Title:
Communication for the classroom teacher
Personal Author:
Edition:
8th ed
Publication Information:
Boston, MA : Allyn & Bacon, 2007
ISBN:
9780205466269
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010120149 | LB1033 C66 2007 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This book provides prospective and current teachers with the skills and knowledge to understand and improve their own and their students communication behavior. By combining theory and practical advice, this book focuses on the reasons for using certain communication strategies and how to implement them. "Communication" " for the Classroom Teacher" covers a wide range of classroom communication issues, including interpersonal and small group communication; listening skills; verbal and nonverbal communication (from both the teacher's and student's perspective); instructional strategies such as lecturing, discussions, and storytelling; teacher influence; ethical considerations; and racism/sexism in the classroom."
Table of Contents
Preface | p. xiii |
Unit 1 Communication Competence | p. 1 |
1 Foundations of Classroom Communication | p. 1 |
Communication Education | p. 2 |
Communication Pedagogy | p. 2 |
Developmental Communication | p. 2 |
Instructional Communication | p. 3 |
The Relationship between Theory, Research, and Practice | p. 4 |
Units of the Text | p. 6 |
Classroom Communication: Definition and Components | p. 8 |
The Nature of Communication | p. 9 |
Communication Is a Transactional Process | p. 9 |
Communication Is Complex | p. 10 |
Communication Is Symbolic | p. 10 |
Communication Has Both a Content and a Relational Component | p. 11 |
Classroom Communication Competence | p. 11 |
Classroom Communication Climate | p. 14 |
Teaching Diverse Students | p. 18 |
In Sum | p. 20 |
Activities | p. 20 |
Further Reading | p. 21 |
2 Interpersonal Communication | p. 23 |
Relationship Development | p. 24 |
Relationship Stages | p. 25 |
Communication Variables in Interpersonal Relationships | p. 26 |
Self-Concept | p. 27 |
Self-Disclosure | p. 30 |
Immediacy | p. 33 |
Communication Style | p. 36 |
Credibility | p. 39 |
Expectancy | p. 41 |
Parent-Teacher Conferences | p. 45 |
Communicating Electronically | p. 48 |
In Sum | p. 51 |
Activities | p. 51 |
Further Reading | p. 52 |
3 Listening | p. 55 |
What Is Listening? | p. 56 |
The Importance of Listening | p. 56 |
Types of Listening | p. 57 |
Empathy | p. 58 |
Predicting Accurately | p. 58 |
Communicating Empathy | p. 59 |
Barriers to Effective Listening | p. 60 |
Factual Distractions | p. 60 |
Semantic Distractions | p. 60 |
Mental Distractions | p. 61 |
Physical Distractions | p. 61 |
Improving Listening Skills | p. 62 |
Active Listening | p. 62 |
Paraphrasing | p. 63 |
Perception Checking | p. 63 |
Ask Questions | p. 64 |
Say More | p. 64 |
Beware of Cultural Differences | p. 64 |
In Sum | p. 65 |
Activities | p. 66 |
Further Reading | p. 71 |
4 Verbal and Nonverbal Communication | p. 73 |
Perception | p. 73 |
Differences in Perception | p. 74 |
The Process of Perception | p. 75 |
Perceptions and Classroom Communication | p. 76 |
Improving Perception Skills | p. 76 |
Shared Language and Meaning | p. 77 |
Characteristics of Language | p. 77 |
Meanings and Perception | p. 78 |
General Semantics | p. 79 |
Nonverbal Communication | p. 81 |
Nonverbal Communication and Culture | p. 82 |
Functions of Nonverbal Communication in the Classroom | p. 82 |
Self-Presentation | p. 82 |
Identification of Rules and Expectations | p. 83 |
Feedback and Reinforcement | p. 83 |
Liking and Affect | p. 83 |
Regulation of Conversational Flow | p. 84 |
Classroom Control | p. 84 |
Categories of Nonverbal Communication | p. 84 |
Proxemics | p. 85 |
Spatial Arrangements | p. 85 |
Environmental Factors | p. 89 |
Chronemics | p. 91 |
Physical Attractiveness | p. 92 |
Artifacts | p. 93 |
Kinesics | p. 94 |
Touch | p. 96 |
Paralanguage | p. 96 |
Improving Nonverbal Communication | p. 97 |
Love-Roderick Nonverbal Categories and Sample Teacher Behaviors | p. 97 |
In Sum | p. 98 |
Activities | p. 98 |
Further Reading | p. 101 |
Unit 2 Instructional Strategies | p. 103 |
5 Sharing Information | p. 103 |
Instructional Strategies | p. 103 |
