Practical Strategies for English Classroom Communication and Management

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Practical Strategies for English Practical Strategies for English Classroom Communication and Classroom Communication and

ManagementManagement

Sidney M. BarefootSidney M. BarefootAssociate ProfessorAssociate Professor

NTID at RITNTID at RIT

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The The challenge….challenge….

To create a To create a classroom classroom environment where environment where communication communication issues are openly issues are openly recognized and recognized and managed in a way managed in a way that promotes that promotes learning.learning.

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In this seminar….In this seminar….

We will discuss real-life examples of We will discuss real-life examples of communication challenges in our classes and communication challenges in our classes and propose possible management planspropose possible management plans

We will analyze ourselves in this seminar as adult We will analyze ourselves in this seminar as adult learners and learn to manage our communication learners and learn to manage our communication togethertogether

We will identify some communication We will identify some communication management improvements we would like to management improvements we would like to make in our future teaching and set learning goalsmake in our future teaching and set learning goals

(Optional) Independent communication (Optional) Independent communication management practice using NTID scenariosmanagement practice using NTID scenarios

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Activity 1: Activity 1: Analyzing our classesAnalyzing our classes

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Our tasksOur tasks

1.1. Describe a class you have taught where Describe a class you have taught where there was a communication challengethere was a communication challenge

2.2. Let the group ask questions to clarifyLet the group ask questions to clarify

3.3. Work together to propose a Work together to propose a communication management approachcommunication management approach

4.4. Work together to propose an outcomes Work together to propose an outcomes evaluationevaluation

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Task 1: Describe the classTask 1: Describe the class

Describe the course, some course goals and Describe the course, some course goals and the type of student enrolledthe type of student enrolled

Describe communication strengths you see Describe communication strengths you see in this classin this class

Describe some communication challenges Describe some communication challenges you see in this classyou see in this class

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Task 2: Ask clarifying questionsTask 2: Ask clarifying questions

How does this challenge relate to student How does this challenge relate to student diversity in this class (language, modality, diversity in this class (language, modality, cultural identity, gender, cultural identity, gender, emotional/maturational, physical, etc.)?emotional/maturational, physical, etc.)?

Others?Others?

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Task 3: Propose a communication Task 3: Propose a communication management approach management approach

I will I will They will They will We will We will

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Checking our management approachChecking our management approach Do we (teacher & students) have a shared Do we (teacher & students) have a shared

understanding of the situation? understanding of the situation? Have we openly discussed the value of the Have we openly discussed the value of the

challenge this class is facing? challenge this class is facing? Do we have a good level of trust and respect?Do we have a good level of trust and respect? Are we promoting positive self-esteem of all Are we promoting positive self-esteem of all

class members in addressing this challenge?class members in addressing this challenge? Are we allowing student choice and self-Are we allowing student choice and self-

direction?direction? Do we have the teamwork we need?Do we have the teamwork we need?

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Checking our approach (con’t)Checking our approach (con’t) Can some students serve to bridge others’ Can some students serve to bridge others’

communication toward a more effective group communication toward a more effective group process?process?

Are we allowing students to integrate new Are we allowing students to integrate new ideas with their existing knowledge?ideas with their existing knowledge?

Are we giving students a chance to capitalize Are we giving students a chance to capitalize on their own previous experiences?on their own previous experiences?

Are we effectively using college resources?Are we effectively using college resources?

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Task 4: Propose a method for Task 4: Propose a method for assessing outcomesassessing outcomes

I will I will They will They will We will We will

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Activity 2: Activity 2: Looking at OurselvesLooking at Ourselves

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Self-critiquing this seminarSelf-critiquing this seminar

We have been communicating with each We have been communicating with each other about a communication scenario with other about a communication scenario with deaf and hard of hearing college studentsdeaf and hard of hearing college students

How are we handling our own How are we handling our own communication diversity in this seminar?communication diversity in this seminar?

Use the following questions to help us Use the following questions to help us critique ourselves and make adjustments as critique ourselves and make adjustments as neededneeded

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What types of diversity do What types of diversity do we have in this seminar?we have in this seminar?

