Learners fail to understand their teacher if an inappropriate method is used to communicate with them. For example, a teacher can illustrate a solution to a mathematical problem using visual aids such as whiteboards or charts rather than orally.
Noisy and crowded environments distract learners. Calm and quiet places to learn are necessary. They allow students to concentrate on a teacher's or tutor's message instead of focusing on an environment's accompanying distractions.
Contradictory messages or mixing an intended message with unnecessary issues can confuse students. Teachers must be as clear as possible. Not everyone interprets the same words alike. Additionally, conveying only one message at a time minimizes confusion and misunderstanding.
Learners who don't speak English as their first language face considerable difficulties trying to decipher what a teacher says. The situation applies to some other students, too. Effective communication requires using appropriate language that students understand. Consequently, using the "Queen's English" to converse with inner-city students who speak slang or a different dialect of English isn't effective.
Emotions affect students' concentration significantly. Teachers may check whether or not a student is afflicted by depression, mood swings, anxiety, low self-esteem, effects of a traumatic event or other negative emotions. They can assist an afflicted student accordingly by providing counseling, recognizing the learner's presence and encouraging him to participate in the classroom discourses.
Physiological issues encompass communication barriers caused by illness, physical disabilities such as deafness, poor eyesight and mental disorders, including autistic complex, dyslexia and attention deficient hyperactivity disorder. Adjusting the learning environment and its pace to suit affected students' needs is important. For example, a teacher who speaks slowly and loudly helps a learner with a hearing problem.