Communication between teachers and students is crucial for establishing a trusting relationship between the two parties and developing appropriate pedagogy for the unique learners (Ewing et al. 2019). As a teacher, there are a certain set of communication skills which when demonstrated to students, give off an attitude of acceptance and respect, not only for yourself but for students. These skills include assertive listening which involves the use of body language, clarifying and paraphrasing to communicate to the speaker that you are listening and adequately understanding their message (Ewing et al. 2019). Within the classroom, teachers are often placed in instruction-based situations, faced with the task of explaining clearly to students what they are expected to complete within a certain lesson or unit of work. When placed in these types of situations, the way in which we communicate to student’s plays a substantial role in the clarity of our message and thus the success rate of our students. Ewing et al. (2019) suggests that during instructional speaking, we deliver clear content which matches the level of the listeners, provide concise intentions, outcomes and goals for the lesson, use straightforward language, be brief, use aids and body language to show enthusiasm and allow for students to interact. In demonstrating these behaviors, students become aware of their expectations and are able to gain clarity through conversation, allowing for maximum student engagement to be reached.

Within my placement setting, there was not one communication strategy that suited all children due to quite a high level of additional needs students within my classroom. What this meant for me was that I needed to explore a range of alternative communication strategies which could be used with the children depending on their individual needs. I discovered early in my placement that for one student with non-verbal Autism Spectrum Disorder (ASD), I would need to find a means of communication which could allow for us to communicate with one and other using visual cues. After speaking to my supervising teacher, she suggested I used the pragmatics organisation dynamic display (PODD) with the student as this is a tool in which he is familiar with and confident in using. I used the resource during teaching times to ensure that the student understood my verbal instructions as well as a tool for providing clarity on tasks where needed. The student demonstrated an excellent ability to use the tool to communicate his understanding of tasks (“I feel confused”) as well as was able to communicate feelings, wants and needs to me throughout the day. The use of the PODD not only assisted me in communicating intentions, outcomes and goals for lessons but also helped to build a sense of trust with the child, allowing him to feel confident and safe within the classroom.

Ewing, R, Kervin, L, Glass, C, Gobby, B, Le Cornu, R, & Groundwater-Smith, S 2019, Teaching : dilemmas, challenges and opportunities (6th ed.). Cengage