Trainer-Learner Communication

1. Instructional Plan
Teacher-Student Communication
Staff Development Lessons
Introduction
This instructional plan provides three problem-based series of lessons
incorporating principles of interpersonal communication that a professional
teacher, instructor, or trainer can apply to create an engaging learning
environment, develop better teacher-student relationships, and become the
professional that makes learning enjoyable for the learner.
This plan integrates classroom technology and applications that allows the
professional to explore these communication principles and disciplines at a
deeper level.
Steven Ortiz
Stephanie Hill Alexander
Yevette McGowen
April 16, 2007

2. I N S T R U C T I O N A L P L A N 2
Table of Contents
Introduction.....................................................................................................1
Lesson I: Interpersonal Communication in the Classroom ............................3
Lesson II: Rapport ..........................................................................................7
Lesson III: Learning with Metaphors ............................................................10
Implementation Plan.....................................................................................14
Computer Use .....................................................................................14
Rotation of Computer..........................................................................14
Computer Teaming and Team Roles .................................................14
Internet Use Guidelines ......................................................................15
Internet Downloads .............................................................................15
Learner Help .......................................................................................15
Troubleshooting ..................................................................................15
Close of Class ..............................................................................................15
Lesson Rubric ..............................................................................................16
Diverse Learner Modifications......................................................................17

3. T E A C H E R - S T U D E N T C O M M U N I C A T I O N 3
Lesson I: Interpersonal Communication in the Classroom
Title Interpersonal Communication in the Classroom
Author Stephanie Hill Alexander
Subject Area Communication
Teacher-Student
Level Grades 7 – 12, college level
Standards This lesson meets regional, state, and national standards for teacher
training in content and technology.
Lesson Summary
Problems exists in a classroom when students and teachers often do not interact
effectively, resulting in misunderstandings and ineffective expression of information.
This lesson plan can be used in any classroom to prevent interpersonal communication
problems or in a classroom where students and teachers are not communicating
effectively.
Instructional Goal
The goal of the lesson plan is to incorporate interpersonal communication techniques
into teacher professional training.
Learning Objectives and Computer Functions
Objectives - By the end of training:
Objective 1: Students will be able to describe the communication loop and identify
its components.
Objective 2: Students will be able to name and illustrate at least 3 ways
communication can become garbled within the communication loop.
Objective 3: Students will be able to quote examples of listening techniques.
Objective 4: Students will be able to compare “I” and “you” statements and
explain the features of each.
Objective 5: Students will be able to define nonverbal communication and explain
why nonverbal communication is valuable.
Objective 6: Students will be able to analyze their communication to find
problems and restate communication more effectively.
Problem
Problem Nature: Poor interpersonal communication
Problem Data: Imagine suddenly that no one was listening to you when you were
talking. Imagine suddenly no one understanding you when you
talked. Imagine you were not able to understand others when they

4. T E A C H E R - S T U D E N T C O M M U N I C A T I O N 4
Title Interpersonal Communication in the Classroom
tried to talk to you. How can these problems be solved? How can
communication be improved? We are going to investigate
components of effective communication, and how individuals can
improve their skills in communication, both sending and receiving
communication. If you could write a play that illustrates individuals
effectively communicating, how would that sound?
Problem The problem is misunderstanding and ineffective expression of
Statement: information occurs in the classroom where students and teachers
have poor interact.
Data Manipulation
Computer Functions Integration Strategies Organization Strategies
Internet Research Query and filter data
Word processing Write a play Illustrate
Spreadsheet Create a spreadsheet of terms Input, sort data
Elaboration What websites can you find about communication?
Strategies What have you learned about the communication loop after
conducting your internet search?
Think Sheet Can you name the communication loop’s components?
Questions What problems can arise in communication?
After your internet research, can you make up examples of listening
techniques?
What is an “I” statement? A “you” statement?
What is nonverbal communication?
Can you portray nonverbal communication to others in your learning
team?
What problems affect communication? How can you restate and
improve your communication?
Results Write and perform a play or series of skits
Presentation Create a spreadsheet of terms and definitions
Sorted the terms in ascending and descending order
Activities
Before using the Introduce students to the material by showing current sitcom clips
computer illustrating difficulties in communication.
Ask volunteers to read provided copies of the comedy routine of
Abbott and Costello called “Who’s On First?” which will also illustrate
communication snafus.
Ask students to share examples of communication difficulties they

