Classroom Communication

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Classroom

Communication

Sidney M. Barefoot

Associate Professor Associate Professor NTID at RIT NTID at RIT

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Workshop Topics

The Importance of Classroom Communication

Strategies to Prepare for

Classroom Communication Diversity

Strategies for Responding to

Classroom Communication Diversity

Applying Strategies to

Specific Communication Situations

A Professional Development Checklist

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The Importance of Classroom

Communication

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The Communication of Deaf Students

Can Be Diverse

_Language_Language _Modality_Modality

_{Cultural identity}_{Cultural identity}

_Gender_Gender

_{Emotional influences}_{Emotional influences}

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Students value learning with their

communication strengths

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Students value learning with their

communication strengths

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Deaf and hard of hearing students value

learning with their communication

strengths

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When Communication is Effective…

_{Learning is easier}_{Learning is easier}

_{Goals are more likely to be met}_{Goals are more likely to be met}

_{Opportunities emerge for expanded learning}_{Opportunities emerge for expanded learning}

_{Students and faculty connect better}_{Students and faculty connect better}

_{More positive perceptions influence the}_{More positive perceptions influence the}

overall college experience

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The

Challenge

_{To create a classroom environment where}_{To create a classroom environment where}

communication issues are openly

recognized and managed in a way that

promotes learning.

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Strategies to Prepare for Classroom

Communication Diversity

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Strategy 1: Assess and develop your own

communication 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 people of hearing people

_{Ability to adapt written language to promote}_{Ability to adapt written language to promote}

student learning student learning

Knowledge of cultures and skills in intercultural _{Knowledge of cultures and skills in intercultural} communication

communication

Knowledge of hearing aids, cochlear implants, and _{Knowledge of hearing aids, cochlear implants, and} assistive technology

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Strategy 2: Learn more about each

student’s communication before the

course begins.

_{Reading and writing characteristics}_{Reading and writing characteristics}

_{Sign language type and proficiency}_{Sign language type and proficiency}

_{Speech and speech reception abilities}_{Speech and speech reception abilities}

_{Cultural background}_{Cultural background}

_{Hearing aid/cochlear implant use}_{Hearing aid/cochlear implant use}

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Strategies for Responding to

Classroom Communication

Diversity

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Factors Seen in Successful Management

of Communication Diversity

Shared understandings of the communication _{Shared understandings of the communication} situation while also respecting confidentiality situation while also respecting confidentiality

Openly discussed descriptions of the value of _{Openly discussed descriptions of the value of} diversity

diversity

_Student_Student_-_-_{faculty co}_{faculty co}_-_-_{participation in the}_{participation in the}

management of communication management of communication

_{Effective use of college resources}_{Effective use of college resources}

Trust and respect_{Trust and respect}

_{Students who bridge others}_{Students who bridge others}_’_’ _{communication}_{communication}

toward a more effective group process toward a more effective group process

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Strategy 1: Begin each course with a

preliminary plan for communication

success

_{Base plan on your preliminary knowledge}_{Base plan on your preliminary knowledge}

of students

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Strategy 2: Informally evaluate

classroom communication dynamics

Look for communication similarities and _{Look for communication similarities and}

diversity among students

Determine if your preliminary _{Determine if your preliminary}

understandings of students were accurate

Determine if student patterns appear to be _{Determine if student patterns appear to be}

assets and/or challenges

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Strategy 3: Evaluate writing samples

_{Collect academic writing and informal}_{Collect academic writing and informal}

writing (e

writing (e--mail, TTY, etc.)mail, TTY, etc.)

