UGCNET Questions

Communication is commonly analysed in terms of certain basic elements. There is a sender who initiates the message, the message itself, a channel or medium, a receiver and feedback indicating how the message was understood. In classroom communication, the teacher and students alternately act as sender and receiver. The presence of feedback allows for clarification and adjustment.

Option A:
This option correctly states the standard components of communication models. It is applicable to both general and classroom contexts and helps teachers design clearer messages and interpret student responses more effectively.

Option B:
This option lists some physical items used in teaching but does not capture the abstract components of the communication process. Chalk, duster and podium are aids or facilities rather than essential elements of communication.

Option C:
This option mentions administrative tools and facilities that support academic management. They are not part of the communication model as such and therefore do not answer the question.

Option D:
This option refers to infrastructure, which provides the physical environment for communication. While important, they are not the conceptual elements of the communication process itself.

Feedback is the response that travels from receiver back to sender. In the classroom, students’ questions, facial expressions and performance provide the teacher with evidence about how messages are being interpreted. When teachers attend to this feedback, they can clarify misconceptions, change examples, modify pace or revisit topics.

Option A:
Option A stresses that feedback informs the teacher about the effectiveness of communication and guides adaptive teaching, aligning with a responsive, learner-centred approach.

Option B:
Option B suggests increasing teacher talk, but feedback usually reduces monologue and encourages student voice instead of prolonging one-way delivery.

Option C:
Option C equates effectiveness with silence; in reality, silence may hide confusion, whereas active feedback reveals true levels of understanding.

Option D:
Option D assumes feedback removes the need for assessment; while feedback improves learning, formal evaluations are still required to measure achievement systematically.

Every communication event begins when someone decides to express an idea, instruction or feeling. In a classroom, this initiator is often the teacher, though students can also take that role. The person who formulates and encodes the message into words, symbols or gestures is called the sender.

Option A:
Sender is the correct term for the originator of the message who encodes ideas for transmission. In classroom contexts, teachers as senders select content and language that they hope students will understand.

Option B:
Receiver is the person or group for whom the message is intended, usually students in a teaching situation. They decode rather than initiate the message.

Option C:
Channel refers to the medium through which the message travels, such as speech, writing or electronic media, not the person initiating the message.

Option D:
Feedback is the response given by the receiver back to the sender, indicating how the message has been interpreted, rather than the origin of the message.

Linear models, such as early mathematical models, depict communication as a straight line from sender to receiver with little attention to feedback or context. Transactional models, in contrast, see communication as a dynamic process where both parties are simultaneously senders and receivers. They stress mutual influence, continuous feedback and the role of context. This distinction is central when comparing older and more contemporary perspectives on communication.

Option A:
Option A correctly highlights that linear models are primarily one way and sequential, while transactional models view communication as two way and interactive. It notes the importance of feedback and simultaneity, which transactional models incorporate in explaining real life communication.

Option B:
Option B reverses the features, claiming that linear models focus on simultaneous interaction and transactional models ignore feedback. This misrepresents both models and is conceptually incorrect.

Option C:
Option C is wrong because transactional models actually give greater importance to nonverbal cues, context and simultaneous verbal and nonverbal exchanges. Neither model is defined by excluding nonverbal communication.

Option D:
Option D incorrectly ties each model to a particular medium. Both linear and transactional models are abstract frameworks that can apply to oral, written or mediated communication; they are not restricted by channel type.

Two way communication includes both message delivery and response from receivers. In the classroom, when students can ask questions, express views and receive clarifications, they become active participants rather than passive recipients. Feedback helps the teacher to sense confusion and address it immediately. This mutual exchange leads to deeper understanding and greater engagement compared to purely one way lecturing.

Option A:
Option A suggests avoiding questions to save time, but this undermines comprehension and motivation. If students never have the chance to seek clarification, misconceptions remain and the apparent time saving is lost later.

Option B:
Option B emphasizes learner participation and feedback, which are widely cited as key benefits of interactive teaching methods. It captures how two way communication supports clarification and collaborative construction of knowledge, making it superior to purely one way communication in most learning contexts.

Option C:
Option C describes a situation where the teacher speaks continuously without interruption, which is characteristic of one way lecturing. This reduces interaction and does not represent an advantage of two way communication.

Option D:
Option D assumes that interaction removes the need for planning, but effective two way teaching often requires even more thoughtful planning to allow time for questions, activities and discussion.

Feedback is the response of the receiver that travels back to the sender. In the classroom, students’ questions, expressions and performance provide cues about their level of understanding. When teachers attend to this feedback, they can adjust the pace, clarify doubts, or change strategies. Feedback therefore functions as a control mechanism that enhances effectiveness of teaching learning.

Option A:
Option A suggests ignoring students’ difficulties, which is opposite to the purpose of feedback. If teachers continue as planned without responding to learners’ signals, misunderstandings remain uncorrected and learning outcomes suffer.

Option B:
Option B correctly states that feedback enables teachers to judge students’ comprehension and adapt teaching accordingly. It captures the dynamic, responsive nature of effective classroom communication and reflects the two way character of interaction.

Option C:
Option C treats silence as the main goal, but strict silence can actually suppress questions and feedback. Without student responses, the teacher cannot accurately gauge understanding.

Option D:
Option D implies that feedback removes the need for assessments, but formal tests and assignments still play an important role in evaluating learning over time. Feedback during lessons complements, rather than replaces, assessment.