Education | Communication in the Classroom
F203 | 5522 | Bong Joo Hwang

Course Description:
Because communication is pervasive and easily taken for granted, it is
easy to for us to forget its importance.  Think for a moment: When do
we communicate?  When do we not communicate? Does anyone else have to
be present for communication to take place?  What does communication
mean?  The difficulty in answering these questions is the extent to
which communication pervades in our lives.  It is hard to imagine an
activity more common, emotional, intellectual, useful, creative,
clear, or subtle than communication.

In this course we will study communication from the point of
education.  Some of the questions we will ask are: What is
communication and what is education; how does communication contribute
to learning; what are the components and kinds of communication; how
do they function in the classrooms and in schools; what is the
relationship between communication and community; how does
communication promote safety and the resolution of conflict; how can
teachers communicate effectively with parents?

We will pursue these and other questions of interest through
discussion, demonstration, observation, reading, and written
reflection.  In other words, you will find many ways to discover
communication in education.  If this course is successful, many of the
ways you discover communication will be ways of your own creation.
Thus, you are encouraged to learn boldly, participate, risk, and take
responsibility for your own and other's education.

Course Goals:
1.  To understand yourself as a communicator: your style and your
2.  To acquire tools that will assist in communicating effectively
across styles.
3.  To think specifically about communication in the classroom and
particular topics in educational environments today.
4.  To experience experiential exercises in community.

Required Text:
Kottler, J. A., & Kottler, E. (2000).  Counseling skills for teachers.
Thousand Oaks, CA:
Corwin Press.

Recommended Text:
Morse, P. S., & Ivey, A. E. (1996).  Face to face: Communication and
Resolution in the Schools.  Thousand Oaks, CA: Corwin Press.
Nakamura, R. M. (2000).  Healthy classroom management: Motivation,
and discipline.  Belmont, CA: Wadsworth/Thompson Learning.

Required Articles (These articles will be placed on reserve in the
Education Library)

Dewey, J. (1911).  Education as a necessity of life.  In J. Dewey,
Democracy and
education (pp.1-11).  New York: The Free Press.

McKee, A., & Schor, S. (1994).  Confronting prejudice and stereotypes:
A teaching
model.  Journal of Management Education, 18 ( ), 447-467.

Rogers, C. R. (1969).  The interpersonal relationship in the
facilitation of learning.  In C.
R. Rogers, Freedom to learn (pp.102-127).  Columbus, OH: Charles E.

Tatum, B. D. (1997).  The early years: "Is my skin brown because I
drink chocolate
milk?".  In B. D. Tatum, "Why are all the Black kids sitting together
in the cafeteria?" and other conversations about race (pp. 31-51).
New York Basic Books.

Assignments, Activities, and Evaluation
Participation:  Due to the nature and content of this class, your
attendance and participation are essential.  This class will be highly
discussion oriented: we will ask questions and seek answers as a
group.  Consistent attendance, punctuality, and preparedness will be
carefully considered when calculating your grade.  After three
absences (which included "excused" absences), one additional absence
reduces 10 points from your total points (see the grading formula).
For example, 5 absences will cost 20 points ((5-3) x 10=20).

Identity Collage: As a part of our community building activities, you
will be responsible for designing a collage on a regular sized poster
board, which describes who you are as an individual and future
professional.  You may use photographs, drawings, quotes, etc to
design your collage.  Suggestions for this collage include family,
birthplace, accomplishments, unique characteristics, and hobbies.
Feel free to add to these suggestions.  You will present your collage
in class on September 3, 2001.

Reaction Papers:  A short (1-2 pages) journal will be handed in each
Monday, which should be a reaction to the course the previous week.
Occasionally, specific topics for the reaction papers will be given,
but otherwise the topic will be open.  Any reactions, comments,
questions, concerns, or ideas related to the course topics or
assignments are acceptable.  Please type the papers with
double-spacing, 12-point font, and 1-inch margins.  A hand-written
paper will not be accepted.  You are required at least 12 reaction
papers total.  You can only tern in one reaction paper at a time on
Monday before the class begins, and the last day of turning in the
reaction paper is December 3, 2001.

Transcription Exercise: You will be responsible for transcribing an
8-10 minute dialogue of a teacher-student role-play with a classmate.
The transcription is a verbatim record of every utterance within the
conversation.  Upon transcription you will analyze and interpret the
communication skills that you have demonstrated.  You will also offer
suggestions for other effective means of communicating based on your
growing knowledge.  The dialogue will be videotaped or audio recorded.
An example of a written transcript will be on reserve in the Education
Library.  This paper is due on October 17, 2001.

