What Communication Is and Its Forms

Communication is the medium through which all the work of a school happens. Leadership, planning, decision making, teaching itself: all are communication. A school head who cannot communicate well struggles with each of these. The starting point is the working definition and the four forms communication takes.

A working definition

A simple working definition: communication is the process of passing information from a source to a receiver.

The definition is functional. Three parts.

1. A process. Not a single event. Communication unfolds over time, sometimes in seconds, sometimes over weeks.
2. Information. Something is being passed. A fact, an instruction, a feeling, a question.
3. Source to receiver. Someone is sending; someone is receiving.

A common failure mode: the source thinks she has communicated because she has spoken or sent the message. The receiver has not actually received or understood. Communication has not occurred; transmission has.

Two classical definitions

Two foundational definitions are worth knowing.

John Dewey:

Communication is a process of sharing experience till it becomes a common possession; it modifies the disposition of both parties who partake it.

Dewey emphasises two things: sharing experience (not just transferring information) and mutual change (both parties are modified by the act). This is a richer view of communication than the simple sender-receiver model. Real communication changes both people, not just the receiver.

Aristotle, in his work on rhetoric, framed communication as a means of persuasion used to influence others and achieve a desired effect.

Aristotle emphasises purpose. Communication is not neutral. It has a goal: to influence the receiver. This view is uncomfortable for some because it sounds manipulative, but it is honest: most communication has some intent behind it.

A school head can hold both views. Some of her communication is Dewey-style (sharing experience to build common understanding). Some is Aristotle-style (persuading to achieve a specific outcome). Both are legitimate; both are different.

Organisational communication

Organisational communication is the process by which activities of an organisation are collected and coordinated to reach the goals of both individuals and the organisation. In simple terms: it is the information flow that happens in an organisation but the flow of information is based on a structure, direction, and process.

Organisational communication has three features that distinguish it from everyday conversation.

1. Structure. The flow follows formal channels: principal to deputies to coordinators to teachers, or in reverse.
2. Direction. It moves up, down, or across the organisation, each with different purposes.
3. Process. It is repeated and patterned, not random.

A school’s communication patterns are part of how the school works. Healthy patterns produce coordinated work. Broken patterns produce confusion, duplicated effort, and missed deadlines.

The four forms of communication

Four forms cover most of what happens in a school. Each is used differently.

Verbal communication

Verbal communication includes sounds, words, language, and speaking. Speaking is sorted into interpersonal communication and public speaking. Good verbal communication is essential for a school leader dealing with staff, parents, and students.

Verbal is what most people think of when they hear “communication”. A teacher’s lesson is verbal. A staff meeting is verbal. A parent-teacher conversation is verbal.

Two sub-types in a school:

1. Interpersonal. One-on-one or small group conversation.
2. Public speaking. Assembly addresses, parent presentations, conference talks.

A school head should develop both. Many heads are strong at one and weak at the other. A head who is excellent in one-on-one but poor in public speaking misses opportunities to set tone across the whole school.

Non-verbal communication

Physical ways of communication, like tone of voice, touch, smell and body motion. Also includes symbols and sign language. Body posture and physical contact convey a lot of information.

Non-verbal often communicates more than verbal. A teacher’s tone of voice tells students more about her mood than her words. A principal’s body posture in a difficult meeting conveys whether she is anxious or confident.

For a school head, non-verbal awareness matters in two directions.

1. Reading others’ non-verbal cues. Picking up on what staff and parents are not saying out loud.
2. Managing her own non-verbal signals. Knowing what her body, voice, and movement are telling others.

A head who is unaware of her own non-verbal signals often comes across very differently from how she intends. Her staff sees one thing; she thinks she is conveying another.

Written communication

Written communication is writing words that are to be communicated. Email, letter, report, article, and memo. Main advantage: it can be edited and amended many times before it is sent. Good written communication ensures clarity and accountability in a school’s formal records.

Written communication has specific strengths: it is precise, durable, and reviewable. A school’s policies, procedures, contracts, and major announcements should be written.

Written communication also has limits. It lacks tone. The same words can be read as warm or cold depending on the reader’s state. A school head who relies only on written communication for difficult matters often produces misunderstandings.

The skill: use written for clarity and durability; use verbal for relationship and tone; use both together for major matters.

Visual communication

Visual communication uses signs, symbols, designs, photography, typography, and graphs. Television and video clips are the electronic form of visual communication.

Visual communication is often underused in schools. Posters, charts, infographics, videos can carry information more powerfully than text or speech.

Examples in a school:

1. A simple chart showing parent engagement trends, posted in the staffroom.
2. A short video for parents explaining a new programme.
3. Visual rubrics that show students what good work looks like.
4. Diagrams that explain procedures without long text.

A school head who uses visual communication adds a tool that pure verbal and written cannot replace.

All four matter

All four forms matter in a school setting. Different situations need different forms. A complex policy needs writing. A relationship needs verbal interaction. A quick mass update needs visual. A difficult conversation needs verbal with non-verbal awareness.

A school head who is strong in one form and weak in the others communicates partially. A head who is competent in all four communicates fully.

A second scenario quiz tests how that idea plays out in practice.

These four forms are worth holding in memory.

Flashcard

What are the four forms of communication?

Tap to reveal

Answer

Verbal, Non-verbal, Written, Visual.

• Verbal: sounds, words, speaking.
• Non-verbal: tone, body language, symbols.
• Written: email, letters, reports.
• Visual: signs, charts, videos.

The second card asks why a school head needs all four, not just one.

Flashcard

Why does a school head need all four forms of communication?

Tap to reveal

Answer

Different situations need different forms.

A complex policy needs writing. A relationship needs verbal. A quick mass update needs visual. A difficult conversation needs verbal with non-verbal awareness. Using only one form for everything produces partial communication.