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Title Interpersonal Communication in the Classroom
have had in their lives. Finally, I will go through an Excel tutorial to
share an introduction with the students.
Student will brainstorm ideas about topics
While using the Research interpersonal communication terms and concepts on the
computer Web. Suggested websites for use
http://college.hmco.com/collegesurvival/ellis/master_student/10e/stu
dents/resources/ch08.html
http://novaonline.nvcc.edu/eli/spd110td/interper/index.html
http://www.pertinent.com/articles/communication/index.asp
http://www.uh.edu/crc/intcomm.html
http://www.articles911.com/Communication/Interpersonal_Communi
cation/
Create a spreadsheet of interpersonal communication terms,
concepts, and associated definitions.
Write dialogue for a play or skits
Group Students will work together write and perform a play or series of skits
Information that illustrate the knowledge and techniques for effective
communication they have learned.
After using the Discuss new ideas related to material
Computer Students will show they can manipulate the data by exhibiting the
information sorted in different manners by showing sheets with new
terms in ascending order, and new terms in descending order
Rehearse play/skits.
Supporting Students will work together to conceive of and create a poster that
Activities illustrates the communication loop. Students will also work
collaboratively to create storyboards that depict the scenes in his or
her play or skits. Finally, student groups will discuss among the
members of the group their thoughts regarding communication,
examples from their own lives, and ideas they have about improving
communication.
Culminating Each student group will perform their play or series of skits, and
Activity present its spreadsheet containing new terms to the entire class.
Each group will collectively present the spreadsheet they have
created, and show each spreadsheet that illustrates its ability to sort
and manipulate the material contained therein.
Assessment
Task Result
Play or Series of The play or skits should include a description of the communication
Skits loop.

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Title Interpersonal Communication in the Classroom
The play or skits should include at least 1 example of a listening
technique, an “I” statement, a “you” statement, nonverbal
communication, and restating a problem in communication in a way
that restates the communication more effectively.
Storyboards The storyboards should depict the actions in the play or skits
effectively.
Students can use as many pieces of cardboard as necessary – there
is no specific requirement.
Spreadsheet The spreadsheet should list at least six (6) new terms learned in
lesson.
Definitions will be placed in a separate cell
Students will indicate ability to sort information by sharing list of
terms saved in separate worksheets: One worksheet will list the
terms in ascending order, and one worksheet will list the terms in
descending order.
Poster Students will choose one technique or one concept he or she has
learned in this lesson and depict it on the poster.
Both words and pictures will be included in the poster.
Discussions In the discussions student groups conduct, each student should
participate.
The input and ideas of each student are valued, and must be
considered by the whole group.
Students should be sure to stay on topic during discussions, and
endeavor not to allow the conversation to stray off topic.

