Education | Communication in the Classroom
G203 | 5447 | Benetta Fairley

Required Reading and other materials:
1. Course reader available at Mr. Copy on 10th and Dunn, ph#.

Course Description:
Webster (2000) ed. defines communication as a process by which
information is exchanged between individuals through a common system
of symbols, signs, or behavior. Communication is expressed in a
variety of ways and is impacted by the individual's environment,
gender, age, ability, and mood, in addition to numerous other factors.
Within this course we will develop our own understanding of
communication and how it is applied, expressed, and related to
Because communication can be discovered in a number of facets the use
of discussion, demonstration, practice, readings, observations, and
written reflection will be used to increase our understanding of this
complex subject.
Our goal within the course is to obtain a deeper comprehension of the
daily activity of communication on the part of the teacher, student,
and any other individual who may enter the classroom setting.

Course Requirements:

It is my hope that this course is a learning experience for each
student within the class, in addition to the instructor as well. It is
understandable that each person within the class 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 and
required that each student become involved in classroom activities.

In grading for classroom participation. The first criterion is
attendance, because 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 dropped in this manner after each subsequent absence.
After 6 absences your grade will be lowered an additional 50 points.

For students who do not miss a day of class, they have the option of
not writing the final examination paper.

Each student is required to read the assigned reading(s) before class
in order for class discussion to occur regarding the reading.
Lastly, there will be times throughout the semester that classroom
activities will be planned. It is your responsibility to participate
in these activities.

Reaction Papers

Each student is required to write a total of 3 reaction papers. The
papers should be 2 pages in length and should verify that you have
read the material. 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 due to your reading the material.
DUE DATES:Feb 4th, Mar 11th, and Apr 17th.
Within your papers you are also asked to incorporate information
gained from class such as activities or group discussions. Each
student will receive a list of questions prior to the assignment due
date that will need to be addressed within the paper.

Group Presentation
In groups of 2 students will be responsible to research, develop, and
present a lesson for 40 minutes. Topics chosen should be related to
the course but should not restate material previously covered in
class. Nevertheless, it is acceptable 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.

Possible Topic Ideas
-Classrooms under the influence		
-Working with Persons who are Non-
-Addicted Students			
Ambulatory, Deaf, Mute, or Blind
-Addicted Parents			
-Communication and Behavior Disorder
-Communication and Sexual Harassment	
-The Soul of Education
-Student Motivation					
-Developing Student Connection
-The art of focus and the Classroom		
-Parent/Teacher Communication
-Groups in the Classroom
-Working with the Administration
If handouts or readings are apart of your presentation and the group
would like for the class to have read them prior to the presentation
it is necessary that these handouts be given to the instructor the 1st
class meeting of the week prior to the assigned group presentation
date so that materials may be disbursed accordingly.
The purpose of these presentations is to educate the class and provide
us with information, skills, and techniques that will be useful in our
future careers.
For Group Presentation Evaluation Criteria please see appendix A & B.
On the actual presentation day each group is to have their group
evaluations of the other group member(s) completed, this form should
be turned in to me with an outline of the presentation, specifying the
order of the presentation, what is to be discussed, who is discussing
it, and a reference list of all materials used.

Teacher Observation

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 within the classroom. As an observer you are
not to intervene with the classroom setting.
Once you have completed your observations you are to write a 3 to 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, if you think you would have approached the
situation in a different manner, if so, what would that be and why,
and with this change what would be your expected outcome. You may also
discuss and explain communication interactions that were not discussed
in the class and whether or not you agreed or disagreed with them.
This is your opportunity to dissect any communication occurring within
a real setting. Please keep a watchful eye for interactions 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 being an observer within this setting.
Each student is required to have the Teacher Observation Verification
Form dated and signed by the teacher whose class you observed. You are
also to fill out the Observation Checklist for the experience. These
forms should be turned in with your 3 to 5 page paper. Please see
appendix C & D for copies of these forms.

Learning Lab

This assignment will allow for you to put the information that you
have learned about communication to use. During this activity you will
be given brief scenarios that you are to re-enact within the teaching
labs. Although you will be given a scenario you will be free to
include your creative touch by displaying various verbal and nonverbal
communications. Each group will tape their 5-minute scenario and type
out a transcript for the scene, which may be turned in as a group
project.  Individually, each member in the group is to write out their
thoughts regarding the activity, the different communication skills
and content that were displayed within the scenario, how these actions
affected the environment at that time, what it was like to watch the
video looking for the various communication skills that have been
discussed in class, and suggestions for improvement and effective
means of communication based on your growing knowledge of
communication. The paper, excluding the transcript is to be 3 to 4
pages in length, but can be longer if need be, and should adhere to
the written work guidelines.

