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| Preface | |
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| Communication Competence | |
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| Foundations of Classroom Communication | |
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| Communication Education | |
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| Communication Pedagogy | |
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| Developmental Communication | |
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| Instructional Communication | |
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| The Relationship between Theory, Research, and Practice | |
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| Units of the Text | |
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| Classroom Communication: Definition and Components | |
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| The Nature of Communication | |
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| Communication Is a Transactional Process | |
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| Communication Is Complex | |
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| Communication Is Symbolic | |
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| Communication Has Both a Content and a Relational Component | |
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| Classroom Communication Competence | |
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| Classroom Communication Climate | |
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| Teaching Diverse Students | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Interpersonal Communication | |
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| Relationship Development | |
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| Relationship Stages | |
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| Communication Variables in Interpersonal Relationships | |
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| Self-Concept | |
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| Self-Disclosure | |
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| Immediacy | |
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| Communication Style | |
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| Credibility | |
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| Expectancy | |
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| Parent-Teacher Conferences | |
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| Communicating Electronically | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Listening | |
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| What Is Listening? | |
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| The Importance of Listening | |
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| Types of Listening | |
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| Empathy | |
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| Predicting Accurately | |
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| Communicating Empathy | |
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| Barriers to Effective Listening | |
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| Factual Distractions | |
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| Semantic Distractions | |
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| Mental Distractions | |
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| Physical Distractions | |
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| Improving Listening Skills | |
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| Active Listening | |
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| Paraphrasing | |
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| Perception Checking | |
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| Ask Questions | |
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| Say More | |
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| Beware of Cultural Differences | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Verbal and Nonverbal Communication | |
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| Perception | |
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| Differences in Perception | |
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| The Process of Perception | |
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| Perceptions and Classroom Communication | |
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| Improving Perception Skills | |
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| Shared Language and Meaning | |
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| Characteristics of Language | |
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| Meanings and Perception | |
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| General Semantics | |
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| Nonverbal Communication | |
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| Nonverbal Communication and Culture | |
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| Functions of Nonverbal Communication in the Classroom | |
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| Self-Presentation | |
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| Identification of Rules and Expectations | |
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| Feedback and Reinforcement | |
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| Liking and Affect | |
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| Regulation of Conversational Flow | |
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| Classroom Control | |
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| Categories of Nonverbal Communication | |
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| Proxemics | |
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| Spatial Arrangements | |
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| Environmental Factors | |
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| Chronemics | |
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| Physical Attractiveness | |
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| Artifacts | |
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| Kinesics | |
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| Touch | |
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| Paralanguage | |
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| Improving Nonverbal Communication | |
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| Love-Roderick Nonverbal Categories and Sample Teacher Behaviors | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Instructional Strategies | |
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| Sharing Information | |
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| Instructional Strategies | |
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| Advantages and Disadvantages of the Lecture Method | |
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| When to Lecture | |
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| The Lecture | |
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| Variables Affecting Information Processing | |
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| Student Variables | |
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| Message Variables | |
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| Communication Barriers to Effective Lecturing | |
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| Communication Apprehension | |
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| Preparing a Lecture | |
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| Choose a Topic | |
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| Narrow the Topic | |
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| Gather Supporting Materials | |
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| Organize the Lecture | |
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| Practice the Lecture | |
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| Deliver the Lecture | |
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| Maintaining Attention | |
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| Evaluating Your Lecture Skills | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Leading Classroom Discussions | |
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| Choosing the Discussion Method | |
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| Planning the Discussion | |
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| The Introduction | |
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| The Body | |
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| The Conclusion | |
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| Characteristics of the Discussion Method | |
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| Experiential Learning | |
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| Emphasis on Students | |
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| Focus on Critical Thinking | |
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| Use of Questions | |
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| Response Styles | |
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| Facilitating the Discussion | |
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| Motivating Student Preparation for Participation in Class | |
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| Student Communication Apprehension | |
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| Identifying the Highly Communication-Apprehensive Student | |
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| Treating the Highly Communication-Apprehensive Student | |
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| Evaluating Your Discussion Skills | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Small Group Communication | |
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| Definition of a Small Group | |
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| Teacher Concerns | |
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| Teacher Roles | |
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| Collaborative Learning | |
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| Classroom Climate | |
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| Tasks | |
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| Defining the Task | |
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| Types of Tasks | |
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| Facilitating the Task | |
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| Student Concerns | |
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| Roles | |
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| Group Development | |
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| Observing and Evaluating Small Groups | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Communicative Reading and Storytelling | |
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| What Is Communicative Reading? | |
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| Components of Communicative Reading | |
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| Preparing the Selection | |
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| Understanding the Selection | |
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| Cutting the Selection | |
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| Determining How the Selection Should Be Read | |
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| Marking the Script | |
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| Introducing the Selection | |
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| Delivering the Selection | |
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| Evaluating Communicative Reading | |
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| Storytelling | |
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| What Do Stories Do? | |
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| Storytelling Techniques | |
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| Choosing a Story | |
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| Learning a Story | |
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| Tips for Telling | |
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| Evaluating Your Storytelling Skills | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Organization | |
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| Communication Impact | |
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| Influence | |
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| Ethical Considerations | |
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| Ethics Defined | |
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| Ethics and the Teacher | |
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| Ethical Standards | |
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| Student Ethical Obligations | |
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| Issues of Influence | |
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| Classroom Management | |
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| Creating a Supportive Climate | |
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| Implementing a Supportive Climate | |
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| Maintaining a Supportive Climate | |
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| Power and Compliance | |
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| Conflict | |
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| Critical Reflection | |
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| Alternative Perspective | |
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| Practical Suggestions | |
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| Handling Minor Misbehaviors | |
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| Handling Disruptive Students | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Additional Resource | |
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| Communication Concerns | |
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| Sexism in the Classroom | |
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| Curriculum Material | |
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| Classroom Interaction | |
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| Ethnocentrism | |
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| Cultural Dimensions | |
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| Cultural Diversity | |
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| Race, Class, and Ethnicity in the Classroom | |
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| Ableism | |
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| Physical Disabilities | |
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| Students with Special Needs | |
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| Students with Learning Disabilities | |
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| Students Who Are Mainstreamed | |
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| Students at Risk | |
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| Students Who Are Intellectually Gifted | |
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| Strategies for Change | |
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| In Sum | |
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| Activities | |
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| Further Reading | |
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| Systematic Observation | |
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| Instruments for Systematic Observation | |
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| References | |
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| Index | |