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Lesson II: Rapport
Title Rapid Rapport
Author Steven Ortiz
Subject Area Communication
Teacher-Student Rapport
Level Teacher Professional Training
Lesson Summary
Poor teacher-student rapport accounts for close to 30% of the minority student dropout in
high school. Portions of these at-risk students drop out because they did not get along
with a teacher.
The Texas Education Agency reports that in the 1992-1993 school year 52% of Texas
students were minorities, and trends show that minorities, Hispanics in particular, will
become a majority population in Texas by 2015 (TEA, nd). Over one quarter of the school
districts in Texas are comprised of minority-majority student populations. The ethnic
composition changes in the Texas student population has not occurred in the teaching
workforce; 77% of the Texas teachers are Caucasian (TEA, nd).
Teacher training does a poor job of preparing teachers to handle the student cultural and
socio-economic diversity of students in their classrooms. The diversity of the teaching
workforce is relevant because students need role models with similar cultures and traits,
teachers engage better with culturally similar students, and interaction increases
awareness and empathy of different cultures thereby improving teachers’ ability to
interact with diverse students (TEA, nd).
Rapport and trust develop through synchronization of modes of communication (Wood,
2006)
Texas Education Agency (nd). Texas Teacher Diversity and Recruitment; Policy Research Report.
Retrieved February 3, 2007 from http://www.tea.state.tx.us/research/pdfs/prr4.pdf
Wood, J. (2006). NLP Revisited: Nonverbal Communications and Signals of Trustworthiness. Journal of
Personal Selling and Sales Management. XXVI(2), 197-204. Retrieved June 16, 2006 from EBSCO Host
database.
Instructional Goal
The goal of the instructional plan is to incorporate rapport-building communication
techniques into teacher professional training.
Change the classroom behaviors that disengage students from teachers and school
Learning Objectives and Computer Functions
Objectives
Objective 1: By the end of training learners will identify effective rapport-building
communication principles with 75% accuracy.

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Title Rapid Rapport
Use the Internet to locate effective rapport-building communication
principles using representational systems.
Objective 2: By the end of instruction, learners will demonstrate mastery of
representational systems.
Create a PowerPoint or HyperStudio presentation that
demonstrates rapport-building techniques using communication
representational systems.
Objective 3: By the end of instruction, learner will:
Identify primary representational systems with 75% accuracy
using language or eye accessing cues.
Match primary representational systems with 75% accuracy using
language or eye accessing cues
Apply one positive anchor once in rapport
Create and perform a song - in any genre – that identifies and
mirrors language cues of each representational system, builds
rapport with the audience, and once in rapport – sets a positive
anchor.
Problem
Problem Nature: Poor teacher-student rapport
Problem Data: Texas Education Agency (nd). Texas Teacher Diversity and Recruitment; Policy
Research Report. Retrieved February 3, 2007 from
http://www.tea.state.tx.us/research/pdfs/prr4.pdf
Wood, J. (2006). NLP Revisited: Nonverbal Communications and Signals of
Trustworthiness. Journal of Personal Selling and Sales Management. XXVI(2),
197-204. Retrieved June 16, 2006 from EBSCO Host database.
Problem The problem is poor teacher-student rapport accounts for up to
Statement: 27% of the Hispanic student dropout
Data Manipulation
Instructions Research the Internet, create a presentation, and create and
perform a song as indicated below.
Integration Learning groups use the Internet to locate effective rapport-building
Strategies communication principles using representational systems and
anchoring.
Organization
Strategies Learning groups create a PowerPoint or HyperStudio presentation
that demonstrates rapport-building techniques using
Elaboration
representational systems and anchoring.

9. T E A C H E R - S T U D E N T C O M M U N I C A T I O N 9
Title Rapid Rapport
Strategies Create and perform a song - in any genre – that identifies and
mirrors language cues of each representational system, builds
rapport with the audience, and once in rapport – sets a positive
Results anchor.
Presentation
Activities
Before Using the Teacher/Instructor presents problem, lesson, and objectives.
Computer Learners introduce themselves, while teacher/instructor creates
learning groups.
Teacher/Instructor explains the training methods used to present
the lesson.
While Using the Learners will work in groups at the computer to research and create
Computer content presentations about representational systems (RS).
The teacher/instructor will assess understanding and adjust
instruction while moving among groups.
Group Information The teacher creates learning groups by seating proximity. Where
the facility offers a limited number of computer, groups working the
performances can do so offline.
After Using the Learning groups will present representational system and
Computer anchoring presentations.
Learning groups will perform their songs.
Supporting Activities
Assessment After instruction and research, students will discuss and practice
techniques within their learning groups.
Members will show mastery of techniques in presentations and
performances.
Teacher/Instructor will provide audience rubrics for the presentation
and performance.
Audience members will evaluate the presentations and
performance against the stated objectives.
Teacher/Instructor will assess learning using the lesson rubric.