Final Paper

This is a final summative evaluation of what you feel you have learned
in this course. This 3-5 page paper is due on May 2, 2003.You will be
asked to reflect upon the work that you have completed in this course,
your thoughts about communication skills, as well as, the special
topics that have been addressed, i.e. Conflict Resolution,
Parent/Teacher Communication, etc.  Details will be provided.

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.

Please remember that 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 is unacceptable.

Grading Evaluation:
Class Participation 50 points (16.6%)
Reaction Papers	50 points (16.6%)	
Teacher Observation 50 points (16.6%)
Group Presentation 50 points (16.6%)
Learning Lab 50 points (16.6%)
Final Paper 50 points (16.6%)

TOTAL 300 points (99.6% rounded to 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  0-59%

Tentative Schedule:
Jan 14 Review of Syllabus
Communication Activity

Jan 16 Community Building

Jan 21 Community Building
Assignments Due: Personal Early Experience

Jan 23 Community Building
Assignments Due: Personal Early Experience

Jan 28 Early Experiences in the Classroom
Required Readings: Morse, P.S. (1994), Survey¨ Ayers, W. (1998),
Beginning the Challenge of Teacher¨Kottler & Kottler (2000), Ch. 1,
Adjusting to Multiple Roles

Jan 30	Communication
Required Readings:¨ Cooper, P.I. (1995), Ch. 3, Listening ¨ Neill, S.
& Caswell, C. (1993), Ch. 2, What is Non-Verbal Communication

Feb 4 Communication Attitudes
Required Readings: Ch 2 F2F
¨  Locke (1995) Communication Tech.
For Teachers
¨ Kottler & Kottler (2000), Ch. 2, Understanding the Process of
Assignments Due: Reaction Paper I

Feb 6 Communication Attitudes

Feb 11 Communication Content
Required Readings:  ¨Ch3 F2F,
¨Kottler & Kottler, (2000), Ch. 4, pp. 45-58, Developing Skills of

Feb 13 Communication Content
Required Readings:  ¨ Ch 4 F2F
¨ Kottler and Kottler (2000), Ch.4, pp. 58-72, Developing Skills for

Feb 18 Factors that Influence Learning
Required Readings: ¨ Kaplan, P. (1990), pp. 254-260 & 270-275,
Educational Psychology for Tomorrows Teacher
¨ Good & Brophy (2000), Ch. 3, Teacher Expectation

Feb 20 Factors that Influence Learning
Required Readings: ¨ Rogers, C.R. (1969), The Interpersonal

Feb 25 Learning Labs

Feb 27 Discussion of Learning Lab Experience

Mar 4 Culture and the classroom
Movie- Starting Small	
Assignments Due: Learning Lab Transcript and Write Up

Mar 6 Culture and the classroom
Required Readings: ¨ McIntosh, P. (1988), White Privilege
¨ Tatum, B.D. (1997), The Early Years
¨ Nieto, S. (2000), Affirming Diversity	

Mar 11 Conflict Resolutions
Required Readings: ¨Ch 7, 8, 9 F2F	
Assignments Due: Reaction Paper II

Mar 13	Conflict Resolutions/Bullying	


Mar 25 Culture and the Classroom
Movie- It's Elementary (Part I)	
Required Readings:  ¨ Baltimore Sun (1999)
¨ ABC (2001) Coming of Age with Gay parents

Mar 27 Culture and the Classroom
Movie- It's Elementary (Part II)

Apr 1 Group Presentations

Apr 3 Group Presentations
Apr 8 Discussion of Teacher Observations
Assignments Due: Teacher Observations

Apr 10 Communicating with Parents
Required Readings:¨ McCaslin, M. & Good, T.L. (1996), Ch. 6, Listening
to Parents

Apr 15 Communicating with Parents
Required Readings:¨ Kottler & Kottler (2000), Ch. 6, Communication
with Parents
¨ Bey, Theresa (1996), Ch. 6, Working with Parents

Apr 17 Group Presentations
Assignments Due: Reaction Paper III (for persons not presenting)

Apr 22 Group Presentations
Assignments Due:Reaction Paper III (for persons who presented 4/17)

Apr 24 Group Presentations

Apr 29 Wrap Up
Required Readings: Ayers, W. (1993), Beginning Again

May 1 Teacher Evaluation /Wrap Up--Reflection

May 2 Final Paper DUE