Education | Communication in the Classroomq
G203 | 5872 | Khym Issac
As the instructor of this course, I reserve the right to make changes
to the syllabus as needed. I will inform each student of any changes
at the earliest date possible.
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 an education
standpoint. 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 othersí education.
1.Students will help build and maintain a sense of community within
the class that allows for open expression of thoughts and feelings.
2.Students will better understand messages of communication in the
classroom, by becoming acquainted with certain listening skills and
3.Students will develop and enhance important teaching skills and
attitudes by actively participating in the learning process.
4.Students will reflect upon classroom experiences and readings in a
way that promotes personal and professional growth.
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 affect 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
he/she has been the victim of sexual harassment, racial/ethnic
discrimination, or any other act of malicious intent, please contact
me or the Student ethics Division, IUís 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.
Morse, P. S. & Ivey, A.E. (1996). Face to face: Communication and
conflict resolution in the schools. Thousand Oaks, CA: Corwin Press,
It is my hope that this course is a learning experience for each
student. It is understandable that each person will have both good
and bad days, which will affect their mood; nonetheless, in order for
this course to be enjoyable and educational it is necessary that each
student become involved in classroom activities.
In grading for classroom participation. The first criterion is
attendance, as classroom participation cannot be evaluated if you are
not present for class. Each student is allotted 3 excused absences.
Thereafter your grade will be lowered 10 points and will continue to
be lowered in this manner for each subsequent absence.
Students who have a perfect attendance record will have the option of
foregoing the final examination paper. Each student is required to
read the assigned reading(s) before class in order to facilitate
informed class discussions. Lastly, students are expected to
participate in all classroom activities.
Each student is required to write a total of 3 reaction papers. The
papers should be at least 2 pages, but no more than 5 pages in
length. This is your opportunity to discuss your opinion regarding
the reading, how you feel this material may or may not be applied to
the classroom, in addition to any other concerns, thoughts, or issues
that may arise. You are expected to incorporate information gained
from class activities and group discussions.
In groups of 2 students will be responsible to research, develop and
present a lesson for 40 mins. Topics chosen should be related to the
course, but should not restate material previously covered in class.
It is, however, possible to expand on a topic discussed in class if
that presentation will provide us with additional information that
has not already been provided. Presentation teams will be assigned
within the first few weeks of class,
a) Classrooms under the influence
b) Communication and Sexual Harassment
c) Student Motivation
d) The art of focus and the classroom
g) Working with students with
h) Communication and Behavior disabilities disorder
i) The soul of education: Developing student connection
j) Parent/Teacher communication
k) Groups in the classroom
Should your group have handouts our readings that you deem necessary
for the entire class to read prior to your presentation. Please be
sure to give them to the instructor at least one week in advance.
The purpose of these presentations is to educate the class and
provide us with information, skills, and techniques that will be
useful in your future careers. You will be provided with the Group
Presentation Evaluation criteria. On the actual presentation day
each group is expected to have completed evaluations of their groups
memberís performance leading up to the presentation. This form
should be turned in with an outline of the presentation, specifying
the order of the presentation, what is to be discussed, who will
discuss it, and a reference list of all materials used.
The purpose of the teacher observation is to link a field experience
with the communication concepts learned in class. You will be
required to spend two hours with one teacher during their class
time. During these two hours you are to pay close attention to the
forms of communication occurring in the classroom. As an observer
you are not to participate in the class.
Once you have completed your observation you are to write a 3-5-page
paper discussing the communication attitudes and concepts that
occurred during your observation.
Within this paper you may provide specific examples of how
communication concepts discussed in this course were or were not
apparent, whether the concepts used by the teacher were appropriate
for the situation. Consider if you other approaches you may have
used and your reasons for these and what differences you would expect
based on your approach. You may also discuss and explain
communication interactions that were not discussed in the class and
whether you were in agreement/disagreement with them.
This is your opportunity to investigate any communication occurring
within a real setting. Please keep a watchful eye for interaction
taking place, how they developed, what occurred, and what emotions
seemed to have resulted from the parties involved in the interaction.