Compare written communication clarity _{Compare written communication clarity}

with other communication modes

_{Determine if writing tutoring or other}_{Determine if writing tutoring or other}

support is needed

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Strategy 4: Ask the students to describe

communication

_{Use questionnaires for self}_{Use questionnaires for self}_-_-_{description of}_{description of}

communication strengths and needs

_{Ask students what they are seeing in the}_{Ask students what they are seeing in the}

classroom dynamics

Ask students what they would like to do to _{Ask students what they would like to do to}

make communication more effective

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Strategy 5: Adjust the classroom

environment as needed

_{Adjust lighting, seating, acoustics, etc.}_{Adjust lighting, seating, acoustics, etc.}

_{Adapt visual presentation for visually}_{Adapt visual presentation for visually}

restricted students

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Strategy 6: Establish communication

rules and guidelines

Remind everyone that communication is highly _{Remind everyone that communication is highly} valued in the classroom

valued in the classroom

Explain how rules can help students learn together_{Explain how rules can help students learn together}

_{Use group discussion to develop communication}_{Use group discussion to develop communication}

guidelines guidelines

_{Set limits on rules and accommodations as needed}_{Set limits on rules and accommodations as needed}

Periodically ask students to assess communication _{Periodically ask students to assess communication} and adapt guidelines as needed

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Strategy 7: Use technology to support

communication

_In_In_-_-_{class media}_{class media}

_{Computerized interaction (student}_{Computerized interaction (student}_-_-_student_student

and student

and student--faculty)faculty)

EE--mailmail

Online discussionsOnline discussions

Online class notes and supplementsOnline class notes and supplements

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Strategy 8: Make other special

accommodations

_{Allow more time on task}_{Allow more time on task}

_{Meet with students individually}_{Meet with students individually}

_{Refer students to tutoring and other support}_{Refer students to tutoring and other support}

activities

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Need a rest?

You can go out

You can go out……..

but please come back!

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Applying Strategies to Specific

Communication Situations

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NTID Situation 1:

“

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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

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Strategies and Techniques for

“The Distracter”

_{What challenges or problems do you see in}_{What challenges or problems do you see in}

this situation?

In what ways can this student provide a _{In what ways can this student provide a}

valuable contribution to this course?

_{What additional information would help}_{What additional information would help}

you better understand this situation?

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NTID Situation 2:

“

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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

“The Non-Signer”

this situation?

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NTID Situation 3:

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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

“The Quiet One”

this situation?

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NTID Situation 4:

“

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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

“The Overlooked ASL User”

this situation?

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NTID Situation 5:

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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

“The Visually Impaired”

this situation?

_{In what ways can this student provide a}_{In what ways can this student provide a}

What additional information would help _{What additional information would help}

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What is life like where you live?

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Discussion Question 1

List 4 ways in which communication _{List 4 ways in which communication}

diversity is seen in your classrooms.

Describe how this diversity can be both a

value and a challenge.

1_______ Value? Challenge?1_______ Value? Challenge? 22 33 44

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Discussion Question 2

_{Describe 2 things you do (or would like to}_{Describe 2 things you do (or would like to}

do) in the management of communication in

your courses. your courses. 11 22

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Discussion Question 3

_{Describe 2 ways you can develop yourself}_{Describe 2 ways you can develop yourself}

professionally to become more skilled with

communication diversity in the classroom?

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Professional Development Checklist:

I. Reflecting on Diversity

_{I have listed some examples of}_{I have listed some examples of}

communication diversity I have seen in my

courses.

I have described how this diversity was _{I have described how this diversity was}

valuable in the learning process.

_{I have described how this diversity was a}_{I have described how this diversity was a}

challenge or an obstacle to learning.

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Professional Development Checklist:

II. Thinking about Improvements

I have described some changes I would like _{I have described some changes I would like}

to make in my own communication in the

classroom.

_{I have described some changes I would like}_{I have described some changes I would like}

to see students make in their

communication in the classroom.

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Professional Development Checklist:

III. Deciding What I Need to Learn

To improve communication in my courses, I _{To improve communication in my courses, I}

have decided what I need to learn from:

StudentsStudents

The literatureThe literature

Other facultyOther faculty

My administrationMy administration

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Professional Development Checklist:

IV. Choosing My Resources

_{To improve communication in my courses, I}_{To improve communication in my courses, I}

know what I need for:

BudgetBudget

MaterialsMaterials

Expertise from othersExpertise from others

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Professional Development Checklist:

V. Implementing Improvements

_{I have received the support I need from my}_{I have received the support I need from my}

college and others.

