Com 372
I. TITLE: Communication In Educational Environments
II. CATALOG DESCRIPTION:
Com 372 focuses on special communication needs of teachers of any discipline. Students develop an understanding of communication concepts applicable to the classroom as well as communication skills useful in other aspects of educational environments. Course content is developed through readings, lectures, discussions, structured activities, and classroom visitations. The course provides the teacher an experimental and cognitive understanding of the role of communication in the educational environment.
III. PURPOSE:
The purpose of this course is to promote a general understanding of communication strategies and techniques necessary for effective teaching in any discipline.
IV. COURSE GOALS:
Upon completion of this course, the student should be able to:
1. Understand the effect of communication on classroom interaction. (NTS 1-4, 8)
2. Develop skills for interacting appropriately with students. (NTS 1-4)
3. Identify/develop strategies for communication with apprehensive students. (NTS 1-4, 8)
4. List examples of nonverbal behaviors teachers can use to establish classroom control and climate. (NTS 2)
5. Identify appropriate seating arrangements for different interaction goals. (NTS 2)
6. Describe communication climate. (NTS 2)
7. Distinguish between student needs for inclusion, control and affection. (NTS 2)
8. Identify appropriate self-disclosure in the classroom. (NTS 2, 5)
9. Explain a teacher’s basis of power in the classroom. (NTS 2, 4, 8)
10. Identify ideal instructional strategies for a variety of situations. (NTS 1, 3, 8)
11. Observe, analyze and practice classroom communication skills. (NTS 1-7)
V. CLASS SCHEDULE AND CONTENT OUTLINE: (See attached tentative schedule)
VI. INSTRUCTIONAL ACTIVITIES:
Instructional activities will include lecture/discussion, case studies, individual and group projects, videotape review, classroom visitations and journal writing.
VII. FIELD CLINICAL EXPERIENCES:
Students enrolled in COM 372 are required to participate in 6 public school visitations to observe communication in action. These mandatory visits are scheduled with the help of the Office of Field Services at the convenience of the school to be visited.
VIII. RESOURCES:
Murray State Library, handouts, videotapes, local schools, articles, textbook
IX. GRADING PROCEDURES:
The final grade for COM 372 will be an average using the following grading scale:
90-100= A
80-89 = B
70-79 = C
60-69 = D
Graded assignments include:
Exams
Observation Reports
Analysis Papers
Special Projects
X. ATTENDANCE POLICY:
This course adheres to the policy published in the Murray State University Undergraduate Bulletin.
XI. ACADEMIC HONESTY POLICY:
Cheating, plagiarism (submitting another person’s materials as one’s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged materials as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
XII. TEXT AND REFERENCES:
Kougl, Kathleen (1997). Communicating in the Classroom. Waveland Press, Inc. Prospect Heights, Illinois.
Handouts and readings assigned.
XIII. PREREQUISITES: N/A
UNITS OF INSTRUCTION
XIV. Instructional Communication: Communication Definitions and Variables
INSTRUCTIONAL OBJECTIVES
As a result of this unit, teachers will be able to:
1. Identify and describe the distinctive characteristics of instructional communication.
2. Identify and analyze communication variables in the teaching-learning process.
3. Construct a communication model that conceptualizes the functions of communication in teaching and learning.
4. Analyze communication events in terms of the specific contexts in which they occur.
5. Identify specific instructional communication competencies required of teachers.
TOPICS FOR CONSIDERATION
A. Characteristics of Instructional Communication
1. The context
2. The communicators
3. The evaluative climate
4. Communication overload
B. Conceptualizing Instructional Communication
1. Communication Models
2. The Basic Teaching Model
XV. INTERPERSONAL COMMUNICATION IN EDUCATIONAL ENVIRONMENTS
INSTRUCTIONAL OBJECTIVES
As a result of this unit, teachers will be able to:
1. Identify variables that affect the way students individually process communication in the classroom.
2. Describe the importance of self-concept to learning and the role of the teacher and interpersonal communication in the development of positive self-concepts.
3. Identify students and teacher behaviors and attitudes necessary to establish effective interpersonal relationships in the classroom.
4. Define the concept of negotiation of selves and describe how it operates in the classroom in establishing interpersonal relationships.
5. Operationalize interpersonal communication concepts in the classroom by describing how he/she would integrate these concepts into his/her own behavior.
6. Increase the probability of communicating more productively by demonstrating skills in perception.
7. Demonstrate improved skills in listening and an awareness of the other’s communication by confirming, understanding, and diminishing defensiveness.
