References

 Don't Quit Your Day Job (2010, October 25). I'm listening! wait, what did you say? [Video file].
          Retrieved from YouTube website: https://www.youtube.com/watch?v=bO-a-Yz4xA8


Rutherford, L. (2014, July 29). Celebrating diversity in the classroom [Video file]. Retrieved from
          YouTube website: https://www.youtube.com/watch?v=NqpT-bEg-TM


Simonds, C. J., & Cooper, P. J. (2011). Communication for the classroom teacher (9th ed.).
          New York, New York: Pearson Education.


St. Petersburg College (2009, May 7). Disability awareness project: professional ethics in the classroom [Video file].                        Retrieved from YouTube website: https://www.youtube.com/watch?v=49Y7oXx-2K4

Conclusion

Effective verbal and nonverbal communication is essential to being a competent teacher. Recognizing each student as an individual and respecting them all, no matter their background, will allow you to create a positive learning environment. Developing strong listening skills and working to overcome the communication and listening barriers in the classroom is necessary for everyone to achieve more. Creating positive relationships with students, parents, colleagues and administrators will foster student and teacher success. Modeling appropriate behaviors, eliminating any form of biases or discrimination and leading a classroom rich in ethical decisions will allow you to create the most desired learning environment. 

Ethics and Diversity in the Classroom

According to Simonds and Cooper (2011), ethical issues are inherent in the teaching profession and, more specifically, in the classroom. It is essential for teachers to be aware of issues and questions concerning clarity of course requirements, evaluating students, grading standards, favoritism, enforcement of rules, and effects of bias or prejudice. Regardless of student gender, race, culture or abilities, all students should be treated fairly and made to feel safe and comfortable inside the classroom. 
 
In addition, ethical standards in education are pertinent to the success of a student and to the establishment of a positive, supportive classroom environment. Teachers must always be aware of ethical dilemmas and strive to uphold correct morals and values when it comes to education. When a school sets ethical standards for their students and staff, it motivates everyone to reach for higher achievement and establishes a strong educational environment.

  

When a teacher is faced with making ethical decisions in the classroom, there are many standards that serve as a guide. When teachers are aware of these, they can begin to apply them to their own teaching practices and inform students of the same. Educators have a responsibility to reflect on their ethical practices and help students become aware of their own ethical behaviors as it relates to the classroom climate (Simonds & Cooper, 2011).

 

METHODS TO RESOLVE CERTAIN ISSUES:

 

Audience analysis: The teacher should consider the gender, culture, values, and background of the students in her class.

  

Political system: The teacher should also consider the political system of her class when thinking about ethical reasoning. For example, are the standards being applied to a democracy or a dictatorship?

 

Human nature: This should be respected when making ethical decisions. This would mean that individual differences would be looked at within the political structure of the class. 

 

Dialogical perspective: This means that the teacher should listen to all sides of the story when making an ethical decision.

 

Situational perspective: This means that ethical decisions are made based upon the particular situation. 

 

Legal perspective: This means the judicial system would be determining ethical decisions.

 

Personal code of ethics: The teacher's own personal values which can be looked at after reflecting on the various approaches.

 

Ethics and Positive Learning Environments

 

Ethics play a huge part in creating a positive learning climate in the classroom. When creating a supportive environment, teachers should be proactive rather than reactive. Each student should be treated fairly and as an individual. In order for the classroom climate to remain positive throughout the year, teachers should do the following:

 

• Organize instruction and support activities
• Implement techniques for conflict resolution
• Set the tone in the first class
• Demonstrate mastery and enthusiasm of subjects
• Review skills
• Assign work carefully
• Develop fair tests
• Monitor student involvement
• Be aware of barriers to learning
• Prepare and plan classroom rules and procedures in advance
• Communicate expectations clearly
• Establish routines, procedures, and expectations for appropriate performance
• Systematically monitor student work and behavior
• Provide feedback about academic performance and behavior

 

The following video taken from YouTube shows a teacher making several unethical decisions when working with students with disabilities in his class.  

 

 

 

 

Communication Concerns and Strategies That Support Diversity

 

According to Simonds and Cooper (2011), the teaching-learning process is primarily a communication process that relies largely on the interactive behaviors of students and teachers. There are several variables that prohibit effective communication and can adversely affect the learning process. These variables include sexism, ethnocentrism, classism, racism, and ableism. Each of these concerns create communication barriers in the classroom. Our job as an educator is to be able to recognize these barriers then adapt and change the way we communicate with our students more competently.

Sexism- This is when you favor one gender over the other. To overcome this barrier, teachers must be as fair and ensure that both genders have equal opportunities in the classroom.

Ethnocentrism- Thinking that one's own ethnicity is superior to others. To overcome this, teachers need to take the time to learn about the different cultures of his or her students. They also need to make sure each student is welcomed into the classroom regardless of their background.
 
Classism- Making assumptions about someone based on their social class. Teachers must not stereotype students based on their family income level and recognize that all students are able to learn, even those in poverty.

