Education | Communication in the Classroom
G203 | 5674 | Jeannie Annan

F203 Reading Packet - available at Mr. Copy (Dunn and 10th)

Communication consists of far more than the words we use.  Everything
we do and say (or don't do and say) communicates to others; therefore,
understanding and purposefully using communication to convey and
receive messages is an important life tool.  This course has been
designed to explore the facets of communication and to examine how to
effectively communicate.  It aims to increase students awareness of
communicating in multiple and diverse environments, and specifically,
in the classroom.  As future teachers, students will be responsible
for communicating with students, other teachers and professionals, and
students' family members, thus it is essential that they are able to
understand and interpret what is being communicated by others.
This course will begin by looking at theories of communication and
examining the messages each of us send at different levels.  It will
encourage the students to become more aware of their perceptions -
enabling them to decipher the messages they are sending as well as how
they receive messages from others.  The course will then examine
various methods of communication, including both verbal and
non-verbal.  Students will learn and actively practice specific
listening and communication skills.  Different aspects of classroom
communication will be covered which include community building,
classroom management, teaching methods, and multicultural
communication.  Finally, this course will focus on how to address
difficult topics in a classroom setting.
All of these topics will be explored through readings, writings,
discussion, and experiential activities in the class.  In an
atmosphere of respect and encouragement, each class will employ a
variety of teaching methods to allow the student to experience
different methods of learning.  Each student is invited and challenged
to explore him/herself, empathize with others, question, think, dream,
envision, play, feel, act, and take responsibility for his/her own and
others' learning.

Through active participation in this course,
Students will help build and maintain a sense of community within the
class that allows for open expression of thoughts and feelings.
Students will better understand themselves as communicators by
reflecting on their perceptions and analyzing their methods of
Students will better understand messages of communication in the
classroom by practicing listening skills and attitudes.
Students will develop and enhance important teaching skills and
attitudes by reading, discussing, writing, and teaching a lesson to
the class.
Students will develop a philosophy of communication by reflecting on
communication theories, attitudes, and skills and applying them to
their experiences and future plans.

Students with Disabilities: Students with visual, hearing, physical,
and/or learning disabilities, which may require modification of
curriculum, instruction, or assessment, should contact the instructor
as soon as possible.  I wish to fully include persons with
disabilities in this course.  Modifications and accommodations will be
made after the student has presented documentation indicating
qualification through services from Disabled Student Services (DSS).
Please see the Handbook for Students with Disabilities for eligibility
requirements. Email contact:
Academic Misconduct: Cheating, plagiarism, sexual harassment,
racial/ethnic/sexual orientation discrimination, slurs, or any other
student misconduct that adversely affects the learning or safety of
others students will not be tolerated in my classroom or on this
campus.  If any student becomes aware of any of these activities, or
feels that they have been the victim of harassment, discrimination, or
any other act of malicious intent, please contact me or Pam Freeman of
the Student Ethics Division, IU's Racial Incidents Team, or the Gay,
Lesbian, and Bisexual Anti-Harassment Team.  For more information
about this topic, please see: http://campus
Religious holidays:  Indiana University Religious Holy Days/Holidays
policy ( outlines the
procedures students should follow in requesting an accommodation for
missing exams or other academic exercises because of a required
religious observance.  If you have a conflict with an exam or
assignment for this reason, please inform me early in the semester
after completing the form to request accommodations at

E-mail: An e-mail account is required for this course and should be
checked regularly, as important course information is sent from your

Attendance:  Much of the value of this course lies in what we
communicate together in class, therefore your presence and
contribution in class are important.  Moreover, consistent attendance
and punctuality demonstrate quality teacher practices.  For these
reasons, regular attendance is expected and will be taken at the
beginning of each class.  If you miss class, it is your responsibility
to reach me or another student to obtain materials missed.  You are
allowed two absences without need for an excuse.  With each additional
absence, I reserve the right to deduct 10 points from your
participation grade.  Excessive absences will result in further
deduction of the student's grade at the discretion of the instructor.

Class Participation: You are strongly encouraged to actively
participate because this will enable you and the rest of the class
(including the instructor) to get the most out of this course. This
means that you come prepared by having read and completed assigned
materials, ask questions, make comments, and reflect aloud.