8. Identify and analyze the functions of nonverbal cues in interpersonal communication.
9. Interpret nonverbal cues in an instructional setting and modify the instructional procedure accordingly.
TOPICS FOR DISCUSSION
A. Communication Processing in the Classroom
In the classroom students process any particular communication event in highly personal ways. The message sent is not always the message received. Teachers need to be aware of the variables that influence student processing of communication. Among the more important variables are:
1. Self-concept
2. Perception
3. Acceptance of self
4. Personal needs
B. Establishing Relationships Through Communication
Establishing positive relationships through communication in the classroom depends on both the teacher’s and the student’s willingness to share some of their own personal humanness and to be aware of the humanness of others. This process, called negotiation of selves, occurs when those communicating construct and respond to definitions of themselves and to definitions of other persons communicating with them. Establishing positive relationships requires that he teacher, as model, be open and honest in communicating. Important concepts related to establishing positive relationships in the classroom include:
1. Empathy
2. Positive regard
3. Congruence
4. Trust
5. Sharing
6. Openness
7. Listening
8. Nonverbal communication
9. Cultural diversity
XVI. SMALL GROUP COMMUNICATION IN THE CLASSROOM:
INSTRUCTIONAL OBJECTIVES
As a result of this unit, teachers will be able to:
1. Identify the advantages of small instructional groups.
2. Differentiate among the various types of small instructional groups.
3. Select tasks appropriate for small instructional groups.
4. Organize different types of instructional groups to accomplish a variety of tasks.
5. Identify and describe the various stages of development in small instructional groups.
6. Assist small instructional groups in solving internal problems that impede group progress.
TOPICS FOR CONSIDERATION
A. Uses of Small Instructional Groups
1. Develop critical thinking
2. Develop cognitive skills
3. Change behavior
4. Encourage participation
5. Develop communication skills
B. Types of Small Instructional Groups Appropriate for the Classroom
1. Case studies as instructional aids
2. Topic or exploratory discussion
3. Problem solving
4. Role playing
5. Discussion stimulation
C. Planning and Organization of Small Instructional Groups
1. Designing the task
2. Understanding the stages of development in Small Instructional Groups.
3. Accepting conflict
XVII. INSTRUCTIONAL DISCUSSION:
INSTRUCTIONAL OBJECTIVES
As a result of this unit, teachers will be able to:
1. Identify and discuss the characteristics, functions, and requirements of an instructional discussion.
2. Describe the necessary prerequisites to a successful instructional discussion.
3. Design a questioning strategy that included primary and secondary questions on each level of learning.
4. Identify and utilize facultative behaviors in an instructional discussion.
5. Utilize an interaction analysis instrument to evaluate and improve verbal communication behaviors.
POSSIBLE TOPICS FOR CONSIDERATION:
A. Instructional Discussion
1. Characteristics of Instructional Discussion
a. Cognitive and Affective Progression
b. Utilization of Questions
c. Focus on Learners
d. Utilization of Higher Levels of Learning
e. Involvement of all members of the group
f. Prepared Questioning Strategy
2. Planning the Instructional Discussions
a. Selecting an appropriate topic and objective
b. Developing a questioning strategy
c. Adapting teaching behaviors
3. Encouraging Learner Participation
a. Psychological Climate
b. Physical Setting
c. Role of the Discussant
B. Employing the Questioning Strategy
1. Asking Questions
a. Memory questions
b. Translation questions
c. Interpretation questions
d. Application questions
e. Analysis questions
f. Synthesis questions
g. Evaluation questions
2. Facilitating the Instructional Discussion
a. Initiating the discussion
b. Quality of questions
c. Probing student responses
d. Summarizing
e. Mediating differences
f. Concluding the discussion
3. Analyzing the Communication Behavior of the Teacher
XVIII. INFORMATION DISPENSING IN THE CLASSROOM:
INSTRUCTIONAL OBJECTIVES:
As a result of this unit, teachers will be able to:
1. Identify a variety of information dispensing strategies and describe the requirements of each.
2. Analyze student audiences in an instructional setting and plan an information dispensing strategy to meet the unique requirements of those groups of students.
3. Prepare a lecture that demonstrates competency in applying the principles of organization, clarity, and support.
4. Present a lecture using a variety of verbal and nonverbal behaviors designed to enhance a student interest, motivation, and understanding.
POSSIBLE TOPICS FOR CONSIDERATION:
A. The Lecture
1. Analyze the subject
2. Analyze the student audience
3. Analyze the communication environment
B. Organizing the lecture
1. The introduction
2. The body
a. Relationship of Central Idea to the Instructional Objective
b. Main and Subordinate Points and Supporting Material
c. Understanding and Retention Devices
d. Organizational Patterns
C. Elements of Information Dispensing
1. Delivery
2. Vocal and Semantic Qualities
3. Varying the Stimulus Situation
D. Other Information Dispensing Strategies
1. Making Assignments
2. Demonstrations
3. Recitation and Reviews
NOTE TO STUDENTS
Communication in educational environments is a complex process, which requires teacher knowledge of basic communication principles and theories as well as competency in communicating to achieve various purposes in a variety of contexts. The interactive nature of contemporary classrooms and the visually oriented, active, and challenging students of today pose for the teacher unique communication challenges. The course outlined above is designed to prepare teachers to meet this challenge by providing them with opportunities to develop an understanding of how communication functions in educational environments and experience in utilizing communication strategies and skills directly applicable to
classroom instruction.
“The Department of Speech Communication and Theatre supports all applicable Equal Employment Opportunity Commission (EEOC) and Murray State University policies including prohibited discrimination and sexual harassment. If you ever feel you are a victim of policy violation, or if others inform you of such violations, please inform your instructor or Dr. Jerry Mayes (Wilson Hall Room 312; Phone 762-4483) immediately.”