Communication, Affect, & Learning in the Classroom
Edition: 4th Edition
Publisher: Authors
Published: 2020
Place of publication: Kingston, NY
Format: PDF
Number of pages: 270
Copyright date: 2020
Table of contents: title: Communication, Affect, & Learning in the Classroom...................................................2; title: Fourth Edition........................................................................................................2; title: Table of Contents.............................................................................................................i; title: Communication, Affect, & Learning In the Classroom (4th ed.)................................ ix; title: Who Should Read This Book.................................................................................. x; title: Changes to the 4th Edition........................................................................................... x; title: Conclusion................................................................................................................. xi; title: References and Recommended Readings................................................................... xii; title: About the Authors.................................................................................................... xiii; title: Jason S. Wrench, Ed. D........................................................................................ xiii; title: Joan Gorham, Ed.D............................................................................................. xiv; title: Chapter 1........................................................................................................................1; title: The Instructional Communication Process..................................................................3; title: The Content............................................................................................................4; title: Cognitive Learning............................................................................................................. 4; title: Affective Learning............................................................................................................... 4; title: Psychomotor Learning........................................................................................................ 6; title: The Instructional Strategy.......................................................................................8; title: The Student.............................................................................................................8; title: The Feedback/Evaluation.........................................................................................8; title: The Learning Environment/Instructional Context...................................................8; title: Instructional Objectives .........................................................................................9; title: Preassessment..........................................................................................................9; title: Instructional Procedures........................................................................................10; title: Evaluation.............................................................................................................10; title: Feedback Loop......................................................................................................10; title: The ADDIE Model...................................................................................................10; title: Analysis.................................................................................................................11; title: Design...................................................................................................................12; title: Development.........................................................................................................12; title: Implementation....................................................................................................13; title: Evaluation.............................................................................................................13; title: Conclusion................................................................................................................13; title: Chapter One Activity One: Identifying Learning Domains.......................................14; title: Chapter One Activity Two: How Do You Know What They Feel?.............................15; title: References and Recommended Readings...................................................................16; title: Chapter 2......................................................................................................................17; title: Why Some Teachers Resent Objectives......................................................................18; title: The Value of Objectives.............................................................................................19; title: What Objectives Should Communicate....................................................................19; title: Learning Objectives for All Three Learning Domains................................................23; title: Chapter Two Activity One: Creating Instructional Goal Objectives...........................25; title: References and Recommended Readings...................................................................27; title: Chapter 3......................................................................................................................29; title: The Teacher as a Speaker...........................................................................................30; title: The Teacher as a Moderator.......................................................................................31; title: The Teacher as a Trainer............................................................................................33; title: The Teacher as a Manager..........................................................................................34; title: The Teacher as a Coordinator and Innovator.............................................................35; title: Chapter Three, Activity One: When to Use Teaching Strategies.................................37; title: References and Recommended Readings...................................................................38; title: Chapter 4......................................................................................................................41; title: Measuring Student Affect..........................................................................................41; title: Basic Academic Needs of Students.............................................................................43; title: One: Each student in our classroom needs to have an understanding of our instructional goals; title: and objectives. ......................................................................................................43; title: Two: .................................. Each of us needs to have a goal for each lesson we teach. 43; title: Three: Our instruction should match the students’ cognitive development/potential and learning; title: styles. .............................................................................................................43; title: Four: Our students have a need or desire to be active participants in the learning process.; title: 44; title: Five: .Regardless of the age of the student, they need to see how the content relates to their lives; title: and pursue some interests of their own. ................................................................44; title: Six: Perhaps more important than the other academic needs of students is the need to experience; title: success in the classroom. ...............................................................................45; title: Traditional Interpersonal Need Models.....................................................................45; title: Fundamental Interpersonal Relations Orientation.....................................................46; title: Interpersonal/Instructional Needs Approach.............................................................47; title: Maslow‘s Hierarchy of Needs....................................................................................49; title: Physiological Needs...............................................................................................49; title: Safety Needs..........................................................................................................49; title: Belongingness or Affection Needs..........................................................................50; title: Esteem Needs........................................................................................................50; title: Self-Actualization Needs........................................................................................51; title: Outcomes of Meeting Student Needs........................................................................51; title: Chapter Four Learning Activity: Giving and Getting CIAs........................................53; title: References and Recommended Readings...................................................................54; title: Basic Academic Needs of Students.............................................................................43; title: One: Each student in our classroom needs to have an understanding of our instructional goals; title: and objectives. ......................................................................................................43; title: Two: .................................. Each of us needs to have a goal for each lesson we teach. 