Also, because it is often difficult for me to objectively assess your
participation, each of you will have partial responsibility for
grading your own participation in this class.  Questions for you to
consider when thinking about this are: Do I come to class prepared by
having read the assigned articles?  Do I offer my thoughts and
feelings during class discussions?  Have I helped to create an open
and safe learning environment?

Written Work:
All assignments (except in-class work) are to be typed and turned in
to me at the beginning of the assigned class.
I expect the format of your typed work to include double-spaced, Times
New Roman, 12 point font with one-inch margins around the document.
Work should be presented on regular (8  x 11 inch), white paper with
black font.  Handwritten work will not be accepted.
There should be no spelling mistakes (use spell check and edit well).
Also edit carefully for grammatical errors. Although I am most
concerned with content, papers will be penalized for spelling and
grammatical mistakes.
Avoid using slang (e.g., "It was such a cool experience"),
conversational speech (e.g., "I kinda liked that"), and colloquialisms
(e.g., "It was real good to find this out").  Take time to really
think about how you are communicating your ideas.
For additional help with writing, take advantage of the Writing
Tutorial Services (WTS) at
or 855-6738.

Late Assignments: All assignments are due on the date posted and are
collected at the beginning of each class.  Late assignments will be
penalized 10% after class has begun and for each day thereafter.

Required Assignments:

Assignment / Total Possible Points / Percent of Grade

Reflection Papers (5 Total):120 pts. / 40%
My Worldview Collage or Website: 30 pts. / 10%
Communication Piece	: 15 pts. / 5%
Midterm Examination: 45 pts. / 15%		
Teaching presentation	: 60 pts. / 20%
Active Participation: 30 pts. / 10%
300 pts. / 100%

Grading Scale:

A+ = 100%						
A   = 94-99%						
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%

Communication Piece:  Bring a piece of communication to share with the
class.  This may be a song, video clip, poem, article, section of a
book, speech, photo, etc.  Be prepared to explain why you choose it
and what it communicates to you.

Reflection Papers: Throughout the semester, you will be asked to write
five reaction papers.  I will give you specific topics, questions or
directions for each reflection paper.  Each of the five reflection
papers should follow the written work requirements previously
described and should be 2-4 pages in length.  Due dates for the papers
are listed in the course schedule.

Letter To Your Favorite Teacher - After reading the Morse article,
think of a teacher from your K-12 experience that made a difference in
your life.  This teacher may have been a role model, taught you
invaluable lessons, made you feel special, helped you during a
difficult time, or done something significant in your eyes.  Write a
letter to this teacher (which you may then choose whether or not to
send).  Describe what it was about this teacher that made him or her
significant in your life?  What do you remember about his or her
teaching?  What personal characteristics or qualities did you value in
him or her?  Please turn in the letter and be prepared to discuss your
reflections during class discussion on September 9.

Analysis of communication skills - After reading about and practicing
various communication skills, you will be required to analyze your
strengths and weaknesses.  A guide will be provided for this analysis.

Response to video and readings on classroom management -  This is a
reaction to the readings and class video in which you reflect on how
the material is applicable to the experiences you have had, how you
want to manage your class in the future, and any other reflective
thoughts you have about the readings/video.  This should not be a
summary-a summary will not be accepted.  The purpose of the paper is
for you to deepen your understanding by applying what you saw and
read, by discussing, critiquing, questioning, and expanding the ideas.

Response to readings and class discussions on diversity and addressing
difficult issues - This is a reaction to the readings and class
discussions in which you reflect on how the material is applicable to
the teaching you expect to do in the future, how it relates to
experiences you have had, and any other reflective thoughts you have
about the readings/discussions.  Again, this should not be a summary-a
summary will not be accepted.  The purpose of the paper is for you to
deepen your understanding by applying what you saw and read, by
discussing, critiquing, questioning, and expanding the ideas.

Philosophy of communication:  Writing this paper is an opportunity to
reflect on the different topics addressed throughout the course.
Think about what your beliefs are regarding communication related to
students, parents, and other professionals you may work with.  Reflect
on how your views of communication have evolved in the past and
throughout this class.  You have the entire semester to work on this
assignment.  It is due the last week of the semester.  This assignment
requires in-depth reflection and analysis.  You are required to begin
a draft your philosophy by September 25, which you will then revise as
we continue to analyze readings and discuss different aspects of

"My Worldview" Collage or Website: As part of our discussion on
communication and perception, you will design a worldview collage or
website.  This is to be a visual representation of who you are as an
individual and how your environment and experiences have shaped you
and your perceptions.  You will want to visually display your own
characteristics, family, extended family, cultural background,
neighborhood, education, nationality, and anything else that
influences how you think.  Along with this visual representation, you
will write brief bullet points describing how each of these systems
has influenced who you are and how you see the world.  In class, on
September 18, you will present your collage or website to the class.