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Lesson III: Learning with Metaphors
Title Learning with Metaphors
Author Yevette McGowen
Subject Area Communication
Teacher –Student Communication using Metaphors
Level Teacher In-Service
Lesson Summary
The problem is that the increase in drop out rates for students is partially attributed to the
lack of communication between teachers and students.
With the continual changing of demographics within the classroom, along with additional
learning standards that are dictated by all levels of government, students are at risk by
not having a clear and definitive educational path with their teachers. A portion of this risk
is based on the manner in which teachers and students communicate.
The purpose of this lesson plan is to create a new way of learning to communicate with
the use of metaphors.
Instructional Goal
The goal of the instructional plan is to incorporate communication techniques with the
use of metaphors into teacher in-service training
A secondary goal is to encourage teacher-students to identify and discover what each
other is saying or meaning by use of metaphors.
Learning Objectives and Computer Functions
Objectives - By the end of training:
Objective 1: Learners will:
Define what a metaphor is and how to incorporate basic metaphors
in daily communication.
Use the Internet to locate definition and types of metaphors.
Use MS Word to create a table of basic metaphors and their
meaning.
Objective 2: Learners will:
Demonstrate mastery of metaphor learning and communication
techniques in two out of three simulated incidents.
Complete an exercise designed to identify and to write a metaphor.
Use PowerPoint to create a presentation with each learner’s story
using clip art.
Objective 3: During simulations, learners will:
Role play a teacher-student dialogue using metaphors

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Title Learning with Metaphors
Brainstorm and create a list of student exercises that can be
facilitated using metaphors
Draft a basic lesson plan using metaphors as part of the learning
process.
Problem
Problem Nature: Poor communication between teachers and students
Problem The problem is that teachers and students miss an entire aspect of
Statement: communication when they lack the knowledge of metaphor use.
Understanding how metaphors affect the day-to-day conversation
will play a significant role in improving teacher-student relations in
the educational setting.
Data Manipulation
Instructions The learner used computers at level
Integration Intermediate
Strategies
Organization Organizing, analyzing, and recording
Strategies
Elaboration Verbally through group interaction and in written format
Strategies Think Sheet Questions
What websites did you use to define and gain an understanding
about metaphors?
What is the importance of metaphors, and how can using metaphors
improve communication?
What are the names of the different types of metaphors used in
everyday life?
What are the three types of clean-language questions to consider
when exploring metaphors?
What are five everyday metaphors that students might use and their
meaning?
Can you explain a sample lesson plan for teaching metaphors?
Results Demonstrate comprehension of the subject matter by creating a final
Presentation PowerPoint presentation
Activities
Before Using the Gain attention by stating everyday metaphors
Computer Discuss objectives and expected outcome
Present trainer, content, and material

12. T E A C H E R - S T U D E N T C O M M U N I C A T I O N 1 2
Title Learning with Metaphors
Have learners introduce themselves
Brainstorm and jot down overall learners perceptions about teacher-
student communications and ways to incorporate learning using
metaphors
While Using the Learners work in groups to research a comprehensive list of
Computer everyday metaphors used by both teachers and students.
Suggested websites for use:
http://www.how-to-study.com/metaphors.htm
http://mentalhealth.about.com/cs/selfhelp/a/metaphors.htm
http://knowgramming.com/metaphors/metaphor_chapters/examples.
htm
http://www.cleanlanguage.com
www.teachersmind.com/metaphors1.htm
http://www.learner.org/channel/workshops/nextmove/metaphor/#mor
emet
http://www.teachablemoment.org/middle/metaphors.html
http://library.thinkquest.org/J0112392/metaphor.html
Learners work individually on the computer to write a poem or short
story describing their teaching style by use of a metaphor.
Learners then work in small groups to create PowerPoint
presentations with each person’s story or poem.
After Using the Have Learners share and discuss the list of everyday metaphors that
Computer they have found in their research.
Learners will discuss how they went about the task of writing a story
or poem describing their teaching style by using metaphors
Discuss the process used to incorporate each groups’ story or poem
into a PowerPoint presentation.
Assess understanding of the goals to ensure that the class is still on
task.
Supporting Activities
Assessment After instruction, each learner will complete an assessment to
measure how well he or she understands the meaning of metaphors
with questions that are multiple choice, fill in the blank and write out
the metaphor based on the description.
Two learners will roll-play: one student and one teacher. The
remaining learners will provide feedback on how well the