43; title: Three: Our instruction should match the students’ cognitive development/potential and learning; title: styles. .............................................................................................................43; title: Four: Our students have a need or desire to be active participants in the learning process.; title: 44; title: Five: .Regardless of the age of the student, they need to see how the content relates to their lives; title: and pursue some interests of their own. ................................................................44; title: Six: Perhaps more important than the other academic needs of students is the need to experience; title: success in the classroom. ...............................................................................45; title: Traditional Interpersonal Need Models.....................................................................45; title: Fundamental Interpersonal Relations Orientation.....................................................46; title: Interpersonal/Instructional Needs Approach.............................................................47; title: Maslow‘s Hierarchy of Needs....................................................................................49; title: Physiological Needs...............................................................................................49; title: Safety Needs..........................................................................................................49; title: Belongingness or Affection Needs..........................................................................50; title: Esteem Needs........................................................................................................50; title: Self-Actualization Needs........................................................................................51; title: Outcomes of Meeting Student Needs........................................................................51; title: Chapter Four Learning Activity: Giving and Getting CIAs........................................53; title: References and Recommended Readings...................................................................54; title: Chapter 5......................................................................................................................57; title: What is a Learning Style?..........................................................................................57; title: Dimensions of Learning Style and Their Assessment.................................................58; title: Perceptual Modality..............................................................................................59; title: Information Processing..........................................................................................59; title: Kolb‘s Experiential Learning Theory......................................................................61; title: Four Learning Styles.......................................................................................................... 61; title: Type One: Diverger.........................................................................................................62; title: Type Two: Assimilator....................................................................................................62; title: Type Three: Converger....................................................................................................62; title: Type Four: Accomodator................................................................................................62; title: Conceptual Tempo................................................................................................63; title: Affective Orientations...........................................................................................64; title: Conceptual Level...................................................................................................64; title: Personality Type Indicators....................................................................................64; title: Physiological Dimensions......................................................................................65; title: Matching, Bridging, and StyleFlexing........................................................................66; title: Matching..............................................................................................................66; title: Bridging................................................................................................................66; title: StyleFlexing...........................................................................................................67; title: Chapter 5 , Activity One: Learning Styles..................................................................69; title: References and Recommended Readings...................................................................70; title: Chapter 6......................................................................................................................73; title: Communication Apprehension.................................................................................74; title: Receiver Apprehension..............................................................................................76; title: Writing apprehension................................................................................................77; title: Teacher Apprehension...............................................................................................77; title: Evaluation Apprehension...........................................................................................79; title: Classroom Anxiety....................................................................................................81; title: Probable Causes of Classroom Anxiety..................................................................81; title: Communication Strategies For Reducing Classroom Anxiety................................83; title: FUN, FUN, FUN............................................................................................................ 84; title: POSITIVE, POSITIVE, POSITIVE................................................................................ 84; title: SIMILARITY, SIMILARITY, SIMILARITY.................................................................... 84; title: INPUT, INPUT, INPUT................................................................................................. 84; title: SOLIDARITY, SOLIDARITY, SOLIDARITY................................................................ 84; title: FEEDBACK, FEEDBACK, FEEDBACK........................................................................ 84; title: CLARITY, CLARITY, CLARITY..................................................................................... 85; title: CLIMATE, CLIMATE, CLIMATE.................................................................................. 85; title: Conclusion................................................................................................................85; title: Chapter Six, Activity 1: Learning About Our Anxiety..............................................86; title: References and Recommended Readings...................................................................86; title: Chapter 7......................................................................................................................87; title: Student SelfConcept: Some Definitions....................................................................88; title: Characteristics of the Self..........................................................................................88; title: Self is Organized...................................................................................................88; title: Self is Unique........................................................................................................89; title: Self is Dynamic.....................................................................................................89; title: Development of Student SelfConcept.......................................................................90; title: Communicating....................................................................................................91; title: Dimensions of Student SelfConcept..........................................................................92; title: Behavioral Self.......................................................................................................92; title: Identity Self...........................................................................................................93; title: Judging Self...........................................................................................................93; title: SelfConcept and Academic Achievement...................................................................93; title: Effects of SelfConcept on Achievement.....................................................................94; title: Poker Chip Theory of Learning.................................................................................97; title: Communication Strategies For Nurturing and Building Realistic Student SelfConcept.99; title: Chapter Seven, Activity One: Helping Students BIJ................................................101; title: References and Recommended Readings.................................................................102; title: Chapter 8....................................................................................................................103; title: Defining the Assessment Process.............................................................................103; title: Assessment..........................................................................................................103; title: Measurement......................................................................................................103; title: Evaluation...........................................................................................................104; title: Evaluative Feedback................................................................................................104; title: Bases for Evaluation............................................................................................104; title: A Brief History of Grades....................................................................................105; title: Descriptive Feedback...........................................................................................107; title: Feedback to Students...................................................................................................... 107; title: Feedback from Students.................................................................................................. 108; title: Assessment and Affect.............................................................................................109; title: Making Judgments..............................................................................................109; title: Communicating Judgments................................................................................110; title: Learning Orientation and Grade Orientation..........................................................110; title: Learning-Oriented vs. Grade-Oriented Students.................................................110; title: Academic Orientations........................................................................................112; title: Upwardly Mobile Learners.............................................................................................. 