_{I have applied in the classroom the new}_{I have applied in the classroom the new}

communication skills and strategies I have

learned.

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Professional Development Checklist:

VI. Evaluating

_{I have evaluated the effectiveness of the}_{I have evaluated the effectiveness of the}

changes my students and I have made in

classroom communication.

I have communicated the outcomes of my _{I have communicated the outcomes of my}

professional development to others.

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I wish you great success in your

future classroom communication.

Thank you for learning

with me in this workshop.

Sidney M. Barefoot

NTID Speech-Language Department

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Photo Credits

Slide 3 Classroom1 _{Slide 3 Classroom1}-

-http://www.comm.cornell.edu/newsletter/Rimg0026.jpg

http://www.comm.cornell.edu/newsletter/Rimg0026.jpg

Slide 5a Classroom2 _{Slide 5a Classroom2}-

-http://www.northcentral.tec.wi.us/wonder/sysdesc/Wwtc.jpg

http://www.northcentral.tec.wi.us/wonder/sysdesc/Wwtc.jpg

Slide 5b Mouth _{Slide 5b Mouth}-- http://www.thebigholistic.com/images/mouth.jpghttp://www.thebigholistic.com/images/mouth.jpg

Slide 5c Hand Slide 5c Hand -- http://www.palatineinc.com/images/sign.jpghttp://www.palatineinc.com/images/sign.jpg

Slide 6a Converse _{Slide 6a Converse}-- http://www.christiananswers.net/qhttp://www.christiananswers.net/q- -aiia/hypocrisy.html

aiia/hypocrisy.html

Slide 6b Implant _{Slide 6b Implant}-

-http://www.oraldeafed.org/schools/cid/images/implant.jpg

http://www.oraldeafed.org/schools/cid/images/implant.jpg

Slide 6c Aid _{Slide 6c Aid}-- http://www.hearingtests.ca/hearing_aids.htmhttp://www.hearingtests.ca/hearing_aids.htm

Slide 7a Alphabets _{Slide 7a Alphabets}-- http://www.phttp://www.p--word.com/images/russianword.com/images/russian--script.gifscript.gif

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Photo Credits (2)

Slide 9 Classroom3 _{Slide 9 Classroom3}-- http://www.mba.wfu.edu/images/classroom.jpghttp://www.mba.wfu.edu/images/classroom.jpg

Slide 13 Fatigue _{Slide 13 Fatigue}-

-http://www.1001cartes.com/perso/images_perso/fatigue.jpg

http://www.1001cartes.com/perso/images_perso/fatigue.jpg

Slide 24 Island _{Slide 24 Island}-

-www.northernwoodtravel.com/cruises/january_2001/57929a1.jpg

www.northernwoodtravel.com/cruises/january_2001/57929a1.jpg

Slide 25 Distracter _{Slide 25 Distracter}-- http://www.shc.uiowa.edu/asl/asl5.gifhttp://www.shc.uiowa.edu/asl/asl5.gif

Slide 29 Non_{Slide 29 Non}--Signer Signer -

-http://www.educause.edu/pub/ce/cem98/graphics/cem983

http://www.educause.edu/pub/ce/cem98/graphics/cem983--toc.giftoc.gif

Slide 32 Quiet One _{Slide 32 Quiet One}-- http://www.jonh.net/~jonh/photos/small/chihttp://www.jonh.net/~jonh/photos/small/chi- -lonesome

lonesome--lakelake--2.jpg2.jpg

Slide 35 ASL_{Slide 35 ASL}-

-http://www.nysd.k12.ny.us/Images_Fall2000/ASLClass.gif

http://www.nysd.k12.ny.us/Images_Fall2000/ASLClass.gif

Slide 38 Vision _{Slide 38 Vision}-- http://www.3dluvr.com/jamine/r7/blurryhttp://www.3dluvr.com/jamine/r7/blurry- -transparency.jpg

transparency.jpg