Overcoming of communication barriers in the classroom

The main objective of the article is to analyze communication barriers in the classroom and to develop the algorithm to overcome them. The minor objectives of the research are: to present different classification of communication barriers and to distinguish the barriers that are typical for the educational process; to conduct open-closed survey and to outline the most frequent communication barriers; to describe teaching strategies and techniques that contribute to overcoming communication barriers. To solve the research problem we applied theoretical and empirical methods. theoretical methods included literature review and generalization of results. Empirical methods concerned pedagogical experiment and methods of mathematical analysis. To study the answers of respondents we used open-close survey through written forms. The pedagogical experiment embraced 127 students and 59 teachers of different institutions throughout the country. It was conducted in three stages: targeting, diagnostical, content, and analytical. The research showed two groups of methods are effective to overcome communication barriers in the classroom: methods of psychological influence and methods of active pedagogical interaction. The methods of psychological influence are the following persuasion, suggestion, imitation, suggestion. Methods of active pedagogical interaction include: discussion, role-playing games, psycho-pedagogical training (sensitive training), special situations