Preface | p. xiii |
Communication Competence | p. 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 |
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 |
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 |
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 |
Instructional Strategies | p. 103 |
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 |
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 |
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 |
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 |
Communication Impact | p. 203 |
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 |
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 |
Systematic Observation | p. 267 |
Instruments for Systematic Observation | p. 277 |
References | p. 297 |
Index | p. 323 |
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