114; title: Ambivalent Learners....................................................................................................... 114Indifferent Learners......................................................................................................... 115; title: Competition and Cooperation in Learning Environments......................................115; title: How Competition Works....................................................................................115; title: How Cooperation Works....................................................................................116; title: Cooperative vs. Competitive Outcomes..............................................................117; title: Chapter Eight, Activity One: What Type of Learner Are You?.................................120; title: References and Recommended Readings.................................................................121; title: Chapter 9....................................................................................................................123; title: Traditional Education Systems................................................................................124; title: Mastery Learning....................................................................................................125; title: Modified Mastery Learning.....................................................................................126; title: Traditional vs. Mastery Comparison........................................................................128; title: Chapter Nine, Activity One: What Type of Classroom Do You Have?.....................130; title: References and Recommended Readings.................................................................130; title: Chapter 10..................................................................................................................131; title: Why Students Misbehave........................................................................................132; title: Attention.............................................................................................................132; title: Rebellion.............................................................................................................132; title: Psychological or Physiological Release.................................................................132; title: Apathy................................................................................................................133; title: Challenge the Teacher’s Power or Control............................................................133; title: Classroom Fatigue...............................................................................................133; title: Revenge...............................................................................................................133; title: Depressed Teacher Affect.....................................................................................133; title: Unhealthy Attitude about School........................................................................134; title: Disorganized Teachers.........................................................................................134; title: Expectancy Orientation.......................................................................................134; title: External Variables Impact....................................................................................134; title: Categories of Student Behaviors..............................................................................135; title: Understanding Student Behaviors.......................................................................135; title: Active/Constructive Behaviors......................................................................................... 135; title: Active/Destructive Behaviors........................................................................................... 135; title: Passive/Constructive Behaviors........................................................................................ 135; title: Passive/Destructive Behaviors.......................................................................................... 136; title: Student Behavior: The Larger Picture..................................................................136; title: Students’ Effects on Affect in the Classroom............................................................137; title: What is Bullying? ...............................................................................................138; title: Who are the bullies? ...........................................................................................138; title: Who are the Victims? .........................................................................................140; title: What Can Teachers Do? .....................................................................................141; title: Acknowledging Bullying................................................................................................. 141; title: Create a Bully-Free Environment.................................................................................... 141; title: Set Limits........................................................................................................................ 142; title: Teach Victims to be Assertive.......................................................................................... 142; title: Seek Interventions for the Perpetrators............................................................................ 142; title: Communication, Affect, and Classroom Management............................................143; title: Common Classroom Management Approaches.......................................................143; title: Positive Reinforcement........................................................................................143; title: Shaping...............................................................................................................144; title: Punishment I.................................................................................................................. 144; title: Punishment II................................................................................................................. 145; title: Extinction....................................................................................................................... 145; title: Communication Techniques For Increasing or Decreasing Student Behavior...........145; title: Increasing Appropriate Student Behaviors...........................................................145; title: Decreasing Inappropriate Student Behavior.........................................................146; title: Guidelines for the Use of Punishment.................................................................147; title: General Guidelines for Classroom Management..................................................147; title: Chapter Ten, Activity One: Thinking Through Classroom Management ................148; title: References and Recommended Readings.................................................................149; title: Chapter 11..................................................................................................................151; title: Why Teachers Misbehave........................................................................................152; title: Boredom.............................................................................................................152; title: Dislike Teaching..................................................................................................153; title: Out-of-Date........................................................................................................153; title: Establish Too High Expectations.........................................................................153; title: Poor Interaction with Students............................................................................153; title: Poor Teaching Performance.................................................................................153; title: Low Affect for Immediate Supervisor..................................................................154; title: Stress and Overload.............................................................................................154; title: Common Teacher Misbehaviors..............................................................................154; title: Teacher Incompetence.........................................................................................155; title: Teacher Offensiveness..........................................................................................155; title: Teacher Indolence...............................................................................................156; title: Implications for the Educational System.................................................................157; title: Chapter Eleven, Activity One: Misbehaviors in the Classroom................................159; title: References and Recommended Readings.................................................................160; title: Chapter 12..................................................................................................................161; title: Dimensions of Teacher SelfConcept........................................................................162; title: Behavioral Self.....................................................................................................162; title: Identity Self.........................................................................................................162; title: Judging Self.........................................................................................................162; title: Development of Teacher SelfConcept......................................................................163; title: Reflected Appraisal..............................................................................................163; title: Social Comparison..............................................................................................164; title: Past Experiences..................................................................................................165; title: Environmental Factors........................................................................................165; title: Vultures and Vulture Statements..............................................................................166; title: