How many times does it happen to you in class that you do not “understand or dad” of what was explained by the teacher? What faults to class and you ask a classmate to offer details of the course, but to understand it is impossible! You try to work as a team, but nobody manages to be silent, let alone establish agreements … these and many other cases are common not only in the university context, but also in the vicinity of your home, your community and within your relationship.
Communication barriers are the cause of so many headaches, since it has negative impacts on the exchanges of messages and bring consequences at various levels ranging from asking to repeat what is issued to the teacher, to major confusions that hinder even the dynamics and development of a group or society.
The barriers to communication are all those situations that play a role of interference or interruption in a communicative process and prevent a message from being shared clearly and precisely. Noises or positive entropies are the main cause of obstructions of a partial or total decoding of a message.
Alarico (1996) in the book Language and Communication states that there are many noise originated by the same environment, but others are caused by the source that emits the message, or source, which does not code well because it does not take into account who is the receiver, its contexts and its interpretation capabilities.
This author points out the most common ones that we will cite below. Surely you incur in some or on the contrary they affect you constantly, for example, in your learning sites:
Scarce information: Very common in announcements, calls, bulletin boards, blogs or information issued by social networks.
Distortion of information: They receive some data and some of these are changed.
Assumption that what is said is understood: The teacher considers that you must know and omits details
Lack of coordination: The teacher says one thing, the coordinator another, the director one opposite to both …
Vague instructions: This means without precision in the details.
Get out of the normal channels: For example an explanation issued in the corridors.
Premature conclusions: Issuing judgments without handling all the information and clarifying all doubts.
Lack of tact when giving instructions: Shout, impose, but also flatter …
Other not less important: Hasty communication, fear of asking, not knowing how to listen, confusion in definitions, many levels of communication, difference of knowledge and experience, personality and interests difference, belief that we have said everything, belief that what We know everything, resistance to changes, not taking notes, lack of clarity, deconcentration and disinformation.
Now that you identify them more clearly, we leave you some recommendations that you can put into practice to reduce their incidence and improve your communication:
It stimulates a participatory, informal and free flow of ideas.
Take notes and follow others to do so.
Follow an order when giving details.
Plan your approaches and exhibitions.
Repeat the information.
Go slowly, without delaying anything. The important thing is that you understand.
Use support material (drawings, graphics, plans, videos).
Emphasize and underline
Reduce the number of levels for communication lines to be effective.
Use more than one medium when necessary.
Leave the transcendent messages in writing.
Concentrate on what they say.
Encourage others to assume that attitude.
Make sure the message arrived without contamination to its destination.
Practice the technique of promotion or whirlwind of ideas.