In addition to discussing the situations that you observed within
your field experience I would also like for you to discuss your own
personal feelings regarding the situation you observed, in addition
to how you felt emotionally in your role as the observer.
Each student is required to have the Teacher Observation Verification
Form completed by the teacher you observed. You should also complete
The Observation Checklist. These forms will be made available to you
and should be turned in with your paper.
This is a final summative evaluative of what you feel you have
learned in this course. You will be asked to reflect on the work
that you have completed in this course, your thoughts about
communication skills, as well as, the special topics that have been
addressed, that is, conflict resolution, parent/teacher
Written Work Guidelines
Please type papers using double spacing, 12-point font, Times New
Roman, and 1-inch margins. Do not attempt to make your papers appear
longer (i.e. bigger fonts, adjusting margins, large headings, etc).
Each assignment should have a cover page and a reference list if you
are citing work that is not your own.
All written work will be collected and is due at the beginning of the
class. Be certain to turn in all assignments on their due date.
Late work will not be accepted.
Class Participation 20 points
Weekly Presentations 10 points
Reaction Papers 30 points
Teacher Observation 20 points
Group presentation 20 points
Final Paper 20 points
WEEK 1 Course Introduction
WEEK 2 Community Building
WEEK 3 Early Experience in the Classroom
Readings: Morse, P.S. (1994), Survey
Ayres, W. (1998), Beginning the Challenge of Teacher
Kottler & Kottler (2000), Ch. 1, Adjusting to Multiple Roles
Readings: Cooper, P.I. (1995), Ch. 3, Listening
Neill, S. & Caswell, C. (1993), Ch. 2, What is Non-
WEEK 4 Communication Attitudes
Readings: Ch 2 F2F
Locke (1995) Communication Tech for Teachers
Kottler & Kottler (2000), Ch 2, Understanding the Process of Helping
Assignment Due: Reaction Paper 1 Ė Letter to teacher
WEEK 5 Communication Content
Readings: Ch3 F2F
Kottler & Kottler, (2000), Ch. 4, pp.45-58,
Developing Skills of Helping
Readings: Ch 4 F2F
Kottler & Kottler, (2000), Ch. 4, pp. 58-72, Developing Skills for
WEEK 6 Factors that Influence Learning
Readings: Kaplan, P. (1990), pp. 254-260 & 270-275,
Educational Psychology for Tomorrows Teacher
Good & Brophy (2000), Ch. 3, Teacher Expectation
Factors that Influence Learning
Readings: Rogers, C.R. (1969), The Interpersonal Relationship
WEEK 7 Culture and the classroom
Movie Ė Starting Small
Culture and the classroom
Readings: McIntosh, P. (1988), White Privilege
Tatum, B. D. (1997), The Early Years
Nieto, S. (2000), Affirming Diversity
WEEK 8 Conflict Resolutions
Readings: Ch 7, 8, 9, F2F
Assignment Due: Reaction Paper 2
WEEK 9 Culture and the Classroom
Movie Ė Itís Elementary (Part 1)
Readings: Baltimore Sun (1999)
ABC News.com (2001) Coming of Age with Gay Parents
Culture and the Classroom
Movie Ė Itís Elementary (Part 2)
WEEK 10 Group Presentations
WEEK 11 Discussion of Teacher Observations
Assignment Due: Teacher Observations
Communicating with Parents
Readings: McCaslin, M. & Good, T.L. (1996), Ch. 6,
Listening to Parents
WEEK 12 Communicating with Parents
Readings: Kottler & Kottler (2000), Ch 6, Communication with Parents
Bey, Theresa (1996), Ch. 6, Working with parents
Assignment Due: Reaction Paper 3 (for persons not presenting)
WEEK 13 Thanksgiving Break
WEEK 14 Group Presentations
Assignment Due: Reaction Paper 3 (for persons who presented wk12)
WEEK 15 Group Presentations
WEEK 16 Wrap Up
Reading: Ayers, W. (1993), Beginning Again
Teacher Evaluation/ Wrap Up- Reflection
Final Paper DUE