Communication, as defined by the Merriam-Webster encyclopedia, is "the act or process of using words, sounds, signs, or behavior to express or exchange information or to express one's ideas, thoughts, feelings, etc. to someone other". Which occurs between a sender and a recipient. For a classroom to be considered a “Healthy Classroom,” communication is one of the most important aspects to master. If there is no communication in the classroom, the classroom cannot function as it should. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The communication process is vital to effective learning within a classroom environment. Classroom instruction that produces positive results recognizes the need for abundant use of nonverbal cues, student engagement, and group communication. According to Parker (2003) effective communication in the classroom can be based on or presuppose five practices, including: delivery (delivery) of instructions, solicitation of participation, verbal and non-verbal communication, team building (and) assessments. Parker argued that, whether through direct or indirect communication, instructors must convey instruction to students within a classroom. Every time a teacher teaches or describes tasks, he or she must gauge each of his or her students' comfort level with his or her communication style. Classroom communication, as used in this article, is a situation or process in which instructors, teachers or teachers ask some thought-provoking questions, to foster dialogue between students, encourage them to articulate themselves and (reflect on the topic of the speech). Furthermore, questions should encourage students to continually probe their needs, progress in knowledge, and adapt to teaching behavior. Without a doubt, effective communication in the classroom is a gateway through which learning occurs (Boulder & Colorado 2004)1. Therefore, since good communication in the classroom is fundamental to learning, all basic communication skills such as verbal and non-verbal communication within the classroom environment should be experiential. This is especially necessary to ensure that, as it supports (Beath & Hebert 1995)'s assertion that a teacher does not become monotonous during classroom lectures, different tones and nuances are useful in drawing students' attention to the lessons delivered. Non-verbal communication is also a fundamental norm for face-to-face lessons (Nurzila & Khairu 2009)2. It is therefore pertinent to note that basic non-verbal skills, including awareness of eye contact; facial expression, movement, gestures, physical contact and silence are all fundamental elements in communication (McBeath & Hebert 1995)3. It should be clear by now that verbal and nonverbal communication skills are important for both teachers and students in classroom teaching and learning. Therefore, there is no denying that an educator must possess this knowledge and skills to better communicate with students and take charge of the class as a whole. Additionally, teachers who fail to recognize students' communication styles can end up hindering effective teaching and learning as well. Furthermore, teachers' inability to identify students' nonverbal behavior can invariably lead to the teacher's inability to understand the needs of their students. Asian students are more likely to express themselves using nonverbal cues than students from Western countries (Nurzila & Khairu 2009)1. Furthermore,.