Racism- Discrimination against someone based on their race. Teachers must be very careful not to make judgements based on one's skin color. Teachers need to make all students feel welcomed and cared for, regardless of their race.

Albeism- Discrimination based on one's physical or mental abilities.  Teachers need to be accepting of all students, especially of those with disabilities. Students that have disabilities should always be included within the classroom.


Teachers must be very aware of the “isms” in our classrooms. Environments where the students do not feel accepted, are not environments where effective student learning can occur. When teaching students, it is essential to take the time to get to know them. Recognizing and nurturing the differences and uniqueness of each student is essential for effective communication. Understanding their backgrounds and what they bring to class each day will allow you to recognize that each student is an individual and should not be placed in a category (Simonds & Cooper, 2011).
 

 

 

 

 

 

The following video taken from YouTube highlights the importance of celebrating diversity in the classroom.

 

Instructional Strategies

There are numerous instructional strategies that teachers can choose to use in their classroom. While no strategy is superior, teachers must decide which one will best fit the needs of their class depending upon the composition of the students, student learning styles, classroom environment and the objectives that are being taught. Some examples of different instructional strategies include: lecture, discussion, activities, storytelling, independent study, small group instruction and peer instruction (Simonds & Cooper, 2011) 
 
Lecture
 
This is an instructional strategy in which the teacher does the majority, if not all, of the talking. During a lecture the teacher will present a large amount of information in an efficient manner; giving directions, providing information and conducting evaluations.

Advantages: Lectures are flexible and easily adapted to a particular group of students. They cover a great deal of information in a short time period and provides reinforcement for students.
 
Disadvantages: Lectures are very impersonal which can affect student learning. The students can also become confused with the vast amount of information that is covered. It is difficult for many students to pay close attention because they are not actively engaged in the lesson. Lectures also do not address the different learning styles of the students.
 
It is beneficial for teachers that use the lecture strategy to ensure that the lesson is engaging and uses visual aides. It is also necessary for the teachers to allow students enough time to process all of the information that is being taught during the lecture.

Considerations when implementing the lecture strategy:

As a teacher you must think about what you are saying and communicate the information in a clear and concise manner. It is also important to support and reinforce your ideas with your face, body and voice. It is essential to adapt to your students and their needs as well when delivering the message.

 
Discussion
 
This is an instructional strategy where the teacher acts more of a facilitator instead of the sole contributor of the information that is being provided. When having class discussions, students are able to express themselves, defend their points of view and expose others to a variety of ideas, beliefs and information that is different than their own. 
 
Advantages: The concept of two heads are better than one come into play with the discussion
strategy. Discussions will offer more ideas and resources. Students also enjoy the activities and the feedback that discussions can provide.

Disadvantages: Class discussions often take a considerable amount of time. They also require that the teachers and students have positive discussion skills. 

Considerations when implementing the discussion strategy:

Teachers that lead a class discussion must be very prepared. They need to ensure that they have a sufficient amount of questions that will start the discussions. Teachers also need to be prepared to help or interact with the students to allow for the discussion to flow . Some students will not participate as much as others, so the teacher needs to be ready to probe students or redirect them to encourage participation. Teachers need to ensure that the discussions are inclusive of all students. A major factor in fostering successful discussions is being able to relinquish full control as the teacher and allow the students to do the majority of the talking. Teachers and students must use their listening skills as well to promote successful class discussions.


Small Group

According to Simonds and Cooper (2011), it is important that teachers provide their students with small group communication. The more opportunities that the students have to "try out" their behavior in small groups and to internalize the mirrored reactions of others to these behaviors, the more effective communicators the students will be able to be.

Advantages: Small group instruction fosters positive attitudes towards the material being taught. This strategy also motivates the students because they enjoy working together in small groups. Students are also able to develop their problem-solving and decision-making skills when sharing their ideas with other students for critiquing and comparison.

 

Considerations when implementing the small group teaching strategy:

The role of the teacher during small group instruction becomes more of an academic counselor or consultant. This strategy is based on collaborative learning where the teacher must clearly define the tasks and roles of each member in the group.

 

When working in small groups, there are many different types of tasks that can be accomplished. Some of these include problem solving, research, debates, role-play and simulation games.

 Storytelling

Storytelling is another type of an instructional strategy that can be used each day in the classroom. Stories are often used to introduce a unit of instruction or to explain difficult concepts. Teachers and students also use storytelling to share about their lives and different experiences. Stories can enrich the classroom learning experiences because they are appealing and entertaining to the students. When used appropriately, storytelling can be very effective because they often motivate students and encourage an appreciation of literature.

 (Simonds & Cooper, 2011)

Verbal and Nonverbal Communication

 

Effective verbal and nonverbal communication in the classroom is essential for student success. It is imperative for verbal and nonverbal communication to work together. According to Simonds and Cooper (2011), when classroom teachers use clear, concise, appropriate and interesting communication, student achievement improves. In addition, when teachers use effective nonverbal communication in the classroom, the relationship between students and teachers increase. Positive classroom relationships between the teacher and students lead to greater student cognitive and affective learning. 