Midterm Examination:  There is a required midterm examination on
October 17, 2001.  Questions will be comprised of course reading
material, course lecture, and may include questions generated by the

Service Learning/Field Experience:  This important component of this
course will allow you to do some outside-the-classroom learning about
"real-world" communication.  Specific directions for this experience
will be provided at a later date.

Collaborative Inquiry and Teaching: In groups of 4-5 you will be
responsible for researching and teaching a lesson for an entire class
period.  Topics should be related to the central themes of the course.
However, presentations are not meant to restate material that has been
covered in class.  Teams will be assigned within the first few weeks
of class and will be required to submit a topic by October 3, 2001 at
the latest.  The project topic should be confirmed by the instructor
by October 24, 2001.  Grades will be assigned on an individual basis
based on contribution to and quality of the project.

Final Paper: In your final assignment you will be asked to reflect
upon the work that you have completed in this course.  This 4-6 page
paper will include thoughts about communication attitudes and skills
as well as the special topics that have addressed, i.e.
Multiculturalism and Conflict Resolution.  The final paper is due on
December 5, 2001.

** All the assigned papers should be typed with double-spacing,
12-point font of either Times New Roman or Courier New, and 1-inch

Grading Formula:
Identity Collage                    25 Points  (5%)
Reaction Papers 6 x 12=             72 Points  (14.4%)
Transcription Exercise              50 Points  (10%)
Midterm Examination                125 Points  (25%)
Service Learning/Field Experience   75 Points  (15%)
Collaborative Inquiry and Teaching 100 Points  (20%)
Final Paper                         53 Points  (10.6%)

Possible Total
500 Points (100%)
A+  97-100 %
A   94-96
A-  90-93
B+  87-89
B   84-86
B-  80-83
C+  77-79
C   74-76
C-  70-73
D+  67-69
D   64-66
D-  60-63
F    0-59

Planned Schedule of Course
(*As the instructor of this course, I reserve the right to make
changes to this schedule as needed.  I will inform each student of any
changes at the earliest date in class or via e-mail.)


M 8/27  Introduction & Orientation

W 8/29  Community Building

M 9/3  Community Building & Identity  Identity Collage Due

W 9/5  Community Building & Identity

M 9/10  The Healthy Classroom  Nakamura, Ch. 1 (on reserve)

W 9/12  Multiple Roles of Teacher  Kottler & Kottler, Ch. 1
Nakamura, Ch. 2 (on reserve)

M 9/17  Communication & Education  Dewey (on reserve)
Rogers (on reserve)

W 9/19  Helping Process  Kottler & Kottler, Ch. 2
Kottler & Kottler, Ch. 7

M 9/24  Communication Skills:   TBA
Communicative Attitudes

W 9/26  Communication Skill:  Kottler & Kottler, Ch. 4
Attending & Listening  Morse & Ivey, Ch. 1-2. (on reserve)

M 10/1  Communication Skill:  Kottler & Kottler, Ch. 4
Questioning & Reflecting  Morse & Ivey, Ch. 3-4 (on reserve)

W 10/3  Communication Skill:  Kottler & Kottler, Ch. 4
Summarization, Reframing, &Collaborative Project Topic Due
Cognitive Restructuring

M 10/8  Communication Skill:  Kottler & Kottler, Ch. 4
Interpretation, Self-Disclosure, &Morse & Ivey, Ch. 5-6 (on reserve)

W 10/10Assessment of Children's Problem  Kottler & Kottler, Ch. 3

M 10/15  Review of Communication Skills

W 10/17  Midterm Examination

M 10/22  Review of Exam Transcription Exercise Paper Due
Discussion on the Group Project

W 10/24  Groups in schools  Kottler & Kottler, Ch. 5
Note: The collaborative project topic should be confirmed by this

M 10/29  Teacher-Parent Communication  Kottler & Kottler, Ch. 6

W 10/31  Conflict Resolution  Morse & Ivey, Ch. 7

M 11/5  Conflict Resolution  Morse & Ivey, Ch. 8

W 11/7  Multiculturalism:  TBA
Race & Ethnicity

M 11/12  Multiculturalism:  TBA
Gender & Human Sexuality

W 11/14  Collaborative Inquiry & Teaching Prep Day

M 11/19  Collaborative Inquiry & Teaching


M 11/26  Collaborative Inquiry & Teaching

W 11/28  Collaborative Inquiry & Teaching

M 12/3  Collaborative Inquiry & Teaching

W 12/5  Wrap-up & Course Evaluations  Final Paper Due