Midterm Examination: The midterm examination will be on October 16.
Questions will be comprised of course reading material and material
discussed in class.  Exam format will be discussed in class at a later

Teaching Presentation:  Each of you will teach a 10-minute lesson to
the rest of the class.  You are required to choose a population and
present considerations on communicating with them.  Topics may include
but are not limited to:  specific age groups, persons with
disabilities, cultures, second-language learners, etc.  I encourage
you to choose a group that you are interested in working with and/or
to choose a group that you may not be familiar with - this is a way to
stretch your understanding of a different worldview and to learn how
to communicate more effectively with others.
Consider the following questions when developing your teaching
outline: How will we engage the class in the topic?  How will students
participate?  How will students ask questions? How will students
interact with one another? How will the information taught be useful
to the class in the future?  Remember, this project is not only about
the topic itself, but also the manner in which it is taught.
Additionally, on the day you teach, you are required to provide a
resource packet for each student in the class including an outline,
relevant handouts, and references for future study.  In sum, your
packet should not only summarize your teaching project but also direct
your peers to other useful resources.

Reading due
Assignment due

M 9/2
Introduction to the course		
What is communication?

W 9/4
Communication theory
Communication piece

M 9/9
The importance of communication	
Morse, P.S. (1994)
Reflection paper #1

W 9/11	
Community and communication		

M 9/16	Perception and worldview	
Pearson, J.C., & Nelson, P.E. (1991) 	

W 9/18	
Perception and worldview		
Worldview design
Communication in the Classroom - Theory, Attitudes and Skills

M 9/23	Communication and education	
Kotler, J.A., & Kotler, E. (2000)
Friere, P. (1993)	

W 9/25	
Attitudes that facilitate communication	
Rogers, C. R. (1969)	
Draft of philosophy of communication

M 9/30	
Active listening, 	
Morse, P.S. & Ivey, A.E. (1996), Chps. 2-3	

W 10/2	
Questioning and Reflecting	
Morse, P.S. & Ivey, A.E. (1996), Chp. 4 	

M 10/7	
Influencing skills	
Morse, P.S. & Ivey, A.E. (1996), Chp. 6	

W 10/9	
Non-verbal Communication	
Hurt, H.T. (1978)	
Reflection paper #2

M 10/14	
Wrap-up of communication skills		

W 10/16	
Midterm exam		
The Class as a Community

M 10/21	
The class as community	
Locke, D.C., & Ciechalski, J.C. (1995)	

W 10/23	
Teaching methods	
Muijs, D., & Reynolds, D. (2001)
63 Ways of Learning (or Teaching) Anything	

M 10/28	
Classroom management:  In-class film		

W 10/30	
Classroom management	
Levin, J.L, & Nolan, J.F. (2000)
Nakamura, R.M. (2000) 	
Reflection paper #3

M 11/4	Communication and diversity	Nieto, S. (2000)
Nieto, S. (1996)
The Meaning and Significance of Stereotypes in Popular Culture	

W 11/6	
Teaching practice		

M 11/11	
Teaching practice		
Self/peer evaluations

W 11/13	
Teaching practice		
Self/peer evaluations
Communication When Addressing Difficult Issues

M 11/18	
Race, Gender, Class	
Tatum, B.D. (1997)	
Self/peer evaluations

W 11/20	
Race, Gender, Class	
Sadker, M., & Sadker, D. (1994)
Cyrus, V. (2000)	
Reflection paper #4

M 11/25	
Traumatic events	
Reserved reading	

W 11/27	
NO CLASS-Thanksgiving Break		

M 12/2	
Conflict resolution	
Nakamura, R.M. (2000)	

W 12/4	
Parent-teacher communication	
Bey, T.M., & Turner, G.Y. (1996)
Quirox, B., Greenfield, P.M., & Altchech, M. (1999)
Conducting a Successful Parent-Teacher Conference	

M 12/9	
Parent-teacher communication		
Reflection paper #5

W 12/11	
Review course and evaluation		
No final exam		

Course Readings

Morse, P.S. (1994). A survey of college student's reactions to their
K-12 teachers and schools.  Education, 115, 133-136.