Language? Language? Modality?Modality? Cultural identity?Cultural identity? Gender?Gender? Emotional & maturational influences?Emotional & maturational influences? Physical influences?Physical influences? Other?Other?

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Do we have these aspects of successful Do we have these aspects of successful management of communication?management of communication?

Shared understandings of the communication Shared understandings of the communication situation while also respecting confidentialitysituation while also respecting confidentiality

Openly discussed descriptions of the value of Openly discussed descriptions of the value of diversitydiversity

Student-faculty co-participation in the Student-faculty co-participation in the management of communicationmanagement of communication

Effective use of college resourcesEffective use of college resources Trust and respectTrust and respect Students who bridge others’ communication Students who bridge others’ communication

toward a more effective group processtoward a more effective group process Other teamwork among studentsOther teamwork among students

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Are we using principles of Are we using principles of adult learning?adult learning?

Has our seminar:Has our seminar: Been practical and problem-centered?Been practical and problem-centered? Promoted our positive self-esteem?Promoted our positive self-esteem? Integrated new ideas with existing Integrated new ideas with existing

knowledge?knowledge? Showed respect for each individual learner?Showed respect for each individual learner? Capitalized on our experience?Capitalized on our experience? Allowed choice and self-direction? Allowed choice and self-direction?

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Other questions to ask ourselves:Other questions to ask ourselves:

What other challenges or problems do we What other challenges or problems do we see in our seminar situation?see in our seminar situation?

In what ways have our challenges provided In what ways have our challenges provided a contribution to this seminar?a contribution to this seminar?

What additional information would help us What additional information would help us better understand our situation?better understand our situation?

Did we respond well to our situation?Did we respond well to our situation?

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Activity 3: Activity 3: Looking forward to future Looking forward to future

teachingteaching

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Where are we going from here?Where are we going from here?

Describe some things you will do (or would Describe some things you will do (or would like to do) to improve the management of like to do) to improve the management of communication in your courses.communication in your courses.

Describe ways you can develop yourself Describe ways you can develop yourself professionally to become more skilled with professionally to become more skilled with communication diversity in the classroom.communication diversity in the classroom.

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Some resources for your useSome resources for your use

Sample student questionnaireSample student questionnaire Personal plan: a checklistPersonal plan: a checklist Scenarios for independent Scenarios for independent

practicepractice

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I wish you great success in your I wish you great success in your future classroom communication.future classroom communication.

Thank you for learning Thank you for learning with me in this seminar.with me in this seminar.

Sidney M. BarefootSidney M. BarefootNTID Communication Studies NTID Communication Studies

& Services Department& Services Department

[email protected]@rit.edu

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Photo CreditsPhoto Credits

Slide 2 Classroom - http://www.communication.ilstu.edu/activities/comweek/PHOTO/Wednesday's%20Pics/careersinpr.100+%20people.jpg

Slide 4 Analysis - http://orbit-net.nesdis.noaa.gov/goes/soundings/gifs/INLNEWTW.GIF

Slide 12 Self-Portrait - http://www.ccs.neu.edu/home/elan/escher.html Slide 18 Looking Forward -

http://www.omniplex.org/assets/images/AAS_notitle.jpg Slide 24 Distracter - http://www.shc.uiowa.edu/asl/asl5.gif Slide 27 Non-Signer -

http://www.educause.edu/pub/ce/cem98/graphics/cem983-toc.gif Slide 30 Quiet One - http://www.jonh.net/~jonh/photos/small/chi-

lonesome-lake-2.jpg Slide 33 Overlooked ASL-

http://www.nysd.k12.ny.us/Images_Fall2000/ASLClass.gif Slide 36 Vision - http://www.3dluvr.com/jamine/r7/blurry-

transparency.jpg

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Follow-up Activity: Follow-up Activity: Independent PracticeIndependent Practice

Use the following scenarios from NTID to Use the following scenarios from NTID to practice developing communication management practice developing communication management plansplans

Adapt the scenarios to your own teaching situation Adapt the scenarios to your own teaching situation and adjust your communication management plan and adjust your communication management plan as neededas needed

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NTID Situation 1:NTID Situation 1:

“ “The Distracter”The Distracter”

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A student usually comes into class and takes his seat without speaking to or looking at the professor. During the lecture part of the classes, he frequently initiates conversation with students sitting nearby, using sign without voice. When the professor indicates that that is not acceptable behavior because it distracts attention from the lecture, the student is quiet for a few minutes and then begins to converse again. A few other students do not seem to mind this and often participate in these “private” conversations. By the end of the third week, none of the students has approached the professor to complain and most students’ grades seem to be within the normal range. However, the professor is completely irritated and angered by this student.

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Strategies and Techniques for Strategies and Techniques for “The Distracter”“The Distracter”

What challenges or problems do you see in What challenges or problems do you see in this situation?this situation?

In what ways can this student provide a In what ways can this student provide a valuable contribution to this course?valuable contribution to this course?

What additional information would help What additional information would help you better understand this situation?you better understand this situation?

How would you respond to this situation?How would you respond to this situation?

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““The Non-Signer”The Non-Signer”

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One male student in a class of twenty students uses speech and a little signing that he learned recently. He knows that the professor is a hearing person. As the first class begins, he volunteers information more than anyone in class. He uses speech but also adds some signs and fingerspelling. He takes a lot of time planning his signing and his communication is extremely slow. Several students express appreciation for this man trying to sign, but they also say it’s difficult to understand him. The student who is learning to sign says he is not getting his thoughts out when signing and he is not doing very well understanding those who use sign language without voice. He asks the instructor to sign interpret when he speaks and voice interpret for the non-speakers.

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Strategies and Techniques for Strategies and Techniques for “The Non-Signer”“The Non-Signer”





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““The Quiet One”The Quiet One”

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In a technical course, students are expected to contribute to class problem-solving tasks. A female student who moved from Japan to the U.S. to study at NTID has an excellent attendance record but almost never participates voluntarily. Her replies to direct questions are always very brief. Her language abilities seem to the professor to be similar to the other students. When the class is asked to divide into small work teams for an out-of-class follow-up project, one student points toward the Japanese student and says to the entire class, “I’m not going to be on a team with her. The rest of us will have to do all the work.”

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Strategies and Techniques for Strategies and Techniques for “The Quiet One”“The Quiet One”





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NTID Situation 4: NTID Situation 4:

““The Overlooked ASL User”The Overlooked ASL User”

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A student raises her hand in the second week of classes and says to the professor, “I am concerned that you are ignoring my need for ASL.” She says that ASL is her first language and asks why the professor and a few of the students are not more skilled in using the language of Deaf people in a college for Deaf people. It is the professor’s belief that the class consists of several students who are long-term ASL users but most of the students have been using English-based signing during class. The professor knows that two students strongly prefer spoken English but they all are able to use English-based signing fairly well. None of the students responds to the woman who asked for ASL to be used in class. They wait to see how the professor will handle her question and her concern.

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Strategies and Techniques for Strategies and Techniques for “The Overlooked ASL User”“The Overlooked ASL User”





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““The Visually Impaired”The Visually Impaired”

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A female student with very restricted vision is enrolled in a course that uses a lot of visual media. The professor and other students do not know her vision is restricted. In the first class, the professor hands out the course description. It includes NTID’s policy on providing special accommodations for students in the classroom. The policy says that it is each student’s responsibility to inform the professor if there are any special visual, auditory or other needs that require accommodation. At the end of the fifth week, the student is handed her exam with a failing grade. She approaches the instructor privately and asks, “How can you fail me when I can’t read small print, I couldn’t tell who was talking in class, you moved around too much and the room was too bright for me to see the board?”

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Strategies and Techniques for Strategies and Techniques for “The Visually Impaired”“The Visually Impaired”





Practical Strategies for English Classroom Communication and Management

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