The transactional model sees communication as a dynamic, reciprocal process rather than a one-way sequence. In the classroom, teachers not only send messages but also receive cues, questions and feedback from students. Students, in turn, interpret teacher messages and respond verbally or nonverbally. Over time, these exchanges shape relationships, classroom climate and learning outcomes, reflecting mutual influence.
Option A:
Option A describes a linear, teacher-centred model where messages move one way from teacher to passive students. This is closer to the linear model, not the transactional view of mutual, simultaneous influence.
Option B:
Option B is correct because it emphasizes that both teacher and students act as senders and receivers at the same time in an ongoing process, which is the core idea of the transactional model.
Option C:
Option C wrongly claims that students only receive messages and never send any. In reality, their questions, comments and nonverbal responses are important messages in the transactional view.
Option D:
Option D limits the teacher’s role to decoding students’ messages, ignoring the teacher’s major function as sender and the mutual nature of the communication process.
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