 Good morning. This pleasure of interacting with all of you, particularly because this is the occasion when we are interacting with the people from the same fraternity. So, there is always a kind of a positive feeling about this whole interaction, because the joy as well as the challenges of our profession we can appreciate each other. So, that ability to share and ability to appreciate each other's joy and sufferings builds a special connection with the participants and that is why this is a special occasion for me as a facilitator. What we are going to talk about in one hour on three topics. One is about effective communication within the class. There is a scientific structure to the teaching and facilitation. We will look at one bit of it which I have found and which people have found very useful to structure our communication within the class as a teacher and a facilitator. Second, we will talk about very important thing in the process of communication that is listening. Many of us forget that communication is as much about listening as it is about speaking. So, we will look at this science little more closely and third and very important which is from the particularly important from the classroom perspective that is notes taking. How we take notes in the class and can there be also a scientific way of doing it and in nutshell can notes taking be also a joyful activity. So, the overall this one hour is focused on one simple broad objective creating a joyful creating a joyful teaching and learning experience in the classroom. We all have experienced process of teaching and learning as a student and now as a facilitator. From the student perspective there are some questions which we have asked ourselves and to our teachers and with our colleagues and these are the same questions kind of a perennial questions being asked by our students with sometime to ourselves directly and sometime amongst themselves. Why I am not able to gain from my instructor who I know is very knowledgeable? Isn't it a perennial question? We all have come across this why things go over my head is from the time immoral students are asking this question. How to distinguish books which are better than some others? Which book you are a student speaks something and then we ask which book you are referring to? This is not the book. But how we can equip students to understand which to distinguish a better book from the average book? Why some instructor ask more questions than the answer they give in a class? You ask something from a teacher and the teacher ask three more questions. As a student this has puzzled us. As a teacher sometimes subconsciously we are doing it to our students again making them also puzzled. While some classes are more interesting than others even when instructors in the class are equally accomplished researcher and academicians. What are the sometimes we feel frustrated? How in spite of many of us are teachers because of the choice we are not by most of us are in the profession not by accident we are here because of our choice. There is something we liked about process and act of teaching and learning. Perhaps it is love or learning which makes people to be a teacher because that is the best way of keep learning. But in spite of our sincere intention very very good intentions and sometimes hard work we are not able to create the magic in the class which which we aspire to. There is no end to it there is no limit to it we can always create much better experience. But there is a science which we can work upon systematically and make our our own classes more interesting. From the teacher's perspective from the instructor's perspective these are the two questions. How to keep students engage in the learning process? This is this this is struggle is about keeping my students awake for the one and a half hours and students are masters because many many of them have developed this mastery of sleeping with the open eyes. The moment we really don't know how come during the class when I see a person is fully awake is able to send Facebook messages to the hundreds of the hundreds of his friends. Sometimes it happens I I teach in the school of management and I'm a placement there and many times I send email to my placement student team asking something some information and I get response in one minute and I'm afraid how come this person has responded because he's supposed to be in the class. He is in the class he's awake he's not caught but he's responding to my emails. This is a great struggle of keeping students engaged in the process and to better prepare our students for the profession. Actually I think this is the deep question how to prepare our students better for the profession. We are sending students to the world. We are making them better more productive more efficient more responsible for the profession and to the planet. So these are the questions what I'm going to present as an answer and many of you must be aware of it is not the final answer not the only answer not the full answer or complete answer but this is one simple pathology or taxonomy which can help us to design this learning and teaching experience more consciously. So perhaps answer lies in the fact that learning and teaching are not a straight and simple activity. It is giving in receiving instruction. There's something much deeper happens underneath the communication. I always say communication is it's just a symptom it's a tip of the iceberg. Something is happening below the surface because of which communication is happening. So communication is a function of all of us the whole personality our attitude behavior upbringing socialization all that goes into our communication. So if we understand this complexity we can create the kind of learning teaching experience we want. One of these things amongst many are is called levels of cognitive learning. Learning happens at behavioral level kind of aesthetic learning. Learning also happens at emotional level. Certain things which used to upset us few years back now I'm at peace with those. This is the emotional learning. I'll quickly explain what is grown taxonomy and then we will work around it for about 10 minutes. It is about the cognitive objective means knowing it is not about doing it is less about doing and less about emotion. Of course these are all connected when we know something happens at the behavioral level but it is focused on the cognition. Professor Lebedon 50s it is not the the Benjamin Bloom was the first person in this large group and some of the benefit of having your name is starting from A B or C