Communication in classroom


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  • DRAFT #2 8-6-08 What’s wrong with this picture? This clip art is really not verygood---makes comm look like it is only speech, and only 1 way.
  • Think of a typical class period---assume it is 60 min long. List what occurs during that hour. 1, 2, 3 etc. After you’re done, think about your classroom communication. How much of the time were YOU talking? How about your students? Did they have a chance to participate? Is the class teacher or student-centered? Did students have reflection time? Question time? How do you know whether they “got” your concepts? Do some students sit alone? Lack involvement? Do some never pay attention? When questions are asked, who answers them? Always the teacher? How about the students? How do you handle it when someone asks a dumb question? How do you handle tardy students? What % of time are students active/passive? If you watched a video of your class, what would you think? What could you change?
  • 2 Our course content is transmitted via our communication. COMM is behavior. All our behavior communicates something.
  • What are teacher behaviors that help/hurt the classroom experience/ communication?
  • 3 Of course, we also communicate in written form, with class notes, assignments and tests, for example. Here I am focusing on oral comm. The presentations can be by you or by the students. If you have students give presentations, suggest you get some tips from your speech/comm colleagues about how to prepare them. Don’t assume they already have the needed skills. We DO recommend speaking-across-the-curriculum! It is an excellent, participatory activity. Plus, as they say, we learn more by teaching than by being a learner. Make the students be the teacher on some topics!
  • 4
  • Showed Death by PPT” video (~4 min long)
  • 22 A common reason “collaborative learning” activities fail that the students are never taught HOW to work in groups. You can’t just put them in groups. Provide them with some strategies and monitor and coach them in their group activities, guiding them in their behaviors.
  • 23 Model these; help students learn them too.
  • Related to interpersonal comm is the climate or tone we set in our classes. I have visited classes where each of these predominates .Goal: stay in the “supportive” column.
  • Do the reflection handout. If time, they can share 1-2---either to the whole group or in pairs or sm. Groups.
  • 25
  • Communication in classroom

    1. 1. Communication in the Classroom Jane Patton, Ed. D. Communication Studies Faculty
    2. 2. Your typical class. . . <ul><li>First 5 min. </li></ul><ul><li>____ </li></ul><ul><li>____ </li></ul><ul><li>____ </li></ul><ul><li>Conclusion </li></ul>
    3. 3. Instruction depends upon communication <ul><li>Your communication </li></ul><ul><li>Students’ communication ---with you & classmates </li></ul><ul><li>Class climate </li></ul>
    4. 5. Help Hurt
    5. 6. Kinds of classroom communication <ul><li>Presentations, lectures </li></ul><ul><li>Group work </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intercultural </li></ul>
    6. 7. Tips for Effective Presentations <ul><li>Know your audience </li></ul><ul><li>Express ideas clearly & explicitly </li></ul><ul><li>Check audience’s listening skills </li></ul><ul><li>Gain & keep attention </li></ul><ul><li>Be well organized & prepared </li></ul><ul><li>Use visual aids effectively </li></ul><ul><li>Remember messages are verbal, visual and vocal </li></ul>
    7. 8. Effective visual aids <ul><li>Can be understood in 6 seconds </li></ul><ul><li>Anchor listeners to the key concepts </li></ul><ul><li>Do not put audience in reading mode </li></ul><ul><li>Enhance (aid) your verbal & vocal messages </li></ul><ul><li>C. Hamilton </li></ul>
    8. 9. Benefits of visual aids
    9. 10. C. HAMILTON Audience Recall 70% 10% 72% 20% 85% 65% After 3 hours After 3 days Verbal only Visual only Verbal and Visual
    10. 11. Don McMillan Or google: Life after Death by PowerPoint
    11. 12. Group Communication Skills (students need to learn them) <ul><li>Speak clearly & succinctly </li></ul><ul><li>Encourage others to speak </li></ul><ul><li>Don’t monopolize </li></ul><ul><li>Listen well; paraphrase </li></ul><ul><li>Stick to topic/task </li></ul><ul><li>Human relations skills </li></ul>
    12. 13. Interpersonal Communication <ul><li>Listen; give attention </li></ul><ul><li>Paraphrase & summarize </li></ul><ul><li>Define terms </li></ul><ul><li>Build rapport; trust </li></ul><ul><li>Show empathy; respect </li></ul><ul><li>Remember messages are verbal, visual, vocal </li></ul>
    13. 14. Class Climates (Gibb categories) <ul><li>DEFENSIVE </li></ul><ul><li>1. Evaluation </li></ul><ul><li>2. Control </li></ul><ul><li>3. Strategy </li></ul><ul><li>4. Neutrality </li></ul><ul><li>5. Superiority </li></ul><ul><li>6. Certainty </li></ul><ul><li>SUPPORTIVE </li></ul><ul><li>1. Description </li></ul><ul><li>2. Problem Orientation </li></ul><ul><li>3. Spontaneity </li></ul><ul><li>4. Empathy </li></ul><ul><li>5. Equality </li></ul><ul><li>6. Provisionalism </li></ul>
    14. 15. Intercultural Principles <ul><li>Successful comm. depends upon shared meanings. </li></ul><ul><li>Cultural patterns: the group’s collective beliefs, values, norms </li></ul><ul><li>One’s culture & language affects one’s cognition & learning </li></ul><ul><li>Native language affects one’s world view, beliefs, etc. </li></ul><ul><li>Different cultural practices in education </li></ul><ul><li>Differences continuum: minor to major. </li></ul>
    15. 16. Self Reflection Activity
    16. 17. Our Challenge: <ul><li>To model and teach effective communication in our classrooms </li></ul>