Strategies for Increasing Teacher SelfConcept..........................................................168; title: Chapter Twelve, Activity One: Teacher Successes ....................................................171; title: Chapter Twelve, Activity Two: Self-Strength Bombardment ...................................172; title: References and Recommended Readings.................................................................174; title: Chapter 13..................................................................................................................175; title: Communicator Style Concept.................................................................................175; title: Types of Communicator Styles............................................................................176; title: Dominant Style...................................................................................................177; title: Dramatic Style....................................................................................................177; title: Contentious Style................................................................................................177; title: Animated Style....................................................................................................177; title: Impression Leaving Style.....................................................................................178; title: Relaxed Style.......................................................................................................178; title: Attentive Style.....................................................................................................178; title: Open Style..........................................................................................................178; title: Friendly Style......................................................................................................179; title: Precise Style.........................................................................................................179; title: Teacher Communication Style................................................................................179; title: Style Components...............................................................................................179; title: Friendly.......................................................................................................................... 180; title: Precise............................................................................................................................. 180; title: Attentive......................................................................................................................... 181; title: Lively.............................................................................................................................. 181; title: Relaxed........................................................................................................................... 181; title: Dramatic......................................................................................................................... 181; title: Teacher Communicator Style in the Classroom...................................................181; title: Teacher Communicator Behaviors That Build Affect...............................................183; title: Teacher Clarity....................................................................................................183; title: Teacher Immediacy.............................................................................................185; title: Proxemics (physical distance).......................................................................................... 185; title: Haptics (physical touch).................................................................................................. 185; title: Vocalics (vocal variation and vocal expressiveness)........................................................... 186; title: Kinesics (facial animation, open postures, gestural activity, and body relaxation)............. 186; title: Eye Contact (getting and maintaining eye contact)......................................................... 186; title: Chronemics (time orientation)........................................................................................ 186; title: Physical Appearance (physical qualities).......................................................................... 187; title: Teacher Humor Assessment.................................................................................187; title: Chapter Thirteen, Activity One: Axioms of Teaching..............................................190; title: Axioms of Teaching.............................................................................................190; title: References and Recommended Readings.................................................................193; title: Chapter 14..................................................................................................................195; title: Temperamental Testing Scale...................................................................................196; title: Four Personality Types.............................................................................................198; title: Popular Sanguine................................................................................................198; title: Perfect Melancholy..............................................................................................200; title: Powerful Choleric................................................................................................203; title: Peaceful Phlegmatic.............................................................................................206; title: Personality Blends...............................................................................................207; title: Conclusion..........................................................................................................208; title: Chapter Fourteen, Activity One: Personality in the Classroom................................210; title: References and Recommended Readings.................................................................210; title: Chapter 15..................................................................................................................211; title: Teaching: A Multifaceted Job..................................................................................211; title: Roles of an Instructional Manager................................................................................. 212; title: Providing Content Expertise...............................................................................213; title: Learning Management........................................................................................213; title: Providing Evaluation and Feedback.....................................................................213; title: Providing Socialization........................................................................................214; title: Personal Role Models..........................................................................................214; title: Teacher Burnout......................................................................................................215; title: Symptoms of Teacher Burnout................................................................................216; title: Communication Symptoms................................................................................216; title: Physiological Symptoms......................................................................................216; title: Behavioral Symptoms..........................................................................................217; title: Organizational Symptoms ..................................................................................217; title: Causes of Teacher Burnout......................................................................................218; title: Bolts from the Blue.............................................................................................219; title: Developmental....................................................................................................219; title: Structural............................................................................................................219; title: Caretaker.............................................................................................................220; title: Methods for Avoiding Burnout...............................................................................220; title: Mentoring to Prevent Burnout................................................................................221; title: Approaches to Mentoring....................................................................................222; title: Mentoring Outcomes..........................................................................................223; title: Coaching.................................................................................................................224; title: Three Types of Coaching.....................................................................................225; title: Cognitive/Knowledge..................................................................................................... 228; title: Psychomotor/Behavior.................................................................................................... 228; title: Affective/Attitude............................................................................................................ 229; title: Outcomes of Coaching.......................................................................................229; title: Chapter Fifteen, Activity One: Managing Burnout..................................................230; title: Chapter Fifteen, Activity Two: Coaching for Success...............................................231; title: References and Recommended Readings.................................................................232; title: Appendix A.................................................................................................................235; title: Reprinted with Permission from the Author........................................................237; title: Conclusion..............................................................................................................237; title: Glossary......................................................................................................................239