Education | Communication in the Classroom
F203 | 5531 | Shelli Collier


Required Texts/Materials

Kottler, J.A. & Zehm, S.J. (2000).  On Being a Teacher.  Thousand
Oaks, CA:  Corwin Press Inc.

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

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

Nicholas, S. N. (1997). Community  building in the classroom : A
process. Journal of Humanistic Counseling, Education & Development,
35, (pp198-298).

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

E-mail account:  I will email you regarding important course
information.  Please, check your email regularly.

Course Rationale/Description

Because communication is such a pervasive aspect of daily living, it
is often taken for granted.  Yet, think of its importance for a
moment.  When do we not communicate? Is the message that we want to
communicate the same as the message received?  What does the manner in
which we communicate say about who we are as individuals, as a
community, as a society?  The difficulty in answering these questions
reflects the extent to which communication pervades our lives.  It is
difficult to imagine an activity more common, flexible, emotional,
intellectual, useful, creative, clear, or ambiguous than
communication.
	
It is obviously a huge subject.  There are many examples of
communication, and many means for studying it.  In this course, we
will study communication from the point of view of educators.  What is
communication and what is education?  How does communication
contribute to learning?  What are the attitudes and skills of
effective communicators?  What is the relationship between
communication and community?  How do individual characteristics
influence effective communication?

We will pursue these and other questions by means of discussion,
demonstrations, practice, readings, observation, and written
reflection.  In other words, you will have the opportunity to explore
communication and education in a variety of forms.  Thus, you are
encouraged to learn boldly, participate, take risks, have fun, be
creative, and take responsibility for your own and other's learning.
Ultimately, that is a teacher's lifelong priority.

Course Objectives

The students will be able to do the following:
* Actively participate in achieving a sense of community within the
class that fosters the open expression of thoughts and feelings, and
listening respectfully to the thoughts and feelings of others.
* Demonstrate a clear understanding of the attitudes and skills
associated with being an effective communicator via course assignments
and class discussions.
* Reflect upon classroom experiences and readings in such a way to
promote personal and professional growth.

Important Reminders

Students with Disabilities: I wish to fully include persons with
disabilities in this course.  Students with visual, hearing, physical
and/or learning disabilities which may require
modifications/adaptation of curriculum, instruction, or assessment ,
should contact me.  Such modifications will be made after the student
has presented documentation indicating qualification for services from
DSS (disabled Student Services).  See the Handbook for Students with
disabilities for eligibility requirements, or contact Disabled Student
Services.

Academic Misconduct:  Cheating, plagiarism, sexual harassment,
racial/ethnic discrimination and slurs, or any other student
misconduct that adversely affects the learning or safety of other
students will not be tolerated in this classroom or on this campus.
You are required to read and adhere to the Indiana University code of
Student Ethics policy on academic dishonesty, plagiarism, and student
conduct.  http://campuslife.indiana.edu/Code/index1.html

Course Requirements

ALL WRITTEN ASSIGNMENTS MUST BE TYPED, DOUBLED SPACED WITH 12 PT. FONT
AND ONE INCH MARGAINS.

(A one page assignment description, directions and expectations will
be given for each assignment prior to the dates due.)

1. Weekly Journals/Group exercise feedback and Participation
Each Tuesday, a two page reflective written journal or a one page
group process reflection is due (depending upon the prior Thursday's
activity).  The journals will be evaluated on the depth of reflection
and degree to which personal and professional attitudes and skills are
explored.  One must be in attendance to participate and thus complete
these reflective journal writings.
The journal assignments will be included, but not limited to the
following skills, attitudes and topics:  empathy, genuineness,
respect, attending behavior, paraphrasing: reflecting feeling and
content, summarization, self-disclosure, feedback, interpretation,
confrontation, multi-cultural issues, home/school connections, and
others determined as the course progresses.

2. Written Transcription
You are required to transcribe a 10-minute dialogue of a discussion
with a classmate.  A transcription is a verbatim record of every
utterance within the conversation.  You will analyze your applied
skills and attitudes along with providing suggestion for developing
more effective communication and understanding.  The dialogue needs to
be video or audio taped.  Technological arrangements will be made with
the instructor. (Due: October 9, 2001)

3. Exam
There will be one exam on November 1, 2001.

4. Reflections on Teaching booklet
The reflections on teaching booklet is an exercise in professional
development that is to be completed and then reviewed by a fellow
classmate to explore your own ideas and practice giving professional
feedback to your colleagues.  You will receive these booklets from the
instructor. (Due: November 8, 2001)

5. Community Resource Fair and Group Process Paper
Groups will be formed early in the semester to work collaboratively
toward producing an exhibit for a Community Resource Fair.  A group
process paper is also an aspect of this assignment and will be
considered your final project for this course. (December 4 and 6)

Grading

Weekly Journal/Group feedback	25%		200 points
Transcription			15%		120 points
Exam				25%		200 points
Reflections on Teaching booklet	10%		80 points
Community Resource Fair and	25%		200 points
Group Process Paper

TOTAL			          100%		800 points

Grading Scale

A+		98-100%
A		94-97
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 and below.

Assignment Policy:
All assignments are due at the beginning of class on the day they are
due.  Late work will be accepted with a reduced grade (10% per day)
for one week.  After one week, late assignments will not be accepted.
All assignments are considered works in progress.  If after an
assignment is returned with a grade seen as unsatisfactory, every
student has the opportunity to seek further feedback and resubmit the
written assignment (except for the final) up to one week after its
return.  Written work will be evaluated on both content and grammar.