Education | Communication in the Classroom
G203 | 5869 | Jennifer Kaladow


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
email.

Required Reading: A G203 course packet is available at TIS Bookstore
(3rd and Jordan).
Course Description:
Because communication is pervasive and easily taken for granted, it
is also easy to forget its importance. Think for a moment. When do we
not communicate? Is the message we would like to communicate the same
as the message received? The difficulty in answering these questions
is the extent to which communication pervades our lives. It is hard
to imagine an activity more common, flexible, emotional,
intellectual, useful, creative, clear, or ambiguous than
communication.
It is obviously a big subject. There are many examples of
communication, and many ways to study it. In this course, we will
study communication from the point of view of education. Among the
questions we will ask are: how does communication contribute to
learning; what are the components and kinds of communication; how do
they function in classrooms and schools; what is the relationship
between communication and community; how does communication promote
safety and the resolution of conflict; how can teachers communicate
effectively with students and parents?
We will pursue these and other questions by means of discussion,
demonstration, practice, readings, observation, and written
reflection. 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 others’ education.

Course Objectives:
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
communicating.
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.

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 me. 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.

Religious holidays: Indiana University Religious Holy Days/Holidays
policy
(www.indiana.edu/~deanfac/holidays.html) 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:
www.indiana.edu/~deanfac/download/rel_obs.html#holreq.

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

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 three absences without need for an excuse.
Beginning with the fourth unexcused absence, the student’s grade will
be reduced by 1/3 of a letter grade for each absence.  For example, a
student who has an overall B average and misses four classes will
have their grade reduced to a B-; five absences C+; six absences C;
seven absences C-, etc.

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, asking questions, making comments, and reflecting aloud
and being active in the experience of class.  You will expect the
same from your students one day.

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 ½ 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
http://www.indiana.edu/~wts/wts/home.html or 855-6738.

Late Assignments: All assignments will be collected at the beginning
of class on the day they are due.  Late work (i.e., work that is not
submitted at the beginning of class) will only be accepted within a
24-hour grace period and will be reduced by a full-grade.  In
addition, you must make sure that you personally hand the assignment
to the instructor.  After the 24-hour grace period, late work will
NOT be accepted, and the assignment will receive a grade of 0.

Required Assignments:
Assignment  / Total Possible Points		
Quizzes (5 x 20 pts) / 100 pts.
Identity Collage / 25 pts.
Letter to Favorite Teacher / 25 pts.
Reflection Papers (5 x 20 ) / 100 pts.
Midterm Exam  / 50 pts
Collaborative Inquiry and Teaching Project / 100 pts	
400 pts

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%		
F    = 59-0  %

ASSIGNMENT DESCRIPTION


IN-CLASS QUIZZES: To promote critical reflection of course readings
and assignments, you will be asked to complete several 10-15 minute
quizzes throughout the semester.  These quizzes will be unannounced
and will help to ensure completion and understanding of the course
material.  You will have 6 quizzes.  The lowest quiz grade will be
dropped for final grade calculations.  You will not be able to make-
up quizzes if you are absent.
IDENTITY COLLAGE: As part of our community building activities, you
will be responsible for designing a collage on regular-sized poster
board (approximately 24” by 36”), 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 in your collage, but are not limited to:
birthplace, friends, family, unique characteristics, accomplishments,
and career goals.  In essence, this collage should be a reflection of
you. Also, you are welcome to bring in additional items (e.g.,
favorite book or favorite instrument), which will not fit on your
poster.  On September 9, you will present your collage (and
additional items if you have them) to the class.  Collages will be
graded on creativity, appearance, and the instructor’s perception of
effort made by the student.


LETTER TO FAVORITE TEACHER: After reading the Morse article, think of
a teacher from your K-12 experience who 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 on September 18.  The letter must be at least 1-2 pages
in length.  Please see section on written work for more details.


REFLECTION PAPERS: Throughout the semester, you will be asked to
write five reaction papers.  These are reactions to readings, class
discussions, class activities, class videos and guest speakers, 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 had related to the course material.
These should NOT be summaries-summaries will NOT be accepted.  The
purpose of these 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.

REFLECTION PAPERS (CONT’D): Each of the five reflection papers should
follow the written work requirements previously described.  All
reflection papers are to be 2-4 pages and will be collected on the
dates highlighted on the course outline.  Also, to help ensure
quality writing, your first reflection paper must be reviewed by the
Writing Tutorial Services prior to submission.  Please include both
the original and final drafts when submitting your first reflection
paper along with the official stamp stating you had your paper
reviewed at WTS.  Failure to do so will result in a five point
deduction.

MIDTERM EXAMINATION: The midterm examination will be on October 21.
Questions will be comprised of course reading material and material
discussed in class.  Exam format will be discussed in class at a
later date.

COLLABORATIVE INQUIRY AND TEACHING PROJECT: All students will
participate in a 4- or5- member inquiry and teaching team.  Each team
will research a topic and teach it to the class for the entire
period.  Teams are responsible for contacting and setting up an
appointment with me to discuss their teaching plans or emailing me
their outlines at least 2 weeks prior to their scheduled teaching
date.  This outline should include the goals of the lesson, an
outline of your material (with specific activities included),
anticipated time of each activity, and a reference page (minimum of 5
references).

