Education | Communication in the Classroom
F203 | 5523 | Joy Stephens


Course Description:

Because communication is pervasive and easily taken for granted, it is
easy for us to forget its importance.  It is difficult to imagine an
activity more common, flexible, emotional, intellectual, useful,
creative, clear or ambiguous than communication.

In this course we will study communication from the point of view 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 resolution; how can teachers
communicate effectively with parents?

We will pursue these and other questions by means of discussion,
demonstration, practice, readings, observation, written reflection,
and examination.  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 voice.
2. To acquire tools which will assist in communicating effectively
across styles.
3. To think specifically about communication in the classroom, and
particular topics in educational environments today.

Required Text:
	
Morse, P.S. & Ivey, A.E. (1996).  Face to face: Communication and
conflict resolution in the schools.  Thousand Oaks, CA: Corwin Press,
Inc.

Required Articles  (These articles are placed on reserve in the
Education Library AND in a course packet at Collegiate Copies)
	
1-Nicholas, S.N. (1997).  Community-building in the classroom: A
process.  Journal of Humanistic Counseling, Education & Development,
35, 198-298.

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

3-Kottler, J.A., & Kottler, E. (2000).  Adjusting to multiple roles.
Counseling skills for teachers, (p.1-11), Thousand Oaks, CA: Corwin
Press, Inc.

4-Locke, D.C. & Ciechalski, J.C. (1995).  Communication techniques for
teachers. Psychological techniques of teachers, (pp. 33-47).
Washington, D.C.: Taylor & Francis.

5-Locke, D.C. & Ciechalski, J.C. (1995).  The teacher and group
situations.  Psychological techniques of teachers, (pp.97-114).
Washington, D.C.: Taylor & Francis.

6-Cooper, P.J., & Simmonds, C. (1999).  Small group communication.
Communication for the classroom teacher, (p.173-192), Needham Heights,
MA: Allyn and Bacon.

7-Tatum, B.D. (1997).  The early years: "Is my skin brown because I
drink chocolate milk?"  "Why are all the Black kids sitting together
in the cafeteria?" and other conversations about race, (pp.52-74), New
York: Basic Books.

8-Tatum, B.D. (1997).  Identity development in adolescence.  "Why are
all the Black kids sitting together in the cafeteria?" and other
conversations about race, (pp.31-51), New York: Basic Books.

9-Sadker, M, Sadker, D., & Long, L. (1997).  Gender and equality.
Multicultural Education: Issues and perspectives (pp.).  Boston: Allyn
and Bacon.

10-Kottler, J.A., & Kottler, E. (2000).  Communicating with parents.
Counseling skills for teachers, (pp.90-110), Thousand Oaks, CA: Corwin
Press, Inc.

11-Egri, C.P. & Keleman, K.S. (1996).  Breaking up is hard to do:
Building separation and transitions at the end of the course.  Journal
of Management Education, 20,  358-369.

Other Required Materials

An e-mail account

VHS Videocassette

Class Evaluation and Assignment Descriptions

Participation:  Due to the nature and content of this class, your
attendance and participation are essential. Participation includes
contribution to class discussions and activities as well as helping
create an open and safe learning environment. Consistent attendance,
punctuality, and preparedness will be carefully considered when
calculating this portion of your grade.  You will be allotted three
absences without need for excuse. After three absences ten points will
be deducted from your participation grade.  After six absences an
additional ten points will be deducted, after nine, twelve, etc...(50
Points)

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. (25 Points)

Response Papers: Throughout the semester you will be asked to respond
in writing to both the readings and class discussion.  Your responses
should include evidence that you have read the articles.  It will also
be important for you to integrate your reactions to the class
discussion or activity.  Each of the papers will be worth 20 points
and should be 2 pages in length.  Topics include Multiple Roles, Group
Process, Cross Cultural Communication, Gender, and Parent Teacher
Communication. (100 Points).