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Title Learning with Metaphors
communication with use of metaphors was represented.
Learning groups will present their PowerPoint presentation on
metaphors.
Identify concepts of learning with use of metaphors by use of an
assessment which includes fill-in-the blank questions and multiple-
choice.
Learners skills in communications with metaphors will be assessed
in a simulated exercise
A rubric will evaluate effectiveness of lesson plan.

14. T E A C H E R - S T U D E N T C O M M U N I C A T I O N 1 4
Implementation Plan
The following section explains the rules and procedures for each of the following areas.
As guidelines for behavior these instructions will explain how technology is to be used, and will
allow everyone to understand what is appropriate use of technology and what is not. Ask the
instructor for clarification on any of these instructions.
Computer Use
During class time, learners are to use the computers available to them in the classroom. In
addition, learners may supplement the use of classroom computers with computers at home or
available to them outside of school. The computers in the computer lab are also acceptable.
Rotation of Computer
Because there are fewer students than computers, learners do not have to share
computers. No rotation of computer use will be necessary. If more than one learner needs to use
a single computer in order to facilitate group work or teamwork within a student group, this is
acceptable.
Computer Teaming and Team Roles
Learning teams are encouraged to discuss how the team will work together to achieve the
learning goals. Topics such as division of tasks, responsibility, management of deadlines,
communication guidelines, and leadership is strongly encouraged. Ensuring that each team
member participates in this discussion and agrees to the terms discussed is vital to the success of
the team.

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Internet Use Guidelines
Learners should endeavor to utilize only legitimate, educational websites. Some web sites
defeat the facility content blocks and student encounter these inappropriate websites. We
encourage students not to linger on these sites. Students should use only educational and
professional websites for their research. Student will not access social-networking websites
(Myspace or Facebook), chat rooms, or websites containing pornography in our facility.
Internet Downloads
To maintain the integrity of the computer systems, no downloads are allowed on school
computers. This means no plug in, no extensions, no downloading of any programs.
Learner Help
Learners are encouraged to help each other when necessary. This encourages teamwork
and learner-centered learning.
Troubleshooting
If learners need help with troubleshooting the computer, for example with a program or
with basic computer functions, please ask the instructor for help. If necessary, the school’s
technical support personnel will provide assistance beyond basic troubleshooting.
Close of Class
At the end of each class, please close all websites, programs, and applications in use. It is
not required to turn the computer off. This ensures computers are ready for the next class.

