Improving Communication within Organization

This article discusses the importance of communication within an organization, specifically within a school environment. It describes the current communication structure and suggests ways to improve it, such as developing effective communication skills and creating a supportive work environment. The article also explores the use of technology in improving communication and offers tips for teachers to build purposeful communications within the school culture.

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Communication within organization
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Improving Communication
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Introduction
Every organization strives to provide an excellent workplace for their employees or
workers. Employees respond best in a work environment which is engaging, challenging,
collaborative and supportive. The organization culture relies on the communication and
collaboration among the employees. As a part-time Arabic teacher for school children, I feel that
apart from the integrated programs and well-designed curriculum it is essential to have a
supportive and collaborative environment within the classroom that encourages free
communication. The school work environment and the communication leave an impact on the
competence of the teachers and the learning by the students.
Description of workplace
The higher secondary school is mid-sized and well established. The classrooms are
spacious and airy. The teacher to student ratio is high, and there are about forty to fifty students
in the classroom. The students struggle with their Arabic lessons. There are no computers or
infrastructure to aid learning. In most Arab countries, the educational institutions face the
difficult problems of providing labs, computers and net connections required for teaching e-lit.
The notion of teaching e-lit with the help of new technologies is still not readily accepted (Hosny
2017, p. 5).
Communication structure
There is a traditional learning environment within the classroom. The students use their
textbooks to learn Arabic and do some reading. There is a minimum interaction between the
students and the teachers. The only teaching aids are the books and the blackboard. When one
looks at the school as a workplace, one is able to develop new approaches to teaching and
learning. Individual and group work need support within the school. There is a positive

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relationship between the work environment and the people working within. Thus, the classroom
environment will have an impact on the teachers and students.
Developing Effective communication skills
Children need to develop strong communication skills in early childhood so that they can
interact with others and express their needs. Learning to express is the first step towards growing
cognitively and linguistically (Greenwood et al. 2013, p. 540). The communication model
within the classroom needs further improvement. While the students are able to learn Arabic, it is
essential to keep in mind that many students are not native Arabic speakers. The communication
style and infrastructure within the school need further improvement to improve its goals. The
nature of the communication is one of the most important elements that determine the process of
communication.
The culture within the school is ultimately created and developed by school leaders that
comprise of the principal, teachers, and students. Although the leaders are aware of the culture
within their organization, they often are not sure as to how to influence it. Good leaders can help
reinforce the existing culture and build resilient cultures (Sabancı et al. 2018, p. 157). Evidence
suggests that the school culture is affirmed by the school's leaders, the behaviour, routines, and
rituals. The school principal and the teachers can work as communication leaders within the
school organization. Effective communication skills can help work towards the common goal of
the organization of school (Doğan, Çetin, & Koçak 2016, p. 57). Thus, an efficient
communication network is a necessity within an educational organization. A study on teacher
competencies in Indonesian schools shows that testing the competencies is essential to map
teacher competence and determine their professional development. Based on that, programs can

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be arranged to improve teacher competency (Sumaryanta 2018, p. 5). The idea is to motivate
teachers to continue to learn.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines the
Social and Emotional Learning that is encouraged in schools (Gasparini 2014, p. 12). The
supportive environment helps children to manage their emotions, achieve positive goals and
show concern for others. They are able to make responsible decisions and establish positive
relationships. CASEL methods can be applied within the classroom to understand the students
and their needs. How the teachers communicate with the students is an essential part of effective
teaching and effect the cognitive learning process. Verbal and nonverbal behaviours of the
teacher can enhance positive and effective communications for instructional interactions
(Sutiyatno 2018, p.432). There is a positive relationship between the nonverbal communication
skills and the performance of school administrators (Uzun 2017, p. 453). It means that teachers
need to develop effective nonverbal communication skills within the school to improve their job
performance.
It can be challenging to teach in classrooms and universities where there is no adequate
support for e-learning. Colleges and universities in Arab countries often do not have the adequate
infrastructure to support labs, net connections, and computers which is essential to teach
electronic literature (Hosny 2017, p 5). Interactive Arabic e-learning tools can motivate the
students to learn Arabic and contribute a positive perception among the non-native Arabic
speakers as asserted by Sahrir, Yahaya & Nasir (2013 p. 402). The school can provide the
infrastructure for building e0learnign within the classrooms for Arabic lessons. Collaborative e-
projects on Arabic are sure to boost student’s interest, their communication skills, and productive

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abilities. The teacher can create Facebook page lessons on Arabic and update students with new
tasks.
It is essential for teachers to build purposeful communications within the school culture.
In order to do so, they need to evaluate the strengths and weaknesses of their communications.
They should understand their audience or stakeholders, who are students in this case. The
teachers need to be clear and concise so that the students receive communications well (Cox
2014, p.35). They should follow a communication style that fits the classroom environment to
build credibility. The teachers should focus bot on their verbal and nonverbal behaviours to
improve communication within the classroom when teaching Arabic. They should be open, kind
and show empathy towards the students who are weak in Arabic.
Conclusion
Communication plays a vital role in the success of an organization, whether big or small.
A school is very much like an organization with specific goals and objectives. The school
leaders, teachers, and the principal must create a supportive culture to promote smooth and
transparent communication skills within the classroom. A collaborative work environment within
the school and use of effective technologies can work for both teachers and students.

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