Discussion: View Thread

If your students are similar to most of
mine, you may be misinterpreting lack of
preparation for shyness. It is difficult to
overcome, but possible if you are willing
to invest some time. The use of
impromptu quizzes is one method, but
another that I have found less work is
making class participation a percentage
(approx. 10%) of the course grade, using
a seating chart for recording the
evaluation of students in large classes,
and arbitrarily selecting (using index cards
with students names on each) 5-10
students to be on the "hot seat" to answer
questions/lead the discussion on any
given day. Since I select with
replacement up to 3 times each
semester, the students learn quickly that
they need to keep up with the assigned
reading even if they have already been on
the seat. To simplify evaluation, you can
use a 0-4 system representing absent or
clueless to excellent
interpretation/analysis of information.
Good luck!

Jan Jackson
Virginia State University

At 03:05 PM 2/13/97 -0500, jan Jackson wrote (in part)
... arbitrarily selecting (using index cards
>with students names on each) 5-10
>students to be on the "hot seat" to answer
>questions/lead the discussion on any
>given day. Since I select with
>replacement up to 3 times each
>semester, the students learn quickly that
>they need to keep up with the assigned
>reading even if they have already been on
>the seat. To simplify evaluation, you can
>use a 0-4 system representing absent or
>clueless to excellent
>interpretation/analysis of information.

This really scares me - there is a lot of research on communication
apprehension - it is not a joke at all to about 20% of the population.
Some of these people are not just being resistant (i.e. don't WANT to talk)
... they may be unable to do so in a large group. And when the professor
forces it, it can make it worse. I had a prof do this once - he called it
being in "the barrel" and I know people who hate him for it to this day.
I'm not at all apprehensive, but I didn't like it and I'm sure it didn't
enhance my learning one bit. Unless you want to first distribute the PRCA
instrumewnt to see if they are apprehensive I wouldn'tr recommend this
method.... even if you do I wouldn't recommend it. (sorry Jan...)

On Thu, 13 Feb 1997, Bill Snavely wrote:

/clipped/
> This really scares me - there is a lot of research on communication
> apprehension - it is not a joke at all to about 20% of the population.

As someone who deals with communication apprehension (CA) in my role as an
instructor of communication, (group and public speaking), I would say that
that 1/5 number is misleading because it includes the entire range of
CA behaviors, not just the severly CA.

A class of 55 is a bit large to expect a large amount of interaction.
However, one of the techniques I use is to learn the names of those who
sit on the back row and begin by asking for their opinions. The benefits
are two-fold. The students get the idea that the back row is not a safe
place to duck out of conversation, and conversation flows through the rest
of the class giving them the idea that communication in class is an
expected part of the learning experience.

The danger/hazard of not pushing them into conversing on topic is a hidden
arrogance on the part of some students summarized by a "I know what I
think/feel is right. I don't care about what others have to think/say
about it"-attitude. This is tantamount to preparing them to sabotage a
hard-won group decision later on when they suddenly voice their objections
to the solution presented.

If I understand correctly, business indicates that it needs people who can
communicate with other people, customer, stakeholders, etc. There are
many who think that if they have strong writing skills that they will be
successful, or that if their spreadsheet projection has a high correlation
to an outcome they will achieve some notoriety in their firm. They are
correct, but in the back cubicle is where they are likely to be located.
To those who lay faith in the written word, remember after the briefs are
filed, the Supