English Classroom Communication and Management.ppt

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English ClassroomEnglish Classroom
Communication and Communication and
ManagementManagement
RAJKUMAR SINGHRAJKUMAR SINGH
Rajkiya Engineering college, Rajkiya Engineering college,
BastiBasti

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The Importance of The Importance of
Classroom CommunicationClassroom Communication

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Focusing on instructional Focusing on instructional
goals & objectivesgoals & objectives

Communication is central to group learningCommunication is central to group learning

““face to face”face to face”

““computer to computer”computer to computer”

Addressing communication needs can be Addressing communication needs can be
seen as too time consuming. Is it really seen as too time consuming. Is it really
worth the time and effort?worth the time and effort?

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Focusing on instructional Focusing on instructional
goals & objectivesgoals & objectives

Students who feel a sense of belonging Students who feel a sense of belonging
often focuses better on course goals and often focuses better on course goals and
contribute to other students’ achievement of contribute to other students’ achievement of
those goals.those goals.

Students who feel left out of Students who feel left out of
communication, for whatever reasons, may communication, for whatever reasons, may
focus more on their exclusion than on focus more on their exclusion than on
course goals and objectives.course goals and objectives.

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Influences of faculty pedagogyInfluences of faculty pedagogy
on classroom communicationon classroom communication

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The continuum of pedagogyThe continuum of pedagogy

Teacher/content-focused (traditional pedagogy)Teacher/content-focused (traditional pedagogy)

Adult learner-focused (andragogy)Adult learner-focused (andragogy)

Highly self-directed (heutagogy)Highly self-directed (heutagogy)

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Teacher/content -focused Teacher/content -focused
pedagogy and pedagogy and
communicationcommunication

Can lead to teacher-centered Can lead to teacher-centered
communicationcommunication

Student communication is receptive Student communication is receptive
more than expressivemore than expressive

Student expression is “giving the content Student expression is “giving the content
back” to show what was learned.back” to show what was learned.

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Adult learner- Adult learner-
focused pedagogy focused pedagogy
and communicationand communication

More communication exchange More communication exchange
is expectedis expected

Student-teacher interactionStudent-teacher interaction

Student-student interactionStudent-student interaction

Student-others interactionStudent-others interaction

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Highly self-directed Highly self-directed
students and students and
communicationcommunication

Students may be well-prepared to describe Students may be well-prepared to describe
and assert their preferences for and assert their preferences for
communication as a key to their own learningcommunication as a key to their own learning

Students’ communication may serve as a role Students’ communication may serve as a role
model for other studentsmodel for other students

Students may need to learn how to fit into Students may need to learn how to fit into
group process and make reasonable group process and make reasonable
communication compromises with otherscommunication compromises with others

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Recognizing Recognizing
Communication DiversityCommunication Diversity

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Types of diversity that Types of diversity that
influence communicationinfluence communication

LanguageLanguage

ModalityModality

Cultural identityCultural identity

GenderGender

Emotional & maturational influencesEmotional & maturational influences

Physical influencesPhysical influences

Other?Other?

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Deaf and hard of hearing students Deaf and hard of hearing students
value learning with their value learning with their
communication strengthscommunication strengths

Access to visual informationAccess to visual information

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Deaf and hard of hearing students Deaf and hard of hearing students
value learning with their value learning with their
communication strengthscommunication strengths

Opportunity to use their residual hearingOpportunity to use their residual hearing

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Deaf and hard of hearing students Deaf and hard of hearing students
value learning with their value learning with their
communication strengthscommunication strengths

Use of their strongest languageUse of their strongest language

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Positive outcomes of
effective communication

Learning is easierLearning is easier

Goals are more likely to be metGoals are more likely to be met

Opportunities emerge for expanded learningOpportunities emerge for expanded learning

Students and faculty connect betterStudents and faculty connect better

More positive perceptions influence the More positive perceptions influence the
overall college experienceoverall college experience

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The challengeThe 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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Strategies for Responding to Strategies for Responding to
Classroom Communication Classroom Communication
DiversityDiversity

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Factors seen in successful management Factors seen in successful management
of communication diversity at RITof communication diversity at RIT

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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Applying principles Applying principles
of adult learningof adult learning
Select models of adult learning and experiment (vast Select models of adult learning and experiment (vast
literature available)literature available)
Address transitions from adolescence in collegeAddress transitions from adolescence in college
(Goodlad) Adults may prefer learning situations which:(Goodlad) Adults may prefer learning situations which:

Are practical and problem-centeredAre practical and problem-centered

Promote their positive self-esteemPromote their positive self-esteem

Integrate new ideas with existing knowledgeIntegrate new ideas with existing knowledge

Show respect for the individual learnerShow respect for the individual learner

Capitalize on their experienceCapitalize on their experience

Allow choice and self-direction Allow choice and self-direction

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Applying principles Applying principles
of Universal Designof Universal Design

Originated in architecture (1980s-’90s) and Originated in architecture (1980s-’90s) and
transferred to educationtransferred to education

Principle 1: Equitable usePrinciple 1: Equitable use

Principle 2: Flexibility in usePrinciple 2: Flexibility in use

Principle 3: Simple and intuitive usePrinciple 3: Simple and intuitive use

Principle 4: Perceptible informationPrinciple 4: Perceptible information

Principle 5: Tolerance for errorsPrinciple 5: Tolerance for errors

Principle 6: Low physical effortPrinciple 6: Low physical effort

Principle 7: Size and space for approach Principle 7: Size and space for approach
and use and use

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Applying principles
of universal design

““Project Access”Project Access”

To promote the access and inclusion of deaf To promote the access and inclusion of deaf
and hard of hearing students in higher and hard of hearing students in higher
education by supporting inclusive instructional education by supporting inclusive instructional
strategies for mainstream teachers strategies for mainstream teachers

Disseminated from RIT to other US Disseminated from RIT to other US
universities. Ongoing development.universities. Ongoing development.

Very responsive to student and teacher inputVery responsive to student and teacher input

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Some specific strategiesSome specific strategies

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Strategy 1: Strategy 1:
Write out your teaching philosophyWrite out your teaching philosophy

Use writing process to help you understand what Use writing process to help you understand what
you believe about your students and yourself as a you believe about your students and yourself as a
teacherteacher

Write freely and honestlyWrite freely and honestly

Be specific about what you believe about Be specific about what you believe about
communication communication

Reflect on your statement during the academic Reflect on your statement during the academic
year and revise as neededyear and revise as needed

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Strategy 2: Assess and develop your own Strategy 2: Assess and develop your own
communication skills and knowledgecommunication skills and knowledge

Sign language proficiency Sign language proficiency
Spoken language proficiency with deaf and hard Spoken language proficiency with deaf and hard
of hearing peopleof hearing people
Ability to adapt written language to promote Ability to adapt written language to promote
student learningstudent learning

Knowledge of cultures and skills in intercultural Knowledge of cultures and skills in intercultural
communicationcommunication
Knowledge of hearing aids, cochlear implants, and Knowledge of hearing aids, cochlear implants, and
assistive technologyassistive technology

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Strategy 3: Learn more about each Strategy 3: Learn more about each
student’s communicationstudent’s communication

Reading and writing characteristicsReading and writing characteristics

Sign language type and proficiencySign language type and proficiency

Speech and speech reception abilitiesSpeech and speech reception abilities

Cultural background Cultural background

Hearing aid/cochlear implant use Hearing aid/cochlear implant use

Readiness to use assistive technologyReadiness to use assistive technology

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Strategy 4: Begin each course with a Strategy 4: Begin each course with a
preliminary plan for communication preliminary plan for communication
successsuccess

Base plan on your preliminary knowledge Base plan on your preliminary knowledge
of students’ communication skills and needsof students’ communication skills and needs

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Strategy 5: Informally evaluate Strategy 5: Informally evaluate
classroom communication dynamicsclassroom communication dynamics

Look for communication similarities and Look for communication similarities and
diversity among studentsdiversity among students

Determine if your preliminary Determine if your preliminary
understandings of students were accurateunderstandings of students were accurate

Determine if student patterns appear to be Determine if student patterns appear to be
assets and/or challengesassets and/or challenges

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Strategy 6: Evaluate writing samplesStrategy 6: Evaluate writing samples

Collect academic writing and informal Collect academic writing and informal
writing (e-mail, TTY, etc.)writing (e-mail, TTY, etc.)

Compare written communication clarity Compare written communication clarity
with other communication modeswith other communication modes

Determine if writing tutoring or other Determine if writing tutoring or other
support is neededsupport is needed

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Strategy 7: Ask the students to describe Strategy 7: Ask the students to describe
communicationcommunication

Use questionnaires for self-description of Use questionnaires for self-description of
communication strengths and needscommunication strengths and needs

Ask students what they are seeing in the Ask students what they are seeing in the
classroom dynamicsclassroom dynamics

Ask students what they would like to do to Ask students what they would like to do to
make communication more effectivemake communication more effective

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Strategy 8: Adjust the classroom Strategy 8: Adjust the classroom
environment as neededenvironment as needed

Adjust lighting, seating, acoustics, etc.Adjust lighting, seating, acoustics, etc.

Adapt visual presentation for visually Adapt visual presentation for visually
restricted studentsrestricted students

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Strategy 9: Establish communication Strategy 9: Establish communication
rules and guidelinesrules and guidelines

Remind everyone that communication is highly Remind everyone that communication is highly
valued in the classroomvalued in the classroom

Explain how rules can help students learn togetherExplain how rules can help students learn together

Use group discussion to develop communication Use group discussion to develop communication
guidelinesguidelines

Set limits on rules and accommodations as neededSet limits on rules and accommodations as needed

Periodically ask students to assess communication Periodically ask students to assess communication
and adapt guidelines as neededand adapt guidelines as needed

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Strategy 10: Use technology to support Strategy 10: Use technology to support
communicationcommunication

In-class mediaIn-class media

Computerized interaction (student-student Computerized interaction (student-student
and student-faculty)and student-faculty)

E-mailE-mail

Online discussionsOnline discussions

Online class notes and supplementsOnline class notes and supplements

OtherOther

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Strategy 11: Make other special Strategy 11: Make other special
accommodationsaccommodations

Allow more time on taskAllow more time on task

Meet with students individuallyMeet with students individually

Refer students to tutoring and other support Refer students to tutoring and other support
activitiesactivities

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Using a Professional Development Using a Professional Development
Plan for Future TeachingPlan for Future Teaching

Select areas for improvementSelect areas for improvement

Select resourcesSelect resources

ExperimentExperiment

EvaluateEvaluate

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Thank youThank you