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Lesson Rubric
Levels
Score
Content Conventions Organization Presentation
Content is well No spelling, Research is PowerPoint or
researched and grammatical, or focused and Hyperstudio is used
defines the principles punctuation errors organized. to demonstrate the
Reflects critical High-level use of Presentation have a principles.
thinking terms and word logical pattern that Presentation
Relates to the topic choice details the clarifies the
4 principles. principles.
Identifies verifiable
sources Performance is Presentation
Is accurate clear and details captures audience
the principles. attention.
Presentation is well
organized.
Content is thought 1 to 3 spelling, Information PowerPoint or
out and supports the grammatical, or supports the Hyperstudio is used
principles. punctuation errors research. to illustrate the
Applies critical Good use of terms main points.
thinking and word choice Presentation is
Has a goal that appropriate for the
3 relates to the topic principles.
Identifies several Presentation
sources captures audience
Is accurate attention.
Presentation is
organized.
Supports the Minimal (3 to 5) Project has a focus Multimedia loosely
solution spelling, but might stray from illustrates the main
Has application of grammatical, or it at times. points.
critical thinking that punctuation errors Information appears Format does not
is apparent Low-level use of to have a pattern, suit the content.
Has no clear goal vocabulary and but the pattern is Presentation does
2 word choice inconsistent. not capture
Is pulled from a
limited number of Information loosely audience attention.
sources supports the Presentation is
Has some factual solution. loosely organized.
errors or
inconsistencies
Provides More than 5 Content is Presentation
inconsistent spelling, unfocused and appears sloppy
information for grammatical, or haphazard. and/or unfinished.
1 solution punctuation errors Information does Multimedia is
Has no apparent Poor use of not support the overused or
application of critical vocabulary and solution to the underused.

17. T E A C H E R - S T U D E N T C O M M U N I C A T I O N 1 7
Levels
Score
Content Conventions Organization Presentation
thinking word choice challenge or Format does not
Has no clear goal question. enhance content.
I pulled from few Information has no Presentation has no
sources apparent pattern. clear organization.
Has significant
factual errors,
misconceptions, or
misinterpretations
Diverse Learner Modifications
This section modifies the first lesson plan “Interpersonal Communication in the
Classroom” to work with culturally and linguistically diverse (CLD) students It is important that
the students understand that the teacher is not reinforcing any ethnic stereotypes when
implementing the following modifications, but rather attempting to facilitate the achievement of
the instructional objectives. The teacher and facility can also make modifications to the lessons
to accommodate students with learning disabilities. Similar modifications can also be made for
students with physical disabilities.
Students with learning disorders can use all of these lessons as long as the lessons are
modified to accommodate their learning disorders. Specifically, “Interpersonal Communication
in the Classroom” can be adapted to ensure the success of students with learning disabilities.
Learning disabilities can take many forms, including dyslexia, attention deficit disorders,
comprehension disorders, and the like. For these learners, adaptations can be made throughout
the lesson plan that allows extra time for the completion of the individual components of each
task within the assignments. In addition, students who have paraprofessionals who work with
them to improve their reading comprehension can have these adults work with them to increase

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their understanding of the reading and retain the material. All of the material within the lesson
plan may be shared with a paraprofessional, too, and utilized by them to increase students’
success. Paraprofessionals may read to these students, or proctor the reading portions for them.
Students with attention issues can work in a classroom or computer lab separate from their
teammates if necessary, or the entire student team can work separately from the rest of the class
in a separate room. This will increase the student’s ability to focus.
For students with physical disabilities, changes can be made to the facilitation of this
lesson to increase their access, too. Students with physical disabilities may need computer tables
and chairs to be arranged differently to accommodate their access to the computer. Any
modification that can be made to the arrangement of the furniture in the classroom should be
done so that students with wheelchairs or walkers can gain access to all of the technology
available to them. Students who have difficulty hearing or seeing in the classroom should be
placed closer to the instructor and closer to the computer to ensure they can see and hear
successfully, too. Textbooks in large print as well as computer monitors that allow large print
can be utilized in this instance, too.
To ensure the success of each student as well as the participation of each student, all of
these accommodations should be made where necessary. In addition, it should be stressed to all
students to encourage the participation of all students, and to stress to each student to include
everyone else in a way that is kind and makes sense. For example, during the play or series of
skits, if a student is uncomfortable performing, their skills can be used in writing the play or skit,
or directing other students. All efforts should be made to allow for each students comfort level in
consideration of their individual learning or physical disabilities. This will ensure everyone is
provided a chance to learn and succeed.