Education | Communication in the Classroom
G203 | 5676 | Amy Kleiner

course rationale:
This course is designed to assist teacher candidates in understanding
the complexities of communication, and to enable you to become more
effective communicators in the classroom and beyond. Communication is
pervasive and involves much more than our spoken words. Educators
communicate messages with their body language, tone of voice, choice
of curriculum, design of classroom, selection of classroom literature,
and so on. Teachers adopt many roles, one of the most important being
agents of change. Reflecting on the ways in which we communicate
information to those around us, as well as critically analyzing the
meaning of messages in our environment, is essential to becoming
effective change agents. Further, learning to reflect upon how
different forms of communication impact students in and out of the
classroom is critical to promoting positive and peaceful learning
environments for all students. This course utilizes theory, personal
reflection, and practice-based learning to increase your awareness of
multiple levels of communication, as well as to challenge you to
consider how you can use classroom communication to promote change and
facilitate critical thinking in your classroom. Specifically, we will
focus on engagement and motivation as key factors to utilizing
effective communication with students and parents.

course objectives:
In this course, you will:
1) Collaborate with colleagues to formulate a purposeful philosophy of
2) Learn to communicate with students, colleagues, and parents in more
purposeful, respectful, and effective ways;
3) Think critically about the implications of teachers being change
4) Investigate the importance of critical thinking to classroom
5) Examine the ways in which communication can be used as a tool to
facilitate critical thinking and promote positive change in the
6) Reflect deeply on your own resistance to change and how that
effects the messages you communicate to those around you

important issues:

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 modification of
curriculum, instruction, or assessment should contact the instructor
by the end of the second week of classes. Modifications and
accommodations 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.

Academic Misconduct: Academic dishonesty (i.e. plagiarism, cheating)
will be treated with a zero tolerance policy. If a student is caught
cheating, he or she will be subject to automatic failure of the entire
course. Further, 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 my
classroom or on this campus. If any student becomes aware of any of
these activities, or feels they have been the victim of sexual
harassment, racial/ethnic discrimination, or any other act of
malicious intent, please contact myself 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 on the Indiana
University Code of Student Ethics Policy, please refer to: Further,

9Late work and Absences: Please consider what message you communicate
when you are not present in class and do not complete assignments in a
timely manner. Being reliable, responsible, and consistent are quality
teacher practices. I know that you all want to be effective educators,
and so I expect that you will demonstrate respect for professionalism
by attending all classes and actively participating in course-related
activities. Nevertheless, I will explicitly state my policy on this
matter to prevent any possible misunderstandings-- All readings,
papers, and projects are expected to be completed at the beginning of
class on the assigned date. Late work WILL NOT be accepted. In-class
activities (i.e. presentations, videos, literature) can not be made
up, and lectures and discussions will contain important information
not found in the readings that is pertinent to your exam and projects
Additionally, because class participation is so important to the
effectiveness of this course, you will not receive participation
points for any day you miss class

Writing Skills:  Quality of content is the most important aspect of
any paper. Nevertheless, grammatical and spelling mistakes distract
from the text, and diminish the credibility of your thoughts and
ideas. Likewise, your credibility as a teacher will be jeopardized if
you are unable to successfully present your thoughts and ideas in
writing. As college students, I know that each of you are competent
and effective writers. However, if I receive a paper with significant
(10 or more) grammatical or spelling errors, I reserve the right to
return the paper to you unread and ungraded. If you so desire, you may
make all necessary corrections and return the paper to me within 24
hours for a full grade reduction. Some students may be required to
have their final drafts edited and proofread by a tutor in Writing
Tutorial Services. Failure to complete this requirement will be
grounds for failure of the assignment. If you are concerned that your
writing skills need work, please see me and/or visit Writing Tutorial
Services for assistance.

Grading: All assignments for this course are given equal value in your
final evaluation. You must complete every assignment in order to earn
credit for satisfactory completion of this course.   Therefore,
failure to complete any single assignment for this course will
constitute sufficient grounds for failure of the entire course
regardless of your performance on other assignments. Additional
grading procedures for this course are explained below. Please take a
look at the course expectations and grading formula, and decide what
grade you plan to earn. I encourage you not to underestimate your
abilities-- I set high standards for my students, because I know you
can meet and exceed them. I hope that you will accept this challenge,
and aim for exceptional performance in this course.

Grading Formula
A  94-100%  				
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  59%

Collab Teach Experience 20%
Journals 20%							
Mid-term 20%		
Resistance Project 20%

Course Content


Course Packet at Mr. Copy, 501 E. 10th St.

Course assignments:
1.  Class Participation (20%)-- Active participation involves
completing reading assignments and coming to class prepared to
contribute to the discussion; participating in all in-class group
activities; completing all in-class assignments. While I sympathize
with students who are shy and/or feel uncomfortable speaking in class,
active participation in this course is mandatory. You will not be
allowed to sit quietly in this class. Please see me immediately if you
struggle with class participation so we can work out special

2. Journal Entries (20%)-- 5 type-written journals will be due every
other week (with one exception) beginning in the fourth week of class
and continuing as indicated in the class schedule. You will be asked
to respond to the question/s indicated in the syllabus for each
journal due date. Each journal should be at least one full page in
length. If you complete all 5 journal entries, you will be allowed to
drop your lowest journal grade. Journal entries are intended for the
sole purpose of reflecting on your resistance project. If you put
great thought into your journals, you will find that your major paper
is much easier to complete and will take far less time. I cannot
over-stress the importance of these journals to your resistance
project!   As with all written work in this course, you should type
your paper in Times/Times New Roman, 12-point font, double spaced, and
1 inch margins on all four sides.

