Communication is a psychosocial interaction through which subjects transmit information and expect feedback, fulfill their goals, direct and control their own activity, that of a person or a group. To communicate effectively and expressively with oneself and others (Gh. Dumitriu 1998), means to convince, to be able to develop the thinking, affectivity and personality of others, to inform intelligibly and to understand correctly the meaning of the message, to notice and be aware of reactions, attitudes and behavioral changes in the receptors or audience. Communication, in general, and educational communication, in particular, are related to the phenomenon of social influence and persuasion. The teacher is the one who exerts influence through democratic behaviors that allow him to build a relationship based on mutual respect, self-disclosure and valorization, a context that facilitates the harmonious growth and development of the autonomous and creative personality. Among the sources of power that the teacher exercises in the educational context, we emphasize the importance of manifesting the power of reference that involves creating relationships based on affectivity and emotional support, the power of expertise based on shared competence of the teacher, legitimate power, specific to the teaching role, sources generating greater satisfaction than the one-way use of coercive power. The main component of education, communication, has always been an indispensable support for education. Receptive to the progress of human communication, the school has never ceased to approach and integrate intelligently.