Effective communication is the foundation of a productive learning environment. Clear and open communication fosters a deeper understanding of the subject, better collaboration and stronger relationships. In schools, where diverse needs, perspectives and learning styles come together, strong communication ensures that everyone feels heard, supported and engaged.

In this guide, we’ll take you through some effective strategies for promoting good communication in schools, helping you to build a positive, inclusive classroom where pupils can learn and thrive.

Why is communication in the classroom important?

Communication in the classroom is important for a variety of reasons. For one, it’s a vital part of learning. Pupils need to be able to discuss and develop their ideas, as this can help them to gain a deeper understanding of subjects, especially when learning about complicated concepts.

Another reason why communication is important in the classroom is because it gives you an opportunity to gain feedback. You’ll be able to pick up on where individuals or even the whole class are getting stuck and bring the lesson back to the wider group to go over the issue in a different way.

Another way that effective communication is vital in the classroom is because it helps to build positive relationships, between the pupil and the teacher as well as between the pupils themselves. This can help pupils to feel happier and more engaged in lessons, which in turn will help to support their learning.

How to communicate effectively in the classroom

There are a number of different ways you can encourage effective communication in the classroom.

Build positive relationships

As we mentioned, positive relationships in the classroom are an essential part of learning. You can help to foster better relationships by creating a safe, supportive environment.  This could include allowing time to talk about non-school related matters, such as a child’s hobby and interests. This can help them to see you in a more positive light, which could impact how they respond to your instructions.

You should let your pupils know they can come to you with any issues they may have, and that you’ll respond without judgement. When you speak to pupils, do so in a caring, empathetic way – don’t humiliate or ridicule them for not understanding something or for having an unconventional idea.

You should also aim to recognise which pupils don’t like to speak in front of the class. There are some things you can do to make it more comfortable for them, such as using sentence starters to support them, but generally, it’s best to avoid forced participation. Doing so could put you in a negative light in the pupil’s eyes. Instead, aim to check in with that pupil individually, to ensure they understand the subject or to see if they need extra support.

Set expectations

To communicate effectively in a classroom, you’ll want to avoid having to repeat yourself as much as possible. Of course, some repetition may be necessary, but you can help to minimise it by setting clear expectations and routines at the beginning of term.

For instructions that will need to be followed regularly, start by breaking them down into each step. Once you have practiced it this way a few times, you should be able to reduce the instruction down to just a couple of words. This can also help pupils to get ready for their work more efficiently, such as getting their workbook out and set up with today’s date and the subject title, for example, which will reduce wasted time.

Use active listening

It can be easy as the teacher to do the majority of the speaking in the classroom, but it’s vital that children have ample opportunity to speak and contribute to lessons. You should aim to ask children plenty of questions and give them enough time to formulate a response. If the child’s answer is wrong, try to encourage them to reflect on what they said and try to improve on it.

You can also utilise active listening practices. This will include summarising what the pupil has said to demonstrate that you understand them, and then building on their ideas or questioning them further. It will also mean using non-verbal cues, such as nodding and eye contact to show you are really listening to the child. This can help them to know their contribution is valued and encourage them to speak up more in the classroom.

Use visual aids

Visual aids are an important communication tool to help pupils to digest ideas and gain a deeper understanding. Graphs and diagrams are ideal for summing up complex concepts and statistics into something more digestible, whilst noting ideas on a whiteboard or flipchart can help children focus as they know they can refer back to them later in the lesson.

Visual aids can help to capture pupils’ attention, often better than relying on verbal communication alone, ensuring they remain engaged throughout the lesson. Visual elements are also sometimes easier to remember for many pupils, so they can recall the information better during exams or future discussions.

Promote teamwork

Teamwork can help to promote effective communication in the classroom. Working in small groups can encourage pupils to share their ideas in a less intimidating environment than speaking in front of the whole class. This gives them the opportunity to develop their thoughts and listen to other pupils’ ideas.

You can use the “think, pair, share” technique, where you ask the class a question, give them a moment to think about their answer before then discussing it in pairs and then sharing their thoughts with the entire class. This allows pupils to work through a problem together, enhancing their understanding and communication skills.

You should also allow for class discussion with the full group too. Try to avoid a back and forth between you and a pupil. Instead, encourage pupils to bounce ideas off of each other and build on each other’s ideas during a lesson.

Remember positive feedback

Negative feedback is commonly used in classrooms, as it can be an effective way of reducing bad behaviour and helping a pupil to improve. But positive feedback can be just as effective in many ways. For example, instead of telling a pupil off for shouting out, you can praise a child for having their hand up – this will show others what the right behaviour is without creating a negative environment.

When positive feedback is used correctly, it can help to build confidence in children and create a supportive classroom environment. This can encourage pupils to engage more in lessons and can promote better learning practices.

However, it’s important to keep positive feedback specific and ensure it’s deserved – using it too frequently or for too vague a reason can negate the good effects. Make sure you tell the pupil exactly what they did right and praise them enthusiastically.

Consider body language

Body language is a key part of our communication. Ideally, your body language will show pupils that they are in a supportive and welcoming environment. You can do this by smiling often – not only will this create a positive atmosphere, but it will have more of an impact if you have to stop smiling to deal with a behaviour issue.

Keep your body language loose and open – try to avoid crossing your arms as this can make you look closed off and unapproachable. Where possible, move around the classroom rather than just standing at the front. This can help the quieter pupils to speak out, as they may feel more comfortable speaking if you are close to them, although you should avoid crowding them.

If you have to speak seriously to a pupil, get down to their level rather than standing over them, as this will help to avoid being too confrontational and instead allows for open communication.

Use Nobo to support effective communication in the classroom

Nobo has a huge range of practical communication tools to support communication in your classroom. From whiteboards and notice boards to projection tools and signage, we’re sure to have the solution you need for your classroom. Take a look at our range of communication tools today to see how we can support you.