Consider the following questions when developing your teaching
outline: How will we engage the class in the topic?  How will the
information taught be useful to the class in the future?  How will
students ask questions?  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, each group is required to provide
a 4- or 5-page 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.

Each group can choose from the following topics:
Creative teaching methods		
Conflict resolution	
Classroom management  	
Gender issues			
Motivation		
School violence
Community Resources		
ADD/ADHD		
Inclusion
Tracking			
Crisis management 	
* I am open to other topics as long as they are cleared with me in
advance.


PROJECTED COURSE OUTLINE

Date / Topic / Reading & Assignment Due
Sept. 2	Orientation & Community Building		
Read course syllabus

Sept. 4	Community Building		
Morse & Barnett, A survey of college students’ reactions to their K-
12 teachers and schools
Syllabus Quiz

Sept. 9	Community Building		
Assignment Due: Identity Collage

Sept.11	
Community Building		
Nicholas, Community-building in the classroom: A process	
Video: The First Year				

Sept. 16	
Multiple Roles			
Kottler & Kottler, Adjusting to multiple roles
Video: The First Year
		
Sept. 18	
Discussion With Past 	Teachers
Assignment Due: Letter to Your Favorite Teacher
	 	
FOUNDATIONS OF COMMUNICATION
					
Sept. 23	
Empathy, Genuineness, and Acceptance			
Rogers, The interpersonal relationship in the facilitation of learning
		
Sept. 25	
Empathy, Genuineness, And Acceptance (cont’d) 			
Assignment Due: Reflection Paper #1
Don’t forget to go to Writing Tutorial Services!!

BASIC COMMUNICATION SKILLS
Sept. 30	
Attending & Introduction to the Collaborative Inquiry & Teaching
Project		
Morse & Ivey, The basics of communication
Locke & Ciechalski, Communication techniques for teachers
	

Oct. 2	Questioning			
Morse & Ivey, Questioning skills & effective teaching	
Assignment Due: Reflection Paper #2

Oct. 7	Paraphrasing & Reflection		
Morse & Ivey, Reflecting and the basic listening  sequence: Entering
the world of the other

ADVANCED COMMUNICATION SKILLS
Oct. 9	Reframing			
Chandler, Use of reframing as a classroom strategy	
Assignment Due: Reflection Paper #3
		
Oct. 14	
Feedback and Self-disclosure	Johnson, Self-disclosure

Oct. 16	
Midterm Review			
Bring Questions for Review

Oct. 21	
Midterm Examination

Oct. 23	
The Classroom as a Group		
Locke & Ciechalski, The teacher and group situations
Guest Speaker
Cooper & Simonds, Small group communication 	
	
Oct. 28
In-class video, The Lion’s Den

Oct. 30
In-class video (cont’d)

Nov. 4	
Communicating with Parents	Kottler & Kottler, Communicating with
parents
Assignment Due: Reflection Paper #4

Nov. 6	
Parent-Teacher Conferences Role Plays

Nov. 11	
Collaborative Inquiry & Teaching Project

Nov. 13	
Collaborative Inquiry & Teaching Project

Nov. 18	
Prejudice and Stereotypes		
Ornstein & Sankowsky, Overcoming stereotyping and prejudice: A
framework and suggestions for learning
Sadker & Sadker, Gender and Educational Equality	
					
Nov. 20	
Prejudice and Stereotypes (cont’d)		
Tatum, The early years: “Is my skin brown because I drink chocolate
milk?” OR Tatum, Identity development in adolescence
Assignment Due: Reflection Paper #5

Nov. 25	
In-class video

Nov. 27	
No Class- Thanksgiving Break

Dec. 2	
Collaborative Inquiry & Teaching Project

Dec. 4	
Collaborative Inquiry & Teaching Project

Dec. 9	
Collaborative Inquiry & Teaching Project

Dec. 11	
Wrap Up			
Egri & Keleman, Breaking up is hard to do: Building separation and
transitions at the end of the course
		
Course Readings

Morse, P.S., & Barnett, M.F.  (1994).  A survey of college students’
reactions to their K-12 teachers and schools.  Education, 115, 133-
136.

Nicholas, S.N.  (1997).  Community-building in the classroom: A
process.  Journal of Humanistic Counseling, Education & Development,
35, 198-208.

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

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

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. 32-46).
Thousand Oaks, CA: Corwin Press, Inc.

Chandler, T.A.  (1998).  Use of reframing as a classroom strategy.
Education, 119, 365-369.

Johnson, D.W.  (2003).  Self-disclosure.  Reaching out: Interpersonal
effectiveness and self-actualization, (pp. 39-91).  Boston: Allyn and
Bacon.

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

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

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

Ornstein, S. & Sankowsky, D.  (1994).  Overcoming stereotyping and
prejudice: A framework and suggestions for learning from groupist
comments in the classroom.  Journal of Management Education, 18, 289-
304.

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.

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.

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.

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