5. Examination (20%)-- In-class, essay-style exam.

6. Resistance Project (20%)-- An on-going assignment beginning in Week
3 and due in Week 12. This assignment requires you to engage in deep
personal reflection and to practice hands on strategies that will help
you overcome your particular area of resistance. Details will be
discussed in class.   As with all written work in this course, you
should type your paper inTimes/Times New Roman, 12-point font, double
spaced, 1 inch margins on all four sides.

7. Collaborative Teaching Experience/Philosophy of Communication
(20%)-- For this project you will work directly with a partner and
indirectly with the entire class to formulate a group philosophy of
communication. You and your partner will give a 15 minute presentation
to the entire class during the final two weeks of the semester.
Details will be discussed in class.

Class Schedule:

Section 1: Teacher As Change Agent (Weeks 1-4)

WEEK 1 Introduction/Relevance
T 9/3: Introduction to G203. Class contract/Class expectations
Th 9/5: Class discussion. What is a teacher? What is 			
: Kottler & Kottler (Ch. 1)
communication? Teachers as agents for change. 			
Communication as a tool to promote change

WEEK 2 Issues that impact communication
T 9/10: Class discussion. Critical thinking, critical 			
: Freire (excerpts from Ch 2&3); Hoefler pedagogy, and education as
the practice of freedom 			
Th 9\12: Class discussion. Issues that impact classroom : Kobrynowicz;
Cherry; Churchill; communication: Stereotyping, discrimination, and
Yamato cognitive disconnection						

WEEK 3 Resistance to change
T 9/17: Issues of Resistance. 					 :
McIntosh; Ryan
Introduction to Resistance Project

Th 9/19: Class discussion. Issues that impact resistance:: Sadker &
Sadker; Sadker & Sadker; Gender, Race, & Class Renzetti; Gentry &
Peele; Snider;	
WEEK 4 Applications to Curriculum
T 9/24:	VIDEO: Starting Small					
Journal 1 Due: What is Resistance?					
What is your resistance project topic?					
Th 9/26: ACTIVITY: Multiple Perspectives Books : Gruwell (excerpts
from the Freedom Writers Diary)	

Section 2: Teacher As Counselor (Weeks 5-8)

WEEK 5 Counseling Skills for Teachers
T 10/1:	Class discussion. Building relationships : Morse (1994);
Th 10/3: Class discussion. An overview of Helping Skills : Morse &
Ivey (The basics...);
Kottler & Kottler (Ch. 4)
Journal 2 Due: What is one strategy you intend to implement?

WEEK 6 Counseling Skills for Teachers
T 10/8:	Class discussion. Listening and Reflecting: "Could you just
listen"; Morse & Ivey (Reflecting...)
Th 10/10: Role Plays. Attending & Reflective Listening			
WEEK 7 Counseling Skills for Teachers
T 10/15: Class discussion. Questioning and Influencing.: Morse & Ivey
(Questioning skills..); Morse & Ivey (Seven influencing..)
What new strategies will you implement?					
Journal 3 Due: Strategies and reflections
Th 10/17: Role Plays. Questiong & Influencing
WEEK 8 Exam Week
T 10/22: Exam Review. Writing an essay exam tutorial		

Th 10/24: Examination

Section 3: Teacher as Collaborator (Weeks 9-12)

WEEK 9 Multiple Roles		
T 10/29: Video: The First Year					
Journal 4 Due: Strategies and reflections. 				
How many strategies do you have remainng?
Th 10/31: Video: The First Year

WEEK 10 Parent Communication
T 11/5: Class discussion. Communication skills with parents.: Kottler
& Kottler (Ch 6); Bey & Turner
Th 11/7: Preparation for Parent/Teacher Conferences

WEEK 11 Parent Communication
T 11/12: Parent/Teacher Conferences				
Journal 5 Due: Reflect on your experience of overcoming your
resistance to change through the process of this project? 		
Do you have any strategies remaining?
When will you complete them?

Th 11/14: Parent/Teacher Conferences				

WEEK 12 Parent Communication
T 11/19: Parent/Teacher Conferences

Th 11/21: Discussion of Resistance Projects				
Resistance Projects Due

Section 4: Teacher As Instructor (Weeks 13-15)

WEEK 13 Collaborative Teaching Presentations
T 11/26: Collaborative Teaching Experience.			
Work on Projects with partners in class. Check-in with instructor.


WEEK 14 Collaborative Teaching Presentations
T 12/3: Collaborative Teaching Presentations (1-4)			
: Presentation Papers # 1-4		

Th 12/5: Collaborative Teaching Presentations (5-8): Presentation
Papers # 5-8

WEEK 15 Collaborative Teaching Presentations
T 12/10: Collaborative Teaching Presentations (9-12): Presentation
Papers # 9-12

Th 12/12: Final Class Day. Wrap Up & Course Evaluations.

Nothing due during finals week. Enjoy the holiday break!