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

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English ClassroomEnglish ClassroomCommunication and Communication and

ManagementManagement

Sidney M. BarefootSidney M. BarefootAssociate ProfessorAssociate Professor

NTID at RITNTID at RIT

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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 pedagogyon 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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Opportunity to use their residual hearingOpportunity to use their residual hearing

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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 you for learning with me Thank you for learning with me in this session.in this session.

Sidney M. BarefootSidney M. BarefootNTID Communication Studies NTID Communication Studies

& Services Department& Services Department

[email protected]@rit.edu

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Photo CreditsPhoto Credits Slide 2 Classroom - Slide 2 Classroom -

http://aaptonline.dhs.org/GradSeminar/images/Graduate_Student_Teaching_Semhttp://aaptonline.dhs.org/GradSeminar/images/Graduate_Student_Teaching_Seminar3.jpginar3.jpg

Slide 5a Teacher with student - Slide 5a Teacher with student - http://www.uiowa.edu/~cyberlaw/oldinav/wjhome.htmlhttp://www.uiowa.edu/~cyberlaw/oldinav/wjhome.html

Slide 5b, Mountain climber - http://www.cserkeszek.org/pictures/60s/csomo.jpgSlide 5b, Mountain climber - http://www.cserkeszek.org/pictures/60s/csomo.jpg Slide 5c Dancer - Slide 5c Dancer -

http://www.theage.com.au/ftimages/2002/09/10/1031608241111.htmlhttp://www.theage.com.au/ftimages/2002/09/10/1031608241111.html Slide 10 Faces mosaic - http://www.aallnet.org/committee/diverse/Slide 10 Faces mosaic - http://www.aallnet.org/committee/diverse/ Slide 12a Classroom media - Slide 12a Classroom media -

http://www.northcentral.tec.wi.us/wonder/sysdesc/Wwtc.jpghttp://www.northcentral.tec.wi.us/wonder/sysdesc/Wwtc.jpg Slide 12b Mouth - http://www.thebigholistic.com/images/mouth.jpgSlide 12b Mouth - http://www.thebigholistic.com/images/mouth.jpg Slide 12c Hand - http://www.palatineinc.com/images/sign.jpgSlide 12c Hand - http://www.palatineinc.com/images/sign.jpg Slide 13a Implant - http://www.oraldeafed.org/schools/cid/images/implant.jpgSlide 13a Implant - http://www.oraldeafed.org/schools/cid/images/implant.jpg Slide 13b Aid - http://www.hearingtests.ca/hearing_aids.htmSlide 13b Aid - http://www.hearingtests.ca/hearing_aids.htm Slide 13c Conversation - http://www.christiananswers.net/q-aiia/hypocrisy.htmlSlide 13c Conversation - http://www.christiananswers.net/q-aiia/hypocrisy.html Slide 14a Czech ABC - http://freepages.genealogy.rootsweb.com/ Slide 14a Czech ABC - http://freepages.genealogy.rootsweb.com/ ~elainetmaddox/keyboard01.htm ~elainetmaddox/keyboard01.htm Slide 14b Teacher - www.spedlawyer.com/sign-language.jpgSlide 14b Teacher - www.spedlawyer.com/sign-language.jpg Slide 16 Roundtable class - http://www.nyc.gov/html/rwg/html/2001a/deaf.htmlSlide 16 Roundtable class - http://www.nyc.gov/html/rwg/html/2001a/deaf.html Slide 17 Diversity handshake - http://www.sia.com/springboard/Slide 17 Diversity handshake - http://www.sia.com/springboard/ Slide 22 Strategies - http://www.openoptions.com/process2.htm Slide 22 Strategies - http://www.openoptions.com/process2.htm

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

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