer a vision of the points of agreement or disagreement and controversy on the different issues. In the same way, they facilitate a deeper and more rigorous view of the information obtained, favoring study and research, The use of technology as a source of information, where we find for example: electronic books that are recharged once read; many classics within the same medium; CD-ROM encyclopedias to consult and prepare works; computers with many functions; television channels offering educational channels; videoconferences to exchange information in a few seconds; virtual reality to understand processes that were previously too complicated, and the Internet to access a multitude of information. These are elements that provide a series of advantages for both the education professional and the student, because now both are involved in new technologies, which provide interactivity in solving problems caused in the transmission of knowledge,favoring the existence of a constant communication and in real time, which facilitates a fluid communication between both parties: teacher and student
Through sound and image (audiovisual material as a source of research information) compared to the classic word, when it comes to transmitting knowledge, it seems that it is more entertaining, the student manages to capture learning, which presented otherwise, would be difficult to achieve, especially if they are abstract information. For example, through a video you want to teach about genetics and it is easier for them to observe and differentiate between what genes and chromosomes are and their interrelationships.
In conclusion, if we want to develop critical, analytical and reflective thinking in students, then we must generate new strategies that are tailored to the needs of our students, according to their interests, based on the sources of information that will become auxiliary instruments. that will benefit good pedagogical practices.
References
- Gonzáles, R et al (2007) Communication and epistemology. Guide Book Module I. Pedro Ruiz Gallo National University. Chiclayo.Ebor, F (2005) Research sources: specialized databases. Available: _2005 / a08.pdfFernández, R (2000) Sources of Knowledge for New Technologies Applied to Education. Available in Marcos, J. Sources of information, education and multimedia research projects. Available in Retrieved on 03-23-07. Sánchez-Paus, L Sources of bibliographic and statistical information in economics. Available in Retrieved on 03-23-07
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5
Effect of the Stimulus of Critical Thinking in the Classroom
The purpose of this article is to analyze the promotion of critical thinking in the classroom, with the strategy of increasing communication between the teacher and the student. Good communication in the classroom generates significant learning in the student.
It was observed in the various educational realities that there is little communication in the classroom, perhaps due to the lack of stimulation of critical thinking. The observed problem is that if there are theoretical teachers who do not allow students to analyze and investigate, then they will form repressed students. If this lack of stimulation persists in the classroom, then there will be no contribution from the student and, at the same time, this generates disinterest of the students for the content transmitted and an absence of analysis and creativity.
It should be added that for educational communication to be effective, it must meet certain characteristics such as the open position of the sender and the receiver that allow creating a climate of mutual understanding (Keidar, 2005)
On the other hand, the teacher must transmit with the example confidence and security to his students, being important also the personal presentation and the appropriate tone of voice so that in this way the student feels motivated to acquire new knowledge.
If the teacher does not promote significant learning in the student, then he will be unsure of what he learns. Therefore, if this absence of an attitude of critical and analytical analysis persists in the classroom, then there will be a deficiency in student learning.
Among the alternative strategies that allow learning to be increased, the following can be considered:
- teacher training on innovative strategies to guide the development of student critical thinking; the development of practice-oriented workshops in the development of teacher critical thinking; motivation of students with appropriate educational and innovative material, which will allow you to build your learning, making it meaningful; open communication system, where both teacher and student increase their knowledge harmoniously.
Communication in the classroom is essential between the teacher-student pairing. However, the student continues to communicate daily at home with his family, in his neighborhood with his friends and also within his educational center with his classmates and teachers. Therefore, if the development of critical thinking in the classroom is poor, then communication will also be poor.
Reference
Keidar, D (2005) Communication in the Classroom. Recovered from: ion-aula.pdf
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6
How to Overcome Social Limitations in the Classroom
Social skills are the set of behaviors emitted by an individual in an interpersonal context that reveals an exchange of actions of one with others, hence expressing feelings, attitudes, wishes, opinions or rights of that individual in a way appropriate to the situation respecting those behaviors in others.
Social skills allow the development of satisfactory relationships in the socialization process with the family, the school and the community. If there is poor communication in the family, then there will be a impairment in the student's social skills to communicate with the environment in which they operate. (Martínez and Saenz, 2001) If there is an emotional disturbance in young people then there will be a difficulty in maintaining satisfactory interpersonal relationships with their peers (IDEA 1997).
Furthermore, we can consider that if there is a prevalence of symptoms of anxiety and depression in adolescents during their development, then there will be a deficiency in their school performance and therefore poor interpersonal relationships. (Compas and Oppendisano, 2000)
Another of the great factors that intervene and that lead to students not assertively developing their social skills is the lack of methodology in the teaching-learning process by the teacher.
Academic work is essential in the schooling process in which a poor use of the teacher's rules of verbal expression lead to reinforcing failure in the student and even more so if the student lacks social skills, therefore it is necessary for both teachers As students, they learn to live together in the educational community using appropriate communication strategies, that is, that both teachers and students must learn to know their own emotions as well as that of others, express them appropriately and be able to control them during cognitive activities and Social in a way that favors them, can even be a great help for a satisfactory coexistence in the school institution. The regulation of emotions comprises the most complex group of competences:managing emotional expressions in oneself and others, practicing internal emotional states, and using emotion in planning and executing plans.
The correct use of the affective dimension by the teacher and the school institution is the key to managing emotional, behavioral and learning disorders.
We must also consider it important that if there is a lack of support in the family regarding the activities proposed by the school, then we will have irresponsible students in the face of the assigned tasks, as well as indiscipline and profane vocabulary. (Kotliarenco and Col. 1996)
One of the main alternative solutions is to consider social skills as the first of the four basic subjects of education coupled with reading and writing.
We cannot dispense with the process of socialization that must be primordial and fundamental in the family, since it constitutes the first link in the learning of social skills, therefore parents are the true significant models of affective social behavior, attached to it. it is the siblings who constitute a primary system for learning relationships with their parents who transmit certain norms and values regarding social behavior
It is highly dependent on parents to feed the emotionality of their children from childhood to avoid depressive and anxious children that reveal their problem in their school performance and especially in the relationships they must have with the members of their environment.
Another of the agents that plays an important role is the teacher who must fulfill an empathetic ability with the group and above all must be able to sensitize himself to the social deficiencies of his students to act using appropriate strategies that lead to increasing interpersonal relationships and achieve a successful performance in the environment in which they operate. In addition, the teacher is the one who validates and values the opinions of their students, improving their self-esteem.
It is in the adolescence stage where socialization situations are fostered. Adolescents must make friends, peers, learn to converse with their peers and peers, participate in different groups of activities, learn heterosexual behaviors and above all feel identified with the group.
References
- Martinez, N and SANZ, M (2001) Diploma Work, Training in Social Skills Applied to Shy Young People. Eastern University. Cuba.Hidalgo, A (1996) Cited in the Social Skills Training Program. University of Pontiffs. Chile Jenkins, J and Oatley, K (1998) The Development of Emotion. Schemas in Children.Flack, E and Laird, W. Emotions in Psychopathology 45-56.Oxford University Press. New York