Pearson, J.C. & Nelson, P.E. (1991). Understanding and Sharing:  An
introduction to speech communication (pp. 24-42).  Dubuque, IA:  Wm.
C. Brown Publishers.

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

Friere, P. (1993). Pedagogy of the Oppressed, (p. 71-86), New York:
The Continuum International Publishing Group, Inc.

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.

Morse, P.S. & Ivey, A.E. (1996). The basics of communication.  Face to
face: Communication and conflict resolution in the schools, (pp.
11-19).  Thousand Oaks, CA: Corwin Press, Inc.

Morse, P.S. & Ivey, A.E. (1996).  Questioning skills and effective
teaching.  Face to face: Communication and conflict resolution in the
schools, (pp. 20-31).  Thousand Oaks, CA: Corwin Press, Inc.

Morse, P.S. & Ivey, A.E. (1996).  Reflecting and the basic listening
sequence: Entering the world of the other.  Face to face:
Communication and conflict resolution in the schools, (pp. 33-46).
Thousand Oaks, CA: Corwin Press, Inc.

Morse, P.S. & Ivey, A.E. (1996).  Seven influencing skills.  Face to
face: Communication and conflict resolution in the schools, (pp.
52-60).  Thousand Oaks, CA: Corwin Press, Inc.

Hurt, H.T. (1978). Nonverbal communication in the classroom.  In H.T.
Hurt, M.D. Scott, & J.C. McCroskey (Eds.). Communication in the
classroom (pp. 91-111). Reading, MA:  Addison-Wesley.

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

Muijs, D., & Reynolds, D. (2001). Direct Instruction, Effective
Teaching:  Evidence and Practice, (p. 3-15). Pant Chapman Publishing.

63 Ways of Learning (or Teaching) Anything. (Source Unknown).

Levin, J., & Nolan, J.F. (2000). Philosophical approaches to classroom
management, Principles of classroom management: A professional
decision-making model, (pp. 72-95). Boston: Allyn & Bacon.

Nakamura, R.M. (2000). Discipline: Rules, consequences, and
controlling the physical environment, Healthy classroom management:
Motivation, communication, and discipline, (pp. 238-269). Belmont, CA:
Wadsworth Thomson Learning.

Nieto, S. (1996).  About terminology, Affirming Diversity, (pp.
23-29), New York:  Longman.

Nieto, S. (2000). Multicultural education in practice, Affirming
diversity: The sociopolitical context of multicultural education, (pp.
349-370), New York: Longman.

The meaning and significance of stereotypes in popular culture.
Retrieved from

Sadker, M, & Sadker, D. (1994). Hidden Lessons, Failing at Fairness:
How America's schools cheat girls, (pp. 1-14). New York:  Charles
Scribner's Sons.

Sadker, M, & Sadker, D. (1994). Missing in Interaction, Failing at
Fairness:  How America's schools cheat girls, (pp. 42-76). New York:
Charles Scribner's Sons.

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. 31-51). New
York:  Basic Books.

Tatum, B.D. (1997). Embracing a cross-racial dialogue, "Why are all
the Black kids sitting together in the cafeteria?" and other
conversations about race, (pp. 193-206). New York:  Basic Books.

Cyrus, V. (2000). White privilege: Unpacking the invisible knapsack,
Experiencing Race, Class, and Gender in the United States, (3rd ed.).
Mountain View, CA:  Mayfield Publications.

Nakamura, R.M. (2000). Communication: Resolution and the class
meeting, Healthy classroom management:  Motivation, communication, and
discipline, (pp. 189-210). Belmont, CA: Wadsworth Thomson Learning.

Bey, T.M. & Turner, G.Y. (1996). Working with parents, Making school a
place of peace, (pp. 93-97). Thousand Oaks, CA: Sage.

Quiroz, B., Greenfield, P.M., & Altchech, M. Bridging cultures with a
parent-teacher conference, Educational Leadership, 68-70.

Conducting a successful parent-teacher conference & Don'ts in a parent
teacher conference