Education | Communication in the Classroom
G203 | 5677 | Kristin Kohler

Syllabus Disclaimer: As the instructor of this course, I reserve the
right to make changes to the syllabus as needed.  I will inform
students of any changes at the earliest date possible in class or via

Important Notes:
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.  See
the Handbook for Students with Disabilities for eligibility
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.  For more
information about this topic, please see: http://campus

Required Reading Materials:
"F203 Reading Packet -Available at Mr. Copy (Dunn and 10th)
"Throughout the semester, articles will be placed on reserve in the
Education Library.  Directions on how to access these materials will
be reviewed in class.

Course Rationale:
Why this course?  Whenever we act or speak-we are communicating.  It
is difficult to imagine an activity more complex than communication.
Communication consists of far more than just the words we use.  It is
both a verbal and non-verbal tool that can be used to convey emotion,
facts, feelings, and much more.  In fact, much of what we communicate
is never spoken.  Understanding and purposefully using communication
to convey messages are important and powerful tools for any

This class aims to increase your awareness and ability to communicate
in multiple settings with diverse individuals.  Specifically, these
skills will be oriented to the classroom environment. As teachers, you
will be responsible for communicating effectively with students,
families, other teachers, and an assortment of educational
professionals.  In addition, you will be required to understand what
is being said to you by all of these individuals.  This course has
been designed to help students better understand the facets of
communication as well as how to communicate more effectively with
children and adults.

Course Goals: Through active participation in this course, you will:
"Have a better understanding of yourself as a communicator
"Learn communication tools that will assist you in communicating more
"Have the opportunity to practice your new communication skills with
individuals, small groups, and the class
"Learn how an individual's identity influences their interactions with
"Develop skills on how to build a sense of community, safety, and
belonging with individual students, parents, and classrooms through

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

2)Attendance: I value your presence and contribution in class.
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 the instructor and obtain materials
missed.  You will not receive credit nor will you be able to make up
points for in-class assignments and discussions that you missed.  You
are able to miss two classes before it affects your final grade.  Two
classes means two classes-regardless of the reason-use them sparingly.

3)Active Participation: The keyword here is ACTIVE!  You come to class
prepared by having read the completed assigned materials so that you
can question, comment, and reflect aloud.  This means you are active
in the experience of class.  You will expect the same from your
students one day :! It also means that I have evidence of your
progress through the course.  For this reason, participation makes up
10% of your final grade.  Related to attendance, if you do not attend
class, you do not receive participation points for that day.

4)Assignments: All assignments (except in-class work) are to be typed
and turned in to me or placed into my mailbox by no later than 5pm on
the date that it is due.  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.  Handwritten work will not be accepted.

5)Late Assignments: All assignments are due on the date posted.  Late
assignments will be penalized 10% for each day that they are late.

Graded Assignments:

Assignment:Total Possible Points:Percent of Grade:
Identity Collage: 30 pts.  10%
Teacher Qualities Paper: 30 pts.  10%
Reflection Papers (5 Total): 60 pts.  20%
Midterm Examination: 60 pts.  20%			
Collaborative Learning Project: 90 pts.  30%
Attendance and Active Participation: 30 pts.  10%

300 pts.\100%

Grading Scale:
A+ 98-100%		
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% and below

Assignment Description:

1) IDENTITY COLLAGE: As 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 as a future
professional.  You may use photographs, magazine pictures, quotes,
etc., to design your collage.  Information that you may want to
include, but are not limited to, in your collage: family history,
cultural background, unique characteristics, accomplishments, and
career goals.  If you choose to bring in additional items (e.g.
favorite book or instrument), which will not fit on your poster, you
are welcome to do so.  In class, on September 10, you will present
your collage (and additional items if you have them) to the class.

2) TEACHER QUALITIES PAPER: 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 made you feel special, may have helped
you during a difficult time, or did something significant in your
eyes.  Write a 1-2 page paper about this teacher.  What did they
teach?  What was it about this teacher that made him or her your
favorite?  What personal characteristics or qualities did they have,
which you valued?  Please turn in your paper and be prepared to
discuss your reflections during class discussion on September 24.

