Changing Horizons in Geography Education - HERODOT Network ...

Studies have shown that the aforementioned type of communication clearly prevailsin interpersonal communication. Pease (2004) maintains that verbal component ofspeech makes up to 35% of communication whereas the rest occurs at a non-verballevel; Łasiński (2000) suggests it is about 50%. From a teacher’s perspective theability to read and interpret non-verbal messages coming from students, sometimestermed intuition or perception, seems to be exceptionally important (Wołowik, 1998).Ignoring signals coming from students during a lesson may result in a situation inwhich the planned method of presentation does not adapt and thus the educationaleffect is impaired.In the course of presentation another factor, mentioned earlier, appears i.e. distance,defined as personal distance from other people, something that Pease (2002) calls‘territory’ and the ‘speaker’s safety zone’, whereas Hall (after Pease, 2004) namesit ‘speaker’s own space’. In the course of studies on non-verbal expression (calledproxemics after Hall) considerable significance was given to distances people whoengage in interaction tend to keep between them as well as their reciprocal arrangement.Pease (2004) lists four types of spacing zones: private (15−46 cm), personal(46−120 cm), social (120−360 cm) and public (more than 360 cm). Inevitably, eachindividual zone may determine the method of presentation as well as its adequatereception as they define the distance to listeners- students.Perception of presentation – natural barriersIn the course of every presentation there appear to be many disturbances that maymake it difficult or even impossible to communicate. Such situations are especiallytroubling for beginners, young inexperienced teachers. Łasiński (2000) points outto the following barriers of efficient communication that may have an impact onperception of presentation (Table 1)Table 1. Barriers to effective communication (Łasiński (2000), modified)Semantic Psychological Physical and external• Lack of professionalpreparation• Distorted information• Multitude of information• Incomprehensible subjectmatter• Incomprehensible terminologyor language• Speaker’s speech defect• Negative attitude• Shyness• Lack of interest in thesubject• Excessive emotionalinvolvement• Disregard for listeners• Dogmatic thinking• Lack of concentration• Monotonous speech• Inability to focus onlistening• Tiredness• Noise• Whispering• Temperature• Venue• Time of day• Power cut or computerbreak-down• Too many listeners• Inadequate room arrangement• Time pressure56