Hearing and Being Heard: Bringing Verbal Communication Skills into the Classroom
Verbal communication, like writing, happens naturally in most classrooms. But in a C-I classroom, there’s an intentional focus on how it happens.
In our last Substack, we looked at one of the most prevalent forms of communication in university classrooms: writing. Now, let’s shift our focus to another mode in a Communication-Intensive Course: spoken communication. Speaking is the “native productive” communication mode for most of us. From our earliest days, we use speech to convey needs, thoughts, and feelings. As we settle into the new year, it’s a perfect opportunity to reflect on the skills essential to effective verbal communication.
Verbal communication skills begin developing early; by age four, many children are actively using 1,500 words. This early comfort with spoken language likely explains its prevalence in classrooms. As instructors, we explain, we tell, and we ask questions to gauge students’ understanding. But what happens when we intentionally incorporate verbal communication into our teaching?
When thinking about spoken communication, slide-based presentations may be the first thing that comes to mind. However, there are many ways to include speaking activities in a course. Understanding the communication conventions of your discipline can help you decide what verbal communication should look like in your class. Options range from mock meetings, extemporaneous speaking, Q&As, video narration, and podcasts to curated discussions.
Two Common Categories of Spoken Assignments
Most spoken assignments fall into two categories: presentations and conversations.
Presentations include slide-based presentations, content lectures, podium-style speeches, design reviews, debates, elevator pitches, acting or role-playing, video narrations, and podcasts. The defining characteristic of presentations is one-way communication: a speaker delivers prepared remarks to an audience.
Conversational Assignments are more interactive. These might involve poster presentations, mock meetings, consultations (especially in professional scenarios), leading training or tutoring sessions, and guided (professor- or student-led) discussions or speaker panels. These activities focus on two-way communication, where listening and responding are crucial. This format allows students to practice “listening-to-respond” skills and the “listening-to-understand” skills needed to engage thoughtfully in professional conversations.
Intentionality in the C-I Classroom
Verbal communication, like writing, happens naturally in most classrooms. But in a C-I classroom, there’s an intentional focus on how it happens. Rather than simply pausing to ask, “Any questions?,” a C-I teacher uses specific goals, structures, and expectations to guide conversation as a learning tool. In this way, even informal discussions can become exercises in effective spoken communication. In speaking-intensive classrooms, verbal communication becomes more than a way to fill silences or check comprehension. It becomes a deliberate part of learning, helping students to model and practice polished communication skills.
Challenges of Verbal Communication in Classrooms
Incorporating verbal communication isn’t without its challenges. For example, if you’re teaching online—especially asynchronously—creating meaningful verbal communication opportunities can be tricky. Then there’s the fact that public speaking is a common fear, which can make spoken assignments intimidating for some students.
Moreover, our society is increasingly asynchronous in its communication styles, with fewer face-to-face or real-time interactions. Yet, we still seek outspoken communication, craving the connection that comes from “hearing it from a person.” The popularity of social media videos attests to this desire.
As we work to integrate spoken communication into the classroom, we’d love to hear from you: What challenges do you encounter when incorporating verbal communication skills in your courses? How do you create meaningful opportunities for students to speak and listen?