3) REFLECTION PAPERS: Throughout the semester, you will be asked to
write five reaction papers.  These are reactions to readings and class
videos, 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
that you have had as either students or instructors, and any other
reflective thoughts you have about the readings/videos.  These should
not be summaries-summaries will not be accepted.  The purpose of the
papers is for you to have an opportunity to deepen your understanding
by synthesizing what you know with what you read and to
discuss/critique/question the message.

You are expected to complete five papers total.  Four of these papers
will cover readings that you would like to analyze further.  One of
the papers will cover a video viewed in class.  Each of the five
reflection papers should follow the paper format previously described
and should be two pages in length.  Due dates for the papers are
listed in the course schedule.

4) MIDTERM EXAMINATION: There is a required midterm examination on
October 17.  Questions will be comprised of course reading material,
course lecture, videos, and information obtained from guest lecturers.
It is possible that the exam will include some questions generated by
the class.  Exam format will be discussed in class at a later date.

5) COLLABORATIVE LEARNING PROJECT: The Collaborative Learning Project
is the final assignment for this course.  It will be the most
challenging and time-consuming but also the most educational and
flexible.  Please see pages following the syllabus for a detailed
description of the project.

Final Comments:
"Written work is a significant factor in the determination of your
final grade for this course.  If you feel that you need additional
assistance with your writing skills, please utilize Writing Tutorial
Services (WTS) at Becoming
a skilled writer is a lifelong process-WTS can help to make sure that
you are on the right path.

"If you don't know it already, you'll soon learn this semester about
the importance of communication in our lives.  Please communicate with
me if you have any concerns regarding the course, on particular topics
that will be covered, or about your progress throughout the semester.

"I'm very happy to have the opportunity to share the semester with
you.  Let's learn together and have fun!!! :


Date/Topic:Reading and Assignment Due:
09/03  Orientation					

09/05  Community Building
Morse & Barnett "A Survey of College Students…"		

09/10  Community Building
Collage Due


09/12  Moving Beyond Curriculum
Kottler & Kottler "Adjusting to Multiple Roles"

09/17  Challenges Facing Teachers
Video: The First Year

09/19  The Players
Teacher Qualities Paper Due	
Video: The First Year


09/24  Empathy
C.R. Rogers "The Interpersonal Relationship in…"
Unknown  "The Fundamental Hypothesis of Client"
"The Facilitation of Learning"
"Discovery Learning"	

09/26  Genuineness
Reflection Paper #1 Due

10/01  Respect


10/03  Attending
Morse & Ivey "The Listening Teacher and Admin."
"Basics of Communication"
Reflection Paper #2 Due

10/08  Questioning
Morse & Ivey  "Questioning Skills and Effective…"

10/10  Paraphrasing and Reflection
Reflection Paper #3 Due
Morse & Ivey "Reflecting and the Basic Listening..."	
Morse & Ivey "Seven Influencing Skills"

10/15  Midterm Review	
Bring Questions for Review	

10/17  Midterm Examination


10/22  Exam Review
Nieto "Multicultural Education in Practice"	
and Introduction to Diversity

10/24  Race

10/29  Gender
Stein "Sexual Harassment in School"
Video: Girls Can

10/31  Socioeconomic Status
Reflection Paper #4 Due
Ruby Payne "Framework for Understanding Poverty"

11/05  Sexual Orientation
NASP "Gay, Lesbian, and Bisexual Students…."
Video: It's Elementary

11/07  Mental and Physical Disabilities	

11/12  Parent Teacher Relationships
Gestwick "Informal Communication with Parents"
Unknown "Family School Linking Mechanisms"
"Principles for Creating Family School…"
Reflection Paper #5 Due

11/14  CLP #1
Reading for CLP #1

11/19  CLP #2	
Reading for CLP #2

11/21  CLP #3	
Reading for CLP #3

11/26  CLP #4	
Reading for CLP #4

11/28  No Class
Eat a lot and relax! :

12/03  CLP #5	
Reading of CLP #5

12/05 Wrap-up, evaluations, and celebration!
Be in class! :