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Communication for the Classroom Teacher

ISBN-10: 0205466265
ISBN-13: 9780205466269
Edition: 8th 2007 (Revised)
List price: $111.00
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Description: This book provides prospective and current teachers with the skills and knowledge to understand and improve their own and their studentsrsquo; communication behavior. By combining theory and practical advice, this book focuses on the reasons for  More...

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Book details

List price: $111.00
Edition: 8th
Copyright year: 2007
Publisher: Allyn & Bacon, Incorporated
Publication date: 7/28/2006
Binding: Paperback
Pages: 352
Size: 7.00" wide x 9.25" long x 0.75" tall
Weight: 1.518
Language: English

This book provides prospective and current teachers with the skills and knowledge to understand and improve their own and their studentsrsquo; communication behavior. By combining theory and practical advice, this book focuses on the reasons for using certain communication strategies and how to implement them. Communication for the Classroom Teachercovers a wide range of classroom communication issues, including interpersonal and small group communication; listening skills; verbal and nonverbal communication (from both the teachers and students perspective); instructional strategies such as lecturing, discussions, and storytelling; teacher influence; ethical considerations; and racism/sexism in the classroom.

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

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