because when the alphabetically names are arranged you are known as the first author so that is the benefit Benjamin Bloom. Enjoying means of expressing qualitatively different classroom use as a planning tool planning for the class and continues to be one of the most universally applied model. It was developed in 50s and still we are finding it useful so it's a testimony of the power of this model and then his student Anderson revised it. Before we actually explain it someone should help me to make a statement which he or she thinks he or she knows state anything in the field of science which you think you know you know so many things huh so statement give one statement which you think communication is a two-way process wonderful we all know and we can never forget even if someone asks in our dreams communication is one-way process two-way process three-way process throw a process we will take only on two-way we all remember this so this is the second level of knowing so in a communication class we can all we can aim that person should remember these things or we can also aim that person should be able to explain the now can some of you help me help all of us to give an example and demonstrate this through some exercise that communication is two-way process. Let us find out the listening skill of our friends it's like all two three people I'm going to speak two lines in English to one person you have to remember okay you have to pass that same statement to your one of the friend okay right we will do with the help of these three people okay last one they have to deliver to the audience okay that's it okay right so shall I start with the ladies first yeah the same quotations thank you you could go out I will call you oh yeah it's fine I'm speaking two lines in English okay I have to tell you I should not repeat you should not interrupt you should listen yeah and I have to forward them the same same statement to your yeah okay Bejan Daruwala and his wife Rosni were came from Mumbai to Bangalore with their two daughters Resma and Resmi by flight number IC 370 at 10 30 a.m. let me in my Bejan Daruwala with his wife Rosni came from Mumbai to Bangalore at flight 10 30 a.m. with their children Rashmi and Rosni okay it is supposed to be okay thank you thank you ma'am so Venjamin Daruwala went went to airport Ahmedabad airport along with his kid and wife okay and and he was supposed to take flight at 5 30 wow now you deliver to the audience Venjamin Daruwala went to the airport with his wife and his kids he need to go to Ahmedabad at 5 30 p.m. now now we can find out the listening status or the listening skill status of us in this manner right listening and thanks very much can we repeat it yeah that original let me say Bejan Daruwala and his wife Rosni were coming from Mumbai to Bangalore with their two daughters Resma and Resmi by flight number IC 370 at 10 30 a.m. thank you thank you thanks very much sir he was willing to share two sentences we somehow negotiated with one one was little simpler second one was even more weird more complex but the what lesson one thing is remembering we have to retain things yeah so what we we try to apply the two-way communication process over here of course memory is important it plays its role but then changing with one data with the altogether different data means Ahmedabad was not at all in the sentence means I can understand you forget Mumbai there was Mumbai in Bangalore and I forget Mumbai but then bringing Ahmedabad is like something and then Bejan becomes Benjamin so this is the application of the two-way process so we when we apply this analyzing what is about this the two-way communication process how one can analyze this we can look at this example and explain it and analyze this whole phenomena of two-way communication by just looking at this example which just which was demonstrated here if we have to listen if we have to understand something about the two-way communication how we will how we can analyze this phenomena see they they will always be better ways of doing what we are doing but whatever has happened can we use this incidence for the learning about what you said the communication is a two-way process yeah so communication can be subjected to some barrier barrier can be on the part of receiver as well as on the part of sender and in order to yeah something we get into the evaluation mode quickly without getting into the evaluation mod 9 in the AAPCA sentence both lambda it's not like effective communication requires seeker and receiver mentally present yeah so it is about mental presence it is about memory yes so sometime we have to ask the sender to to repeat the communication sometime we have to clarify question ask the clarifying questions sometime we can request for the practice all this is part of the analysis so the whole process so one small sentence which so the lesson is started with two communication is a two-way process now we have explained it we applied it now we have analyzed it we we become we kind of looked at the different component of the communication process look at the looked at the barriers look at the looked at the methods of overcoming the that barrier how we can go to the next level that's where comes some of the elements which you said madam what did you say since it was a overloaded message so what is the solution if so many times life is complicated we have to send the overloaded message sometime we have to send the we have to convey some complex things in the class so what to be done oh so we can broken into two three sentences and it could have been passed in that okay so instead of making a long sentence sometime we can make the short sentences to convey our thought what else sender should know where to take the pause ah pause will pause is help us to remember the stuff so so words are important pause are also important you change the pause place of the pause and meaning can change so so what is the learning we have to rate of communication can be in the form of a small sentence is end donation is important space and pause is equally are equally important now we are in the evaluation mode what is what this whole experience better so we when we teach in the class we don't teach our strengths to be failed we are not there to prove our superiority we are the role of a coach and role of a facilitator is to make the student successful so in order to make him or her successful we need to communicate in certain way which can help us which can help him or her to be a champion to be the winner so when I was joining IIT in 2009 and my PhD guide also studied