Education | Communication in The Classroom
G203 | 5679 | Robert Linhares

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 (DSS).
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

"We cannot not communicate" -  Gregory Bateson

Course Description:
Everything we do or say communicates a message.  One cannot speak or
act without communicating.  Because communication is pervasive and
easily taken for granted, it is also easy to forget its importance.
It is difficult to imagine an activity more common, flexible,
emotional, intellectual, useful, creative, clear, or ambiguous.
Communication 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 individual.

The purpose of this course is to aid students in developing a greater
awareness and increased ability to communicate in multiple settings
with diverse individuals and groups.  The various aspects of
communication that will be covered relate specifically to the context
of the classroom environment. As teachers, it will be your
responsibility to communicate effectively with students, families,
fellow teachers, and various other educational professionals.  You
will be required to understand what is being said to you by all of
these individuals, as well as to communicate your thoughts and
feelings in a clear manner.

By the end of the semester you should:
1. Have a better understanding of yourself as a communicator (your
style, voice, etc.)

2. Better understand the communication process and become more aware
of how you impact those around you, as well as how you are impacted by

3. Develop skills that will assist you in communicating more

4. Have had an opportunity to practice your new communication skills
(with individuals, small groups, and the class)

5. Develop the skills it takes to build a sense of community, safety,
and belonging with others, both in and out of the classroom
Required Reading Materials:
Throughout the semester, articles will be placed on reserve in the
Education Library and will then be made available on the library's
website.  Directions on how to access these materials will be provided
during class (including related URL addresses).  I may also provide
handouts of articles in class for you to read for future class

Course Expectations:
Consistent attendance and punctuality are expected for this course.
This is important for your learning the course material, as well as
for the success of the class as a whole.  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.  More than two unexcused absences in a
semester will result in your final grade being lowered by a half
letter grade.  Four unexcused absences will result in the course grade
being lowered by another half letter grade.  Every other absence after
this will result in a full letter grade being deducted.

An excused absence for health reasons must be accompanied by a
doctor's note.  Personal loss or bereavement is also grounds for an
excused absence in consultation with the instructor.  If a student
shows up late for class and misses role, then it is the student's
responsibility to approach the instructor at the end of class and
ensure that she/he has not been marked "absent".   Failure to do this
at the time will not be rectified later.

Active Participation:
It is extremely important that you actively participate in class.
This means coming to class having read the assigned materials so that
you can question, comment, and reflect aloud.  It also means you are
active during class.  This will allow me to better track your progress
throughout the semester.  For these reasons, 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.

All assignments (except in-class work) must be typed and turned in at
the beginning of the assigned class.  The format should be
double-spaced, Times New Roman, 12 point font with one-inch margins
around the document (white paper with black font please).  I will not
accept handwritten work.

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.

You should have an e-mail account and check it regularly, since there
is a good chance that I will be sending out important course
information via e-mail periodically.

Expectations regarding written work:
No spelling mistakes -Use spell check.  Also, have someone else review
your work for you to look for any mistakes that the spellchecker may
have missed (e.g., "form" instead "from").
Use words correctly.  If you are unsure about whether a word you are
using is correct, consult either a friend or your dictionary (or
perhaps both).
Unless it is integral to your paper, avoid using slang (e.g., "That
was really cool"), conversational speech (e.g., "I kinda liked that"),
and colloquialisms (e.g., "It was real good to learn about that").
For more information on this topic, refer to the IU Writing Center at
the following web address:
Paragraphs and margins must be standard (1 inch or 1 ¼ inch)
Papers not meeting the above criteria (including the earlier-mentioned
format requirements) will be penalized.  For example, several spelling
mistakes on a one-to-two page paper may result in a drop of two whole
letter grades or more.

NOTE: The written work you submit for this class is a significant
factor in determining your final grade.  If you feel that you need
additional help with your writing skills, please utilize IU's Writing
Tutorial Services.

Graded Assignments:
Assignment / Total Possible Points / Percent of Grade:
Identity Collage: 20 pts. / 5%
Teacher Qualities Paper: 30 pts. / 7.5%
Reflection Papers (5 Total): 100 pts. / 25%
Midterm Examination: 60 pts. / 15%			
Collaborative Learning Project: 100 pts. / 25%
Final Paper: 50 pts / 12.5%
Attendance and Active Participation: 40 pts. / 10%
400 pts. / 100%

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

Identity Collage (20 points):
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 (30 POINTS): During one of our class
exercises we will be creating a list of important qualities for
successful teachers.  From that list you will choose 3 qualities that
you already possess and 3 you wish to develop over your academic
career at IU and then write a 3-5 page paper addressing those
qualities.  More information regarding this assignment will be given
to you in a future class.  You will turn in your paper and be prepared
to discuss your reflections during class discussion on September 24.

