Communication is an expression of our attitudes, thoughts and beliefs and through communication we can interact with the environment around us. Communication is necessary in many aspects of human life- one of such aspect is teaching-learning process. Both teachers and students should understand each other’s minds and thoughts for achieving learning outcomes successfully. Communication can be verbal or nonverbal and it is required in every classroom, be it primary grade or any professional course. This paper tries to focus on classroom communication in teacher training course and sheds light upon it from the standpoint of Flanders’ Interaction Analysis Categories System (FIACS). The paper also shows how communication can be continued in teacher training course with help of an example.

Covid 19 forced the global education system to shift to an online mode without prior preparation. Due to the uncertainty of the duration of pandemic, children have to continue in online mode. This made present researchers undertake a qualitative survey to find the impact of this sudden shift, and how children in different age groups are adjusting to it. Researchers interviewed twelve children about their perceptions regarding online mode of learning. Certain common perspectives emerged from the interviews as network issues, missing school, difficulty in conceptual learning, lower level of classroom interaction, reduced importance of learning and evaluation and so on. Interview findings suggested that most of the children wanted to return to offline classroom and were prepared to accept blended education in future times.

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