in IIT many many years back in IIT Kanpur and then he went to I am on the bus he said one thing about IIT and it it it always remained with me he said that you know IIT is not about finding the solution of a problem we were taught in IIT that find not only a solution find an elegant solution of the problem for a problem there will be so many solutions what is the most elegant solution that is the essence of evaluation and then comes creation what happens in the PhD process we create new knowledge we create product we design something so someone who has developed his exercise probably you only have developed or someone else this is the process of creation creating an occasion to learn something or creating something to solve a problem which was not existing I was not aware of this sentence and how this can be used for the communication this was a process of creation if we are aware of if we are if we pay heat and attention to our subject matter we can keep creating these exercises to make student learn certain things this these principles are applied on a simple thing as you started communication on two way process this can be used as on the engineering problems computer science problems take one topic and decide what level we want my students to operate and write down at the end of the class students will be able to implement carry out deconstruct critique whatever and accordingly we can shift our communication accordingly we can choose the exercise sometimes we have to choose case study sometimes storytelling time life problem solving sometimes projects there is a science behind whatever the methods which whatever methods we choose and that will that can make the bedrock of the communication process why things go above my head because sometime teacher is speaking from the evaluation point of view and the student has not even reached to the understanding level how to distinguish books which are better than some others books which explain and then provoke higher thinking are better why some classes are more interesting because sometime the classes are more interesting when our facilitator provoke higher order thinking we feel a kind of elevated it when this activity was going on and people were failing and we could see our limitation and our failure in their failure there was some kind of elevation happened in this process and that is what make the things interesting that is what can keep the student engaged and that is what perhaps can make the student better prepare for the profession okay we do not have more time to exercise but at your level one simple thing you can do whatever topic you are teaching you can start with two sessions or maybe a course you can decide in this course at the end of this I want to be able to write down those and I choose exercises problems project work we can make the whole learning and teaching process and the communication in that class more likely sir good morning sir yeah sir I am Dr. Sairam here yes sir I have a question actually in I am teaching management subject and in my department some of subjects like production management and some mathematical subjects which is difficult for the students to make a note on it because of the subject maybe the hindrance in the mind barrier so what things can be adopted for those type of subjects which is interesting and also it can be made very lucid are most of your student not having experience of the profession most of them would do they have some work experience no no no most of them that is that is why the problem is when you have when you are teaching a production management to a person who has not seen a factory in his lifetime it is going to be a problem what what can work with some of the students large number of students in the beginning of the course if we can take them to some plant there must be some or the which which city you are from no I am in erode it is outskirts of I think 100 kilometers from Coimbatore okay so Coimbatore is an industrial hub you can no we do we do take sir actually we do take IV industrial visits to the roads company and many manufacturing companies also but start with actually we don't go so that's what I am saying before starting the course you take them to the okay to the sites let them see that's how the plant work that's how the batches are made that's how the quality check happens that's how people follow the instructions or this is the operating procedure and what how one process is linked to the another you explain things the you give the broad view from in the beginning of the course instead of waiting for the end of the course okay and regarding mathematical things also in OR and statistical things which the students doesn't have their interest to listen also okay so some of the all most of the mathematical mathematical problem which are taught in the engineering courses I'm not talking about that advanced mathematics and I am not the student of mathematics either but I know that most of the mathematics being taught to the engineering graduates have some implication some practical implication okay so I can only share what some of our faculty members do in the beginning of the course they give five six ten questions for example I I'm I'm reminded of one professor in the material science one one of his interesting question is why water makes sound while boiling and it is somewhere related to some mathematics and some calculation then not then only you can calculate how much sound and why is sound and all that so if we can give some practical questions you at the end of the course you will be able to can you can you answer these questions this this this no this mathematics will help you to answer this question that will establish the first level connection so we have to try out so many things I have shared only two but you have to try out things to keep them engaged and see that the whole the basis of adult learning is that adults learn when they find things meaningful okay and this generation is particularly very pragmatic so their pragmatism is attached to placement if not anything else okay that is but not that this is what meaning they have identified for themselves we also have to create meaning after this course you will be able to make the robot better after this question you will be able to assess the machine the effectiveness of the machine better after this course you will be able to choose the production planning or production technology in more informed way are you interested to do that who is the student not willing to become smarter in his profession so that's how we have to okay sir thank you