Education | Communication in the Classroom
G203 | 0822 | Kristin Kohler

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

Important Notes:
Students with Disabilities: Students with visual, hearing, physical,
and/or learning disabilities, which may require modification of
curriculum, instruction, or assessment, should contact the instructor
as soon as possible.  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 through services from Disabled Student Services.  See
the Handbook for Students with Disabilities for eligibility

Writing Services: Producing quality written work is a significant
factor in college academics and your future lives as professionals.
If you feel that you need additional assistance with your writing
skills, please utilize Writing Tutorial Services (WTS) at Becoming a skilled writer
is a lifelong process—WTS can help to make sure that you are on the
right path
Academic Misconduct: Cheating, plagiarism, sexual harassment,
racial/gender/sexual orientation discrimination, slurs, or any other
student misconduct that adversely affects the learning or safety of
others students will not be tolerated in my classroom or on this
campus.  If any student becomes aware of any of these activities, or
feels that they have been the victim of harassment, discrimination,
or any other act of malicious intent, please contact me.  For more
information about this topic, please see: http://campus

Required Reading Materials:
•G203--0822 Reading Packet –Available at Mr. Copy (Dunn and 10th)

•"Communication for the Classroom Teacher" by Pamela J. Cooper and
Cheri J. Simonds

Course Rationale:
Why this course?  Whenever we act or speak—we are communicating.  It
is difficult to imagine an activity more complex than communication.
Communication consists of far more than just the words we use.  It is
both a verbal and non-verbal tool that can be used to convey emotion,
facts, feelings, and much more.  In fact, much of what we communicate
is never spoken.  Understanding and purposefully using communication
to convey messages are important and powerful tools for any

This class aims to increase your ability to communicate in multiple
settings with diverse individuals and groups.  These skills will be
oriented to the classroom environment. As teachers, you will be
responsible for communicating effectively with students, families,
other teachers, and an assortment of educational professionals.  In
addition, you will be required to understand what is being said to
you by all of these individuals.  This course has been designed to
help students better understand the facets of communication as well
as how to communicate more effectively with children and adults.

Course Goals: Through active participation in this course, you will:

•Have a better understanding of communication theory

•Learn practical and effective communication tools

•Gain an understanding of factors that influence communication in the

•Develop skills on how to build a sense of community, safety, and
belonging with students, parents, and classrooms through the use of

Course Expectations:
1)E-mail: An e-mail account is required for this course and should be
checked regularly, as I will frequently send out important course
information via e-mail.

2)Attendance: Regular attendance is expected and will be taken at the
beginning of each class.  If you miss class, it is your
responsibility to obtain missed materials.  You will not receive
credit nor will you be able to make up points for in-class
assignments.  Because of the intense nature of the summer session,
you are only allowed one absence before your final grade is
affected.  Use this absence wisely as additional absences, regardless
of the reason, will affect your final grade.

3)Active Participation: Come to class prepared by having read the
assigned materials so that you can question, comment, and reflect in
the class.  This means you are active in the experience of class.
You will expect the same from your students one day.

4)Assignments: All assignments are to be typed and turned in to me at
the beginning of the class date that it is due.  Formatting
guidelines: cover page with name, date, and section number; double-
spaced, Times New Roman, 12-point font with one-inch margins around
the document.  Handwritten work will not be accepted.

5)Late Assignments: All assignments are due on the date posted.  No
late assignments will be accepted.

Grading Formula:
A  94-100%	
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  Below 60%

Graded Assignments:
Identity Collage 5% (10 pts)	
Active Participation 15% (30 pts)
Midterm Paper 20% (40 pts)
Article Discussion 15% (30 pts)
Presentation 25%(50 pts)
Final Essay 20% (40pts)
Total 100% (200 pts)	

Assignment Description:

1) IDENTITY COLLAGE: As part of our community building activities,
you will be responsible for designing a collage on a regular-sized
poster board, which describes how you envision your identity as a
professional educator and the role that communication plays in this
identity.  You may use photographs, magazine pictures, quotes, etc.,
to design your collage.  Information that you may want to use, but
are not limited to, include: personal experiences, personal and
professional accomplishments, career goals, communication style.  If
you choose to bring in additional items (e.g. favorite book), which
will not fit on your poster, you are welcome to do so.   Use your

2) ACTIVE PARTICIPATION: Attendance and active participation are
critical components of this course.  As a result, your involvement
with class constitutes 15% of your final grade.  Active participation
involves having read the assigned readings, participating in class
discussion with questions and your perspectives, participating in
class activities, providing useful materials to your classmates via e-
mail or in class, etc. This is not an exhaustive list—I’m open to
many types of participation.  Be creative and talk with me if you
have any questions or new participation ideas.  At the end of the
semester, I will ask that you grade your level of participation in
class with examples of why you think you should receive that grade.
While I have the responsibility of assigning the most appropriate
grade for you, I would like your input on this decision.

3) MIDTERM PAPER: To assess your knowledge of course materials at the
halfway point of our class, you will be asked to write a midterm
paper.  The topic and format of this paper will be discussed in

4) ARTICLE DISCUSSION: One aspect of teaching that is often
overlooked is the ability to facilitate a discussion.  Depending on
your students, this can be a very easy or a very difficult task.
Because of the importance of and complexity involved with
facilitating a conversation, you and a partner will be asked to
facilitate a 30-minute discussion on an article or chapter included
in the course materials.  Article assignments will be distributed
during the first week of class.

5) PRESENTATION: You will be responsible for providing a 60-minute
presentation on topic related to communication in the classroom.
These presentations should provide us with practical information on
how to more effectively communicate in the classroom.  They are also
opportunities for you to experiment with your teaching style.  Be
creative!  Topic ideas, presentation dates, and grading criteria will
be distributed in class.

6) FINAL ESSAY: Your final examination will be a written essay on a
topic related to the class.  Additional information will be provided
in class.

R=Reader, C=Cooper

05/14 (W)  Introductions, Syllabus Review, Community Building, and
Teacher Communication Qualities
Purchase Reading Packet

05/16 (F) The First Year and
Transactional Model of Communication
Cooper – Chapter One	

05/19 (M) Identity Collages and Rogers
(class out at 11:30)
Rogers (1969)Identity Collages Due

05/21 (W) Rogers Continued and
Interpersonal Communication
Cooper – Chapter Two
Self-Disclosure Article	

05/23(F) Listening and
Non-Verbal Communication
Cooper – Chapter Three
Cooper – Chapter Four	

05/26 (M) No Class—Memorial Day	

05/28 (W) Lecturing and
Facilitating Discussions
Cooper – Chapter Five
Cooper – Chapter Six
Midterm Paper Due

05/30 (F)Parent Teacher Communication
**Article Presentation
Gestwicki –Chapter 10**	Group  #1 Article Presentation

06/02 (M) Parent Teacher Conferences
**Article Presentation
Gestwicki –Chapter 9**	Group #2 Article Presentation

06/04 (W)Factors that Influence Communication
**Article Presentation
Maslow’s Hierarchy **
Delpit “Education in a Multicultural Society”
Group #3 Article Presentation

06/06  (F)Factors that Influence Communication
**Article Presentation
Stereotype Article **
Handouts—GLBT, SES, and Disability
Group #4 Article Presentation

06/09 (M)Presentation #1 and #2	TBA	

06/11 (W)Presentation #3 and #4	TBA	

06/13  (F)Presentation #5 and #6	

06/16 (M)Presentation #7 and #8	

06/18 (W)Wrap-up, Evaluations, Summer Celebration!! 	
Final Essay Due