Advantages and Disadvantages of the Lecture Method | p. 105 |
When to Lecture | p. 106 |
The Lecture | p. 106 |
Variables Affecting Information Processing | p. 107 |
Student Variables | p. 107 |
Message Variables | p. 111 |
Communication Barriers to Effective Lecturing | p. 113 |
Communication Apprehension | p. 115 |
Preparing a Lecture | p. 117 |
Choose a Topic | p. 118 |
Narrow the Topic | p. 118 |
Gather Supporting Materials | p. 118 |
Organize the Lecture | p. 122 |
Practice the Lecture | p. 123 |
Deliver the Lecture | p. 124 |
Maintaining Attention | p. 126 |
Evaluating Your Lecture Skills | p. 128 |
In Sum | p. 128 |
Activities | p. 129 |
Further Reading | p. 130 |
6 Leading Classroom Discussions | p. 133 |
Choosing the Discussion Method | p. 134 |
Planning the Discussion | p. 135 |
The Introduction | p. 135 |
The Body | p. 135 |
The Conclusion | p. 136 |
Characteristics of the Discussion Method | p. 136 |
Experiential Learning | p. 136 |
Emphasis on Students | p. 136 |
Focus on Critical Thinking | p. 137 |
Use of Questions | p. 137 |
Response Styles | p. 141 |
Facilitating the Discussion | p. 143 |
Motivating Student Preparation for Participation in Class | p. 146 |
Student Communication Apprehension | p. 151 |
Identifying the Highly Communication-Apprehensive Student | p. 152 |
Treating the Highly Communication-Apprehensive Student | p. 152 |
Evaluating Your Discussion Skills | p. 155 |
In Sum | p. 155 |
Activities | p. 157 |
Further Reading | p. 160 |
7 Small Group Communication | p. 161 |
Definition of a Small Group | p. 162 |
Teacher Concerns | p. 163 |
Teacher Roles | p. 164 |
Collaborative Learning | p. 164 |
Classroom Climate | p. 166 |
Tasks | p. 166 |
Defining the Task | p. 166 |
Types of Tasks | p. 167 |
Facilitating the Task | p. 170 |
Student Concerns | p. 171 |
Roles | p. 172 |
Group Development | p. 173 |
Observing and Evaluating Small Groups | p. 176 |
In Sum | p. 176 |
Activities | p. 177 |
Further Reading | p. 178 |
8 Communicative Reading and Storytelling | p. 181 |
What Is Communicative Reading? | p. 182 |
Components of Communicative Reading | p. 182 |
Preparing the Selection | p. 184 |
Understanding the Selection | p. 184 |
Cutting the Selection | p. 185 |
Determining How the Selection Should Be Read | p. 185 |
Marking the Script | p. 185 |
Introducing the Selection | p. 186 |
Delivering the Selection | p. 186 |
Evaluating Communicative Reading | p. 187 |
Storytelling | p. 188 |
What Do Stories Do? | p. 191 |
Storytelling Techniques | p. 192 |
Choosing a Story | p. 192 |
Learning a Story | p. 193 |
Tips for Telling | p. 193 |
Evaluating Your Storytelling Skills | p. 193 |
In Sum | p. 195 |
Activities | p. 195 |
Further Reading | p. 201 |
Organization | p. 202 |
Unit 3 Communication Impact | p. 203 |
9 Influence | p. 203 |
Ethical Considerations | p. 204 |
Ethics Defined | p. 204 |
Ethics and the Teacher | p. 204 |
Ethical Standards | p. 207 |
Student Ethical Obligations | p. 208 |
Issues of Influence | p. 208 |
Classroom Management | p. 208 |
Creating a Supportive Climate | p. 210 |
Implementing a Supportive Climate | p. 211 |
Maintaining a Supportive Climate | p. 212 |
Power and Compliance | p. 212 |
Conflict | p. 218 |
Critical Reflection | p. 219 |
Alternative Perspective | p. 220 |
Practical Suggestions | p. 221 |
Handling Minor Misbehaviors | p. 221 |
Handling Disruptive Students | p. 224 |
In Sum | p. 225 |
Activities | p. 225 |
Further Reading | p. 226 |
Additional Resource | p. 226 |
10 Communication Concerns | p. 227 |
Sexism in the Classroom | p. 227 |
Curriculum Material | p. 230 |
Classroom Interaction | p. 234 |
Ethnocentrism | p. 238 |
Cultural Dimensions | p. 239 |
Cultural Diversity | p. 241 |
Race, Class, and Ethnicity in the Classroom | p. 245 |
Ableism | p. 249 |
Physical Disabilities | p. 249 |
Students with Special Needs | p. 250 |
Students with Learning Disabilities | p. 250 |
Students Who Are Mainstreamed | p. 252 |
Students at Risk | p. 253 |
Students Who Are Intellectually Gifted | p. 255 |
Strategies for Change | p. 256 |
In Sum | p. 260 |
Activities | p. 260 |
Further Reading | p. 264 |
Appendix A Systematic Observation | p. 267 |
Appendix B Instruments for Systematic Observation | p. 277 |
References | p. 297 |
Index | p. 323 |