Verbal Communication Techniques
 

Research has shown that verbal communication will not only effect your students, it will also affect your ability to be a proficient teacher. Some verbal communication techniques are: teacher clarity, teacher appropriateness, and verbal delivery. 

• Teacher Clarity: The teacher's ability to present information in a way that the students will understand. Teachers should prepare students for what is being taught, provide many examples, demonstrate, provide lots of practice, and stress important or difficult ideas. Teachers should also make sure that the language being used in the classroom is age and content appropriate.  Teachers should always try to use inclusive language. 
• Verbal  Delivery: The way we deliver the messages, paying attention to articulation, tone of voice, pronunciation, volume, pauses, pitch and vocal variety. Listening to a speaker who uses a boring, monotone voice is difficult and hard to focus and comprehend. It is important for teachers have an enthusiastic quality when it comes to verbal delivery so that their students are engaged in the lesson. 

 

Nonverbal Communication Techniques

Nonverbal communication uses facial expressions, gestures and touch to portray messages. A positive classroom that is supportive, warm and inviting is often developed through nonverbal communication. Nonverbal communication is vital towards the student/teacher relationship because it conveys the full meaning of the words that are being expressed. It also allows students to feel a deeper connection to the information that is being presented (Simonds& Cooper, 2011).

Nonverbal communication can be categorized in several ways:

Proxemics: Having to do with personal space or the distance from students

Spatial arrangement: Addresses the arrangement of the classroom (seating charts). Teachers should understand how their seating arrangement can affect the dynamics and communication of the classroom.

Environmental factors: Taking in to account the classroom environment. Teachers should make sure their classroom is clean, comfortable, has good lighting and is pleasing to look at.

Chronemics: The study of how people use time. Teachers should ensure that they are giving their students appropriate time when responding to a question or participating in a discussion.

Artifacts: This Includes clothing; teachers should always be dressed professionally and appropriately, and should expect the same of students as well.

Kinesics: Includes body movement, gestures, facial expressions, and eye contact. Teachers that use more of this behavior in their classroom are more effective at communicating with their students versus those teachers that do not.

 
 

 

 

 

 

 

 

 

  

Listening Skills and Barriers to Communication

According to Simonds and Cooper (2011), listening is an essential aspect of the teaching and learning process. Effective listening is important because we spend a great deal of time listening. Research demonstrates that 70 percent of our waking time is spent participating in some form of communication. During that time, 9% is spent writing, 16% reading, 30% talking, and 42 to 57% listening. Simonds and Cooper (2011), find that listening is the main channel of instruction in the classroom. When such a large amount of time is spent listening, ineffective listening can be detrimental to students.

According to Simonds and Cooper (2011), listening is much more than simply hearing. It also involves a complicated process. Judi Brownell (2009) describes listening according to what she calls the HURIER model. This model represents six interrelated activities associated with listening; hearing, understanding, remembering, interpreting, evaluating, and responding.  

 

HURIER Method

 

Hearing

Hearing involves being able to receive and process the sound accurately.
Understanding

Understanding involves comprehension and requires reflection.
Remembering

Remembering requires the listener to put forth an effort to want to retain the information they are hearing from the sound, to understand. It is essential to remember if the information will need to be applied.
Interpreting

Interpreting messages is being able to understand the situation from another person’s perspective.
Evaluating

Using past experiences, attitudes, and values.

Responding

Once you have listened to a message what will we do with the information? Will it be used to form new information? Will it be rejected because it is not consistent with what we already know?

Types of Listening
Informative
Informative is the majority type of listening we typically do in which we listen for information in order to retain for future use.
Appreciative
Appreciative listening is when you listen for enjoyment.
Empathetic
Empathetic listening is listening for the feelings of another person, where individuals might just need a sound board or someone to just be there and listen, without needing feedback.
Critical
Involves making judgments about the messages we receive.

All four of these listening types can be used in an educational setting. It is essential to be aware of all four types of listening, and how to use them correctly in the classroom.

(Simonds & Cooper, 2011)

Barriers to effect listening

 

 

 

Reasons why it is difficult to be an effective listener

Factual Distractions

Factual distractions occur when we listen for the facts only, not the main idea or feelings behind the message.
 

Semantic Distractions

Semantic distractions occur when the other person uses terminology that is unfamiliar or when we react emotionally to words or phrases.

 

Mental Distractions

Mental distractions are caused by intrapersonal factors. When we either focus on our stereotypes or attitudes of the individual speaking, we aren’t able to focus like we should.
 

Physical Distractions

These distractions can come from a variety of sources such as noise, uncomfortable clothing, the look of a room or individual, temperature or time of day. Any one of these could interfere with an individual’s ability to listen.
 

(Simonds & Cooper, 2011)     



Effective Listening Strategies   

The following behaviors can help you improve your listening skills and communicate more effectively:

•Eliminate the physical barriers to listening.

•Focus on the speaker’s main idea. Listen for the intent, as well as the content, of the message.

•Give the other person a full hearing. Concentrate on the speaker.

•Ask questions

(Simonds & Cooper, 2011)

This video taken from YouTube shows an example of effective listening vs. noneffective listening