1 English Classroom Communication and Management Sidney M. Barefoot Associate Professor NTID at RIT

2 The Importance of Classroom Communication

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

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

5 Influences of faculty pedagogy on classroom communication

6 The 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)

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

8 Adult learner- focused pedagogy and communication More communication exchange is expected More communication exchange is expected  Student-teacher interaction  Student-student interaction  Student-others interaction

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

10 Recognizing Communication Diversity

11 Types of diversity that influence communication Language Language Modality Modality Cultural identity Cultural identity Gender Gender Emotional & maturational influences Emotional & maturational influences Physical influences Physical influences Other? Other?

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

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

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

15 Positive outcomes of effective communication 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 overall college experience More positive perceptions influence the overall college experience

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

17 Strategies for Responding to Classroom Communication Diversity

18 Factors seen in successful management of communication diversity at RIT Shared understandings of the communication situation while also respecting confidentiality Shared understandings of the communication situation while also respecting confidentiality Openly discussed descriptions of the value of diversity Openly discussed descriptions of the value of diversity Student-faculty co-participation in the management of communication Student-faculty co-participation in the management of communication Effective use of college resources Effective use of college resources Trust and respect Trust and respect Students who bridge others’ communication toward a more effective group process Students who bridge others’ communication toward a more effective group process Other teamwork among students Other teamwork among students

19 Applying principles of adult learning Select models of adult learning and experiment (vast literature available) Select models of adult learning and experiment (vast literature available) Address transitions from adolescence in college Address transitions from adolescence in college (Goodlad) Adults may prefer learning situations which: (Goodlad) Adults may prefer learning situations which:  Are practical and problem-centered  Promote their positive self-esteem  Integrate new ideas with existing knowledge  Show respect for the individual learner  Capitalize on their experience  Allow choice and self-direction

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

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

22 Some specific strategies

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

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

25 Strategy 3: Learn more about each student’s communication 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 Readiness to use assistive technology Readiness to use assistive technology

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

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

28 Strategy 6: Evaluate writing samples Collect academic writing and informal writing ( , TTY, etc.) Collect academic writing and informal writing ( , TTY, etc.) Compare written communication clarity with other communication modes Compare written communication clarity with other communication modes Determine if writing tutoring or other support is needed Determine if writing tutoring or other support is needed

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

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

31 Strategy 9: Establish communication rules and guidelines Remind everyone that communication is highly valued in the classroom Remind everyone that communication is highly 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 guidelines Use group discussion to develop communication guidelines Set limits on rules and accommodations as needed Set limits on rules and accommodations as needed Periodically ask students to assess communication and adapt guidelines as needed Periodically ask students to assess communication and adapt guidelines as needed

32 Strategy 10: Use technology to support communication In-class media In-class media Computerized interaction (student-student and student-faculty) Computerized interaction (student-student and student-faculty)   Online discussions  Online class notes and supplements  Other

33 Strategy 11: 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 activities Refer students to tutoring and other support activities

34 Using a Professional Development Plan for Future Teaching Select areas for improvement Select areas for improvement Select resources Select resources Experiment Experiment Evaluate Evaluate

35 Thank you for learning with me in this session. Sidney M. Barefoot NTID Communication Studies & Services Department

36 Photo Credits Slide 2 Classroom - inar3.jpg Slide 2 Classroom - inar3.jpg Slide 5a Teacher with student - Slide 5a Teacher with student - Slide 5b, Mountain climber - Slide 5b, Mountain climber - Slide 5c Dancer - Slide 5c Dancer - Slide 10 Faces mosaic - Slide 10 Faces mosaic - Slide 12a Classroom media - Slide 12a Classroom media - Slide 12b Mouth - Slide 12b Mouth - Slide 12c Hand - Slide 12c Hand - Slide 13a Implant - Slide 13a Implant - Slide 13b Aid - Slide 13b Aid - Slide 13c Conversation - Slide 13c Conversation - Slide 14a Czech ABC - Slide 14a Czech ABC - ~elainetmaddox/keyboard01.htm ~elainetmaddox/keyboard01.htm Slide 14b Teacher - Slide 14b Teacher - Slide 16 Roundtable class - Slide 16 Roundtable class - Slide 17 Diversity handshake - Slide 17 Diversity handshake - Slide 22 Strategies - Slide 22 Strategies -