3) Reflection Papers (100 POINTS): Throughout the semester, you will
be asked to write five reflection 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 (60 POINTS): There is a required midterm
examination on October 17.  Questions will be comprised of course
reading material, course lecture and discussion, and information
obtained from guest lecturers (if applicable).  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) Class Presentation (100 POINTS): 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.  A detailed description of the project will be provided
later in the semester and, at that time, the collaborative workgroups
groups will be formed.

6) FINAL PAPER (50 POINTS): For the final paper, you will be
reflecting on your semester in G203.  You will discuss what you have
learned (about yourself, and other people, as it relates the
overarching theme of the class: Communication), during the course of
the semester.  What information have you acquired that will help you
become a better teacher?  In other words, what will you be taking with
you from this class experience, and why (or why not) will it make you
a better teacher?  This 3-5 page paper will be due by 12pm on December
19th, however, you are certainly welcome to submit it earlier.

Reading and Assignment Due:

Introduction/Community Building						

Syllabus/Community Building		
Bring in a photograph	

Community Building-Presentation of	Identity Collage Due
Identity Collages/Crisis Management (Intro.)

Crisis Management (Cont.)/Teacher	
Reading: TBA (Class Handout)
Qualities Exercise		

Community Building in the Classroom/	
"Community building in the classroom": Nicolas, 			
Attitudes and Modeling			
"Adjusting to multiple roles": Kottler & Kottler

Empathy and Genuineness	 		
"The interpersonal relationship in the facilitation
of learning": Rogers, C.
Respect and Unconditional Positive		
Teacher Qualities Paper Due
Regard "Communication techniques for teachers":
Locke & Ciechalski

Communication Basics			
"The basics of communication": Morse & Ivey

Questioning, Active Listening &  		
Reflection Paper #1 Due
Effective Teaching "Questioning skills and effective teaching": Morse
& Ivey

Reflection of Content and Affect		
"Reflecting and the basic listening sequence:
Entering the world of the other": Morse & Ivey	

Reframing "Use of reframing…" Morse & Ivey

Reflection Paper #2 Due
Reading: TBA

Confrontation and Conflict Resolution/	
Bring Questions for Review
Midterm Review				
Reading: TBA

Midterm Examination (from readings, class discussions, and activities)	

Exam Review/Conflict Resolution (Cont.)	
"Resolving differences with angry people": Margolis
Possible Guest Speaker			

Group Dynamics/Skills		
"The teacher and group situations": Locke&
"Small group communication": Cooper & Simmonds			

Multicultural/Diversity Issues: 		
Reflection Paper #3 Due
Race/Ethnicity	 "The early years: Is my skin brown because I drink
chocolate milk?": Tatum
"White privilege: Unpacking the invisible knapsack": McIntosh
Multicultural/Diversity Issues: Gender;		
"Gender and Development": Sadker, Sadker, & Long
GLBT Issues			
Reading: TBA

Multicultural/Diversity Issues:		
"Suggestions for using appropriate language": Disability;
Socioeconomic Status		
Havens "Framework for understanding poverty": Payne	

Video: "Stand and Deliver"		
Reflection Paper #4 Due			

Video: "Stand and Deliver" (Cont.)/	"Students need challenge, not
easy success": Clifford
Classroom Management	
"Philosophical approaches to classroom management…": Levin & Nolan
Working with Parents			
Reflection Paper #5 Due
"Informal communication with parents": Gestwick

Parent/Teacher Conference Role plays	
"Home-School Collaboration": TBA	
Group Presentations- Collaborative 	
Group 1 Reading
Inquiry and Teaching (Group 1)

Group Presentations- Collaborative 	
Group 2 Reading
Inquiry and Teaching (Group 2)

No Class/Thanksgiving Holiday				

Group Presentations- Collaborative 	
Group 3 Reading
Inquiry and Teaching (Group 3)

Group Presentations- Collaborative 	
Group 4 Reading
Inquiry and Teaching (Group 4)

Group Presentations- Collaborative  	
Group 5 Reading
Inquiry and Teaching (Group 5)

Wrap-up /Evaluations/Goodbye		
"Breaking up is hard to do": Egri & Keleman

Finals Week

Finals Week				
Final Paper Due (In my box by 12:00pm)