Transcription Exercise: You will be responsible for transcribing a 6-8
minute segment of a discussion with a classmate.  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. (50 Points)

Mid-Term Examination: There is a required midterm examination on Oct
10, 2001.  Questions will be comprised of course reading material,
course lecture, and may include questions generated by the class. (100
points)

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 September 26, 2001
at the latest.  Details on this assignment will be provided. (100
Points)

Final Examination: In your final assignment you will be asked to
reflect upon the work that you have completed in this course.  This
3-5 page take-home, due December 10, 2001, will include thoughts about
communication skills as well as the special topics that have been
addressed, i.e. Cross Cultural Communication, Small Groups, etc.
Details will be provided.  (75 Points)

Grading Formula:

Participation	50   Points 	(10%)
Identity Collage  25   Points 	(5%)
Response Papers  100 Points  	(20%)
Transcription    	50   Points  	(10%)
Mid-Term Exam    100 Points  	(20%)
Collaborative Inquiry 	100 Points   (20%)
Final Exam       	75   Points   (15%)

Total            500 Points    (100%)

A	94-100
A-	90-93
B+	88-89
B	84-87
B-	80-83
C+	78-79
C	74-77
C-	70-73
D+	68-69
D	64-67
D- 60-63
F	 59-0

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 possible in class or via e-mail.

Date		Topic					
Aug 27		Orientation and Community Building

Aug 29		Community Building

Sep 3		Community Building		
Assignment Due: Identity Collage
		
Sep 5		Community Building
Assigned Reading: Nicholas, Community building in the classroom:

Sep 10		Learning Relationships
Assigned Reading: Rogers, The interpersonal relationship in the
facilitation of learning

Sep 12		Class Discussion				
Assigned Reading: Kottler & Kottler, Adjusting to multiple roles
		Assignment Due: Reaction Paper 1

Sep 17		Communication Skills: Listening
		Assigned Reading: Morse & Ivey, Chapters 1 &2

Sep 19		Communication Skills: Questioning
		Assigned Reading: Morse & Ivey, Chapter 3

Sep 24		Communication Skills: Reflecting and Focusing
		Assigned Reading: Morse & Ivey, Chapters 4& 5

Sep 26 	Communication Skills: Summary
Assigned Reading: Locke & Ciechalski, Communication techniques for
teachers

Oct 1		Influencing Skills
		Assigned Reading: Morse & Ivey, Chapter 6

Oct 3		Influencing Skills (Cont.)
		Assignment Due: Transcription Exercise

Oct 8		Midterm Review

Oct 10		Midterm Exam

Oct 15		Group Process
Assigned Reading: Cooper & Simmonds, Small group communication
			OR Locke and Ciechalski, The teacher and group
situations

Oct 17		Group Process (Cont.)

Oct 22		Cross Cultural Communication
Assignment Due: Reaction Paper 2

Oct 24		Cross Cultural Communication (Cont.)
Assigned Reading: Tatum, The early years: "Is my skin brown because I
drink chocolate milk?" OR Tatum, Identity development in adolescence

Oct 29		Collaborative Inquiry and Teaching
		Assignment Due: Reaction Paper 3

Oct 31		Collaborative Inquiry and Teaching
	
Nov 5		Gender in the Classroom
		Assigned Reading: Sadker, Sadker, & Long, Gender and
equality

Nov 7		GLBT Issues

Nov 12		Collaborative Inquiry and Teaching
		Assignment Due: Reaction Paper 4

Nov 14		Collaborative Inquiry and Teaching

Nov 19		Preparation and Planning

Nov 21		Thanksgiving Recess

Nov 26		Parent Teacher Communication
		Assigned Reading: Kottler & Kottler, Communicating
with parents

Nov 28		Parent Teacher Communication (Cont.)

Dec 3		Collaborative Inquiry and Teaching
		Assignment Due: Reaction Paper 5	
	
Dec 5		Closure Activity/Course Evaluation and Conclusion
Assigned Reading: Egri & Keleman, Breaking up is hard to do