When it comes to teaching, the subject matter is just one piece of the puzzle. The real challenge lies in how we convey our knowledge and respond to our learners. When is the confusion in our communication, and not the subject matter? 50 percent of the time? 75 percent? 100 percent of the time?

There are so many influences (antecedents and motivating operations) bringing us to the moment of a verbal exchange – immediate ones like current location and our mood or level of comfort or discomfort, what we had, or didn’t have, for lunch. And then there are more distant ones, like, language, culture, the exchanges with our parents in childhood, that one teacher we loved, that boss we detested. 

Mental Roadblocks: Teaching and learning are deeply influenced by mental states. Worries, fears, and distractions can cloud both teachers' and learners' minds, obstructing the absorption and relay of information. Recognizing and addressing these mental roadblocks can create a more conducive learning environment, encouraging openness and curiosity.

Physical Roadblocks: Physical well-being significantly affects learning capabilities. Hunger, illness, and pain can divert attention away from educational content and hinder cognitive functions. Ensuring basic physical needs are met is a prerequisite for effective learning and teaching. While we aren’t always aware of or able to meet our learners’ physical needs, we can make an effort to create a supportive and understanding educational setting.

Cultural Roadblocks: Cultural differences, including language barriers, customs, and body language interpretations, can create misunderstandings and feelings of exclusion in diverse learning environments. Acknowledging and integrating cultural sensitivities into teaching methods not only enriches the learning experience but also promotes inclusivity and respect among all participants.

Our own reactions to our learners, in the form of verbal exchanges, combine to create dialogue. This dialogue is a series of interlinked stimulus-response interactions, where each participant's reactions are both influenced by and influential on the other's behavior.  

Navigating the gap between intention and perception in communication

I’ve often felt challenged by my own perception of how I am communicating, versus what is actually communicated. My teaching style tends to be lighthearted in nature and I enjoy finding humor in almost anything. There are settings where this tends to be more or less appropriate, but only through others’ reactions over the years have I learned where a lighthearted offering is welcome and where it only serves to confuse, or in the worst case, disturb, my learners. 

Long ago, in an online course call with adult learners, we were discussing the concept of behaviorism, specifically how behaviors are learned through interaction with the environment. To highlight the point that everything influencing the behavior is considered “the environment,” I threw in a little joke. "If behaviorism is all about learning from the environment," I quipped, "then why don't we just drop all psychology textbooks in the middle of a forest and wait for them to become experts in botany?"

I chuckled at my joke, expecting the class to join in. However, instead of the expected laughter, there was silence. The students stared into their cameras, their faces mirroring confusion. No one wanted to speak. I was wondering what to say next when a student finally broke the silence: "Textbooks?"  

My attempt at humor was too nonsensical for that discussion. I’d wanted to lighten the mood and simplify the concept, but I'd only created confusion. I quickly clarified my point and moved on. 

Teaching communication techniques: How to guide learning 

Here are three things I’ve found help clarify my teaching. I make a point to learn about and actively practice each of these:

The art of active listening: Is active listening something that comes naturally to you, or do you find it difficult? Listening without an agenda usually is not a go-to teaching strategy, especially when we’re in a group environment with learners at different levels. I like to create a mental frame for the conversation, with the goal at one end but leaving the starting point open for people to explore their thoughts or share their insights. I’ve found I can do more active listening when I’ve already established the rules for discussion (time limits, treatment of others) and am comfortable enforcing them. 

Emotional intelligence and communication: Pay attention to your emotions and reactions. Which situations or topics do you find frustrating or upsetting? Do you get overly anxious in social situations? By identifying these emotional responses, we can start to understand and manage them better. Try to put yourself in others' shoes to understand their perspectives and reactions. Having good arguments for someone else’s perspective can take some of the focus off our feelings and make it easier for us to communicate effectively. Work to identify win-win outcomes before you get to the conversation or discussion.

Role of comfort levels in communication: Our own comfort levels with a person, situation, or the subject matter can influence the effectiveness of communication. Developing a sense of ease around discussing difficult topics is a skill just like any other – you can learn! Preparation is key. I find the more I know about my subject matter, the less likely I am to feel caught off-guard when someone asks a question. If you know you’re facing a difficult interaction and win-wins aren’t immediately available, create a new set of expectations so you aren’t surprised by a potential outcome. Practice. 

Think of communication as the key that unlocks the door to learning. It's what turns a lecture into a dialogue, a lesson into an experience, a group of learners into a community. Ultimately, teaching is about empowering others – giving them the power to understand, manage, and apply knowledge in ways that enrich their lives and the lives of those around them.