Assuming things about each other leads to chasms and gaps in understanding and communication. Students may not want to communicate with a teacher who they know will scold, taunt or judge them. Likewise, teachers may not communicate effectively with students they assume are uninterested in the subject. Walking into a class -- whether you are a teacher or a student -- should mean walking in without preconceived notions about each other so communication can flow without hindrance.
Students respond to a teacher who gives positive vibes. There are verbal and nonverbal ways of communicating positive energy and body language, such as posture, carriage, expression and gesture. The body language of a teacher can impede or encourage communication. Pointing fingers, glaring, frowning, standing with arms clasped, stooping and walking slowly -- these are all signs that a teacher is either low on energy or simply uninterested. The student will invariably switch off.
A productive classroom will have a constant and exciting exchange of ideas. When a student begins to feel her ideas are not being heard or acknowledged and no attempt is made by the teacher to understand her ideas, she will automatically stop communicating. The teacher has to listen and hear. Whether it is instruction given at the beginning of class, the lesson itself or the summation at the end, the teacher needs to check that students are listening.
The student who is asking questions is communicating something important to the teacher: "I need to understand this." The teacher who encourages students to ask questions and then makes sure those questions are answered satisfactorily has opened the bridges of communication. Teachers who evade or discourage questions stunt students' curiosity. The unanswered and unasked questions that form in students' minds are the steps to greater learning, and the smart teacher knows this.