Education | Communication in the Classroom
G203 | 5439 | Caroline Shin


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 resolution; 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,
Inc.

Required Articles:  (These articles are in a course packet at the
Collegiate Copies)
	
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, (p.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, D.C.: Taylor & Francis.

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

6-Cooper, P.J., & Simmonds, C. (1999).  Small group communication.
Communication for the classroom teacher, (p.173-192), 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-Renzetti, C.M. & Curran, D. J.  (1992).  Schools and Gender: Women,
men, and society (pp. 75-88).  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-Canter, Lee (1991).  Regularly Scheduled Parent Conferences.
Parents on your side (pp. 191- 204).  Santa Monica, CA: L. Canter

13-Ryan, Kathleen (2000).  Resistance to change.  In V. Cyrus (Ed.),
Experiencing race, class, and gender in the United States, 3rd ed.
(pp. 438-442).  Mountain View, CA: Mayfield Publications.

14-McIntosh, P.  (2000).  White privilege: Unpacking the invisible
knapsack. In V. Cyrus (Ed.), Experiencing race, class, and gender in
the United States, 3rd ed.  (pp. 184-187).  Mountain View, CA:
Mayfield Publications.

15-Snider, William (2000).  Resistance to change.  In V. Cyrus (Ed.),
Experiencing race, class, and gender in the United States, 3rd ed.
(pp. 409-410).  Mountain View, CA: Mayfield Publications.

16-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 (*make sure that it's not full)
VHS Videocassette

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 when
calculating this portion of your grade.  Surprise quizzes on the
context of the required readings may be given.  (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 Jan. 22, 2003. (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 activity.  Each of the papers will be worth 20 points
and should be 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 Feb.
26, 2003.  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 should 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, due May 5, 2003, 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)

Expectations of All Written Work

1.All papers should be double-spaced and in 12-point font (Times New
Roman).

2.Printed on white paper (no hand written work will be accepted).

3.Use black font only.

4.Use regular (8 1/2 X 11 inch) paper.

5.Paragraphs and margins must be standard (1 inch).

6.Use spell and grammar check so there should not be any spelling or
grammatical errors!

7.Use words correctly.  If you are not sure that the word you are
using is correct, check with your dictionary.

8.Avoid slang, conversational speech and colloquialisms.  Examples of
these are, "It was real good to find this out" (colloquial), "She was
so cool" (slang) and "I kinda liked that" (conversational).  For more
information on this topic, please refer to the writing center at IU at
this web address:http://www.indiana.edu/%7Ewts/wts/

*Additionally, no late papers will be accepted except for sickness
excused by accompanying doctor's note or family emergencies such as
death.  So, please plan accordingly and give yourself ample amount of
time to finish your assignment.

Evaluation


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%)

Grading Scale:
A  98-100%
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
D- 60-63%
F  59% and below

								
Important Notes:
Students with disabilities:  Students with visual, hearing, physical,
and/or learning disabilities, which may require modification of
curriculum, instruction, or evaluation 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 this 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 at 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:
http://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					
Jan. 13	Orientation and Community Building

Jan. 15	Community Building

Jan. 20	Martin Luther King, Jr. Day (No Class)

Jan. 22	Community Building		
Assignment Due: Identity Collage
		
Jan. 27	Community Building
Assigned Reading: Nicholas, Community building in the classroom

Jan. 29	Learning Relationships
Assigned Reading: Rogers, The interpersonal relationship in the
facilitation of learning

Feb. 3	Class Discussion				
Assigned Reading: Kottler & Kottler, Adjusting to multiple roles
Assignment Due: Reaction Paper 1

Feb. 5	Communication Skills: Listening
Assigned Reading: Morse & Ivey, Chapters 1 &2

Feb. 10	Communication Skills: Questioning
Assigned Reading: Morse & Ivey, Chapter 3

Feb. 12	Communication Skills: Reflecting and Focusing
Assigned Reading: Morse & Ivey, Chapters 4& 5

Feb. 17	 Communication Skills: Summary
Assigned Reading: Locke & Ciechalski, Communication techniques for
teachers

Feb. 19	Influencing Skills
Assigned Reading: Morse & Ivey, Chapter 6

Feb. 24	Midterm Review

Feb. 26	Midterm Exam

Mar. 3	Parent Teacher Communication
Assigned Reading: Kottler & Kottler, Communicating with parents
Canter, Regularly scheduled parent conferences

Mar. 5 Parent Teacher Communication (Cont.)
*Make sure to bring a video tape

Mar. 10	Group Process
Assigned Reading: Cooper & Simmonds, Small group communication
OR Locke and Ciechalski, The teacher and group situations

Mar. 12	Group Process (Cont.)
Assignment due: transcription

Mar. 17 & 19 Spring Break

Mar. 24	Cross Cultural Communication/ Critical Thinking
Assigned Reading: Hoefler, Critical thinking and the use of optical
Illustration
Ryan, Resistance to Change
Assignment Due: Reaction Paper 2

Mar. 26	Gender in the Classroom
Assigned Reading: Sadker, Sadker, & Long, Gender and equality
Renzetthi & Curran, Schools and Gender

Mar. 31	Collaborative Inquiry and Teaching
Assignment Due: Reaction Paper 3

Apr. 2 Race/Ethnicity in the Classroom
Assigned Reading: McIntosh, White privilege: Unpacking the
invisible knapsack.
Tatum, The early years: "Is my skin brown because I drink chocolate
milk?" OR Tatum, Identity development in adolescence

Apr. 7	Collaborative Inquiry and Teaching

Apr. 9	Topic will be chosen as class
Readings will be announced.
Assignment Due: Reaction Paper 4

Apr. 14	GLBT Issues

Apr. 21	Collaborative Inquiry and Teaching

Apr. 23	Topic will be chosen as class
Readings will be announced.
		
Apr. 28	Collaborative Inquiry and Teaching
Assignment Due: Reaction Paper 5	
	
Apr. 30	Closure Activity/Course Evaluation and Conclusion
Assigned Reading: Egri & Keleman, Breaking up is hard to do