Education | Communication in the Classroom
G203 | 5680 | Joy Stephens


Course Description:

Because communication is pervasive and easily taken for granted, it is
easy for us to forget its importance.  It is difficult to imagine an
activity more common, flexible, emotional, intellectual, useful,
creative, clear or ambiguous than communication.
In this course we will study communication from the point of view of
education.  Some of the questions we will ask are: What is
communication and what is education; how does communication contribute
to learning; what are the components and kinds of communication; how
do they function in the classrooms and in schools; what is the
relationship between communication and community; how does
communication promote safety and understanding; how can teachers
communicate effectively with parents?
We will pursue these and other questions by means of discussion,
demonstration, practice, readings, observation, written reflection,
and examination.  In other words, you will find many ways to discover
communication in education.  If this course is successful, many of the
ways you discover communication will be ways of your own creation.
Thus, you are encouraged to learn boldly, participate, risk, and take
responsibility for your own and other's education.

Course Goals:

1. To build and maintain a sense of community within the class that
allows for open expression of thoughts and feelings

2. To understand yourself as a communicator, your style, and voice.

3. To think specifically about communication in the classroom, and
particular topics in educational environments today.

4. To develop and enhance important teaching skills and attitudes via
active participation in the learning process

Required Text:

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

Required Articles:  (These articles are placed in a course packet at
Collegiate Copies AND online through the School of Education Library)
	
1-Nicholas, S.N. (1997).  Community-building in the classroom: A
process.
Journal of Humanistic Counseling, Education & Development, 35,
198-298.

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

3-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.

4-Locke, D.C. & Ciechalski, J.C. (1995).  Communication techniques for
teachers. Psychological techniques of teachers, (pp. 33-47).
Washington, DC: Taylor & Francis.

5-Cooper, P.J., & Simmonds, C. (1999).  Small group communication.
Communication for the classroom teacher, (pp.173-192). Needham
Heights, MA: Allyn and Bacon.

6-Cooper, P.J. & Simmonds, C. (1999).  Leading Classroom Discussions.
Communication for the classroom teacher,  (pp.147-169).  Needham
Heights, MA: Allyn and Bacon.

7-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.52-74). New York:
Basic Books.

8-Tatum, B.D. (1997).  Identity development in adolescence.  "Why are
all the
Black kids sitting together in the cafeteria?" and other conversations
about
race, (pp.31-51). New York: Basic Books.

9-Sadker, M, Sadker, D., & Long, L. (1997).  Gender and equality.
Multicultural Education: Issues and perspectives, (pp.131-149).
Boston: Allyn and Bacon.

10-Kottler, J.A., & Kottler, E. (2000).  Communicating with parents.
Counseling
skills for teachers, (pp.90-110). Thousand Oaks, CA: Corwin Press,
Inc.

11-Egri, C.P. & Keleman, K.S. (1996).  Breaking up is hard to do:
Building
separation and transitions at the end of the course.  Journal of
Management Education, 20, 358-369.

Other Required Materials:

An e-mail account 						VHS
Videocassette


Class Evaluation and Assignment Descriptions

Participation:  Due to the nature and content of this class, your
attendance and participation are essential. Participation includes
contribution to class discussions and activities as well as helping
create an open and safe learning environment. Consistent attendance,
punctuality, and preparedness will be carefully considered.
Unannounced quizzes will also be utilized to fulfill this obligation.
You will be allotted three absences without need for excuse. After
three absences ten points will be deducted from your participation
grade.  After six absences an additional ten points will be deducted,
after nine, twelve, etc…(50 Points)

Identity Collage: As a 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 future
professional. You may use photographs, drawings, quotes, etc to design
your collage.  Suggestions for this collage include family,
birthplace, accomplishments, unique characteristics, and hobbies.
Feel free to add to these suggestions.  You will present your collage
in class on September 10, 2002. (25 Points)

Response Papers: Throughout the semester you will be asked to respond
in writing to both the readings and class discussion.  Your responses
should include evidence that you have read the articles.  It will also
be important for you to integrate your reactions to the class
discussion or activities.  Each of the papers will be worth 20 points
and should be at least 2 pages in length.  Topics may include Multiple
Roles, Group Process, Cross Cultural Communication, Gender, and Parent
Teacher Communication. (100 Points).

