Classroom Communication and Diversity: Enhancing Institutional Practice

Classroom Communication and Diversity: Enhancing Institutional Practice

Classroom Communication and Diversity: Enhancing Institutional Practice

Classroom Communication and Diversity: Enhancing Institutional Practice

Synopsis

This textbook provides a useful framework for helping new and experienced teachers manage the communication challenges of today's classroom. Challenges that teachers face include the growing diversity of the student body, the impact on gender and classroom communication, the increasing numbers of students being educated in regular education classrooms annually, and students with learning disabilities. Authors Robert G. Powell and Dana Caseau believe it is important to challenge teachers to reflect on the ways their personal cultures influence their expectations about appropriate classroom communication and ways to demonstrate learning. Drawing from the fields of communication and education, Powell and Caseau provide theoretical models and useful strategies for the improvement of instructional practices. This textbook is distinctive in its integration of information from a variety of sources to fashion a viewpoint that focuses on special needs of the individual learner. Much of the information shared in this,text derives from the authors' own action research experiences in schools and from reading the experiences of others, including many teachers, parents, and children. Their experiences, combined with the cross-disciplinary approach, produce a volume of unique perspectives and considerable insight. Students and teachers in the communication and education disciplines will find this text to be a practical and invaluable tool for classroom teaching.

Excerpt

Classroom Communication and Diversity: Enhancing Instructional Practice is designed to help teachers face the challenges of today's diverse classroom. The first two chapters focus on defining features of communication and the role of communication in the learning process. In chapter 1, the elements of the com/ munication process are explained. The reader is taken from message-centered to meaning-centered perspectives of communication. We argue that under/ standing comes from the way in which meanings are negotiated among partici/ pants in a communication exchange. The verbal and nonverbal elements that influence the creation and management of meaning are explained in chapter 1.

Chapter 2 explores the relationship between communication and learning and addresses three major areas that influence learning. First, we explore stu/ dent ability. Specifically, we introduce the reader to Gardner's (1983) theory of multiple intelligence and Goleman's (1977) research on emotional intelli/ gence. Second, we examine research on student motivation. We draw on the research on social learning theory and discuss the different orientations to learning. Finally, we explicate the communication processes related to aca/ demic achievement.

The next three chapters focus on the way in which diversity impacts learning and communication. Cultural diversity is the primary focus of chapter 3. The reader is first introduced to the dominant perspectives used to explain the role of culture in the enactment of communication behavior. We then discuss the notion of cultural identity and its impact on the perceptions of classroom per/ formance. The next section of the chapter examines the role of culture in learn/ ing style. Another important section deals with ways to develop culturally re/ sponsive teaching. We conclude the chapter by challenging readers to explore the ways in which their personal values and beliefs about culture influence their orientation to classroom communication.

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.