Education | Communication in the Classroom
F203 | 5525 | 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 understand yourself as a communicator, your style, and voice.
2. To acquire tools which will assist in communicating effectively
across styles.
3. To think specifically about communication in the classroom, and
particular topics in educational environments today.

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

Required Articles  (These articles are placed in a course packet at
Collegiate Copies AND on reserve in 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-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.

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

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

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

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

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

8-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.

9-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.

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

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

12-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. Weekly discussion
questions will be collected periodically to supplement this portion of
your grade.  Consistent attendance, punctuality, and preparedness will
also be carefully considered.  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

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 January 14, 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 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
February 20, 2002.  Questions will be comprised of course reading
material, course lecture, and may include questions generated by the
class. (100 points)

Collaborative Inquiry and Teaching: In groups of 4-5 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, April 29, 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

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.

Jan 7 Orientation and Community Building

Jan 9 Community Building

Jan 14 Community Building		
Assignment Due: Identity Collage

Jan 16 Community Building
Assigned Reading: Nicholas, Community building in the classroom

Jan 21 Dr. Martin Luther King Holiday- No Class

Jan 23 Class Discussion				
Assigned Reading: Rogers, The interpersonal relationship in the
facilitation of learning. (Bring Discussion Questions)

Jan 28 Class Discussion
Assigned Reading: Kottler & Kottler, Adjusting to Multiple Roles
Assignment Due: Reaction Paper 1

Jan 30 Communication Skills: Listening
Assigned Reading: Morse & Ivey, Chapters 1 & 2

Feb 4 Communication Skills: Questioning
Assigned Reading: Morse & Ivey, Chapter 3

Feb 6 Communication Skills: Reflecting and Focusing
Assigned Reading: Morse & Ivey, Chapter 4 & 5 (Bring Discussion

Feb 11 Communication Skills: Summary
Assigned Reading: Locke & Ciechalski, Communication techniques for
Feb 13 Influencing Skills
Assigned Reading: Morse & Ivey, Chapter 6
Assignment Due: Transcription Exercise

Feb 18 Midterm Review

Feb 20 Midterm Exam

Feb 25 Group Process
Assigned Reading: Cooper & Simmonds, Small Group Communication 	Locke
and Ciechalski, The teacher and group situations

Feb 27 Group Process (Cont.)

Mar 4 Facilitating Classroom Discussion
Assigned Reading: Cooper and Simmonds, Leading classroom discussions
Assignment Due: Reaction Paper 2

Mar 6 CITG Work Day

Mar 11-13 Spring Break!
Mar 18 Cross-Cultural Communication

Mar 22 Cross-Cultural Communication (Cont.)
Assigned Reading: Tatum, The early years: "Is my skin brown because I
drink chocolate milk?" OR Tatum, Identity development in adolescence
(Bring Discussion Questions)

Mar 25 Collaborative Inquiry and Teaching
Assignment Due: Reaction Paper 3

Mar 27 Collaborative Inquiry and Teaching

Apr 1 Gender in the Classroom
Assigned Reading: Sadker, Sadker, & Long, Gender and equality (Bring
Discussion Questions)

Apr 3 GLBT Issues

Apr 8 Collaborative Inquiry and Teaching
Assignment Due: Reaction Paper 4

Apr 10 Collaborative Inquiry and Teaching

Apr 15 Parent Teacher Communication
Assigned Reading: Kottler & Kottler, Communicating with parents
(Bring Discussion Questions)

Apr 17 Parent Teacher Communication (Cont.)
Apr 22 Final Review
Assignment Due: Reaction Paper 5	

Apr 24 Course Evaluation and Wrap-Up
Assigned Reading: Egri & Keleman, Breaking up is hard to do

* Your Final Exam will be due Monday, April 29, 2001 at 9:30 a.m.