Transcription Exercise: You will be responsible for transcribing a 6-8
minute segment of a discussion with a classmate.  Upon transcription
you will analyze and interpret the communication skills that you have
demonstrated.  You will also offer suggestions for other effective
means of communicating based on your growing knowledge. (50 Points)

Mid-Term Examination: There is a required midterm examination on
October 17, 2002.  Questions will be comprised of course reading
material, course lecture, and may include ideas generated by students.
(100 points)

Collaborative Inquiry and Teaching: In groups of 4-6 you will be
responsible for researching and teaching a lesson for an entire class
period.  Topics will be related to the central themes of the course.
However, presentations are not meant to restate material that has been
covered in class.  Teams will be assigned within the first few weeks
of class.  Details on this assignment will be provided. (100 Points)

Final Examination: In your final assignment you will be asked to
reflect upon the work that you have completed in this course.  This
3-5 page take-home exam, due on December 17, 2002, will include
thoughts about communication skills as well as the special topics that
have been addressed, i.e. Cross Cultural Communication, Small Groups,
etc.  Details will be provided.  (75 Points)

Grading Formula:


Participation 50 Points (10%)
Identity Collage 25 Points (5%)
Response Papers 100 Points (20%)
Transcription 50 Points (10%)
Mid-Term Exam 100 Points (20%)
Collaborative Inquiry 100 Points(20%)
Final Exam 75 Points (15%)

Total 500 Points (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  59-0

Important Notes:
Students with Disabilities: Students with visual, hearing, physical,
and/or learning disabilities that may require modification of
curriculum, instruction, or assessment should contact the instructor.
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 for services from DSS
(Disabled Student Services). See the Handbook for Students with
Disabilities for eligibility requirements.
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 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
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 refer to:
www.campuslife.indiana.edu/Code/index1.html.
Planned Schedule of Course
*As the instructor of this course, I reserve the right to make changes
to this schedule as needed.  I will inform each student of any changes
at the earliest date possible in class or via e-mail.

Date/Topic					
Sep 3  Orientation and Community Building

Sep 5  Community Building

Sep 10 Community Building		
Assignment Due: Identity Collage

Sep 12 Community Building
Assigned Reading: Nicholas, Community Building in the Classroom

Sep 17 "The First Year"/ Multiple Roles
Assigned Reading: Kottler and Kottler, Adjusting to Multiple Roles
Assignment Due: Reaction Paper 1

Sep 19 "The First Year"/ Teaching vs. Facilitating			
Assigned Reading: Rogers, The Interpersonal Relationship in the
Facilitation of Learning.

Sep 24 Communication Skills: Listening
Assigned Reading: Morse & Ivey, Chapters 1 & 2
Assignment Due: Reaction Paper 2

Sep 26 Communication Skills: Questioning
Assigned Reading: Morse & Ivey, Chapter 3

Oct 1  Communication Skills: Reflecting and Focusing
Assigned Reading: Morse & Ivey, Chapter 4 & 5

Oct 3  Communication Skills: Summary
Assigned Reading: Locke & Ciechalski, Communication Techniques for
Teachers

Oct 8  Influencing Skills
Assigned Reading: Morse & Ivey, Chapter 6
Assignment Due: Transcription Exercise
		
Oct 10 Influencing Skills Cont.
Assigned Reading: TBA

Oct 15 Midterm Review

Oct 17 Midterm Exam

Oct 22 Group Process
Assigned Reading: Cooper and Simmonds, Small Group Communication

Oct 24 Group Process (Cont.)

Oct 29 Dialogues on Race
Assignment Due: Reaction Paper 3
		
Oct 31 Dialogues on Race
Assigned Reading: Tatum, The early years: "Is My Skin Brown Because I
drink Chocolate Milk?" OR Tatum, Identity Development in Adolescence
	
Nov 5 Collaborative Inquiry and Teaching
Assignment Due: Reaction Paper 4
Assigned Reading: TBA

Nov  7 Collaborative Inquiry and Teaching
Assigned Reading: TBA

Nov 12 Gender in the Classroom
Assigned Reading: Sadker, Sadker, & Long, Gender and Equality

Nov 14 GLBT Issues

Nov 19 Collaborative Inquiry and Teaching
Assigned Reading: TBA
Assignment Due: Reaction Paper 5

Nov 21 Collaborative Inquiry and Teaching
Assigned Reading: TBA

Nov 26 Preparation and Planning	

Nov 28 Thanksgiving- No Classes	

Dec 3  Parent Teacher Communication
Assigned Reading: Kottler & Kottler, Communicating with Parents

Dec 5  Parent Teacher Communication (Cont.)
		
Dec 10 Final Review
Extra Credit: Reaction Paper
	
Dec 12 Course Evaluation and Wrap-Up
Assigned Reading: Egri & Keleman, Breaking Up is Hard to Do


* Your Final Exam will be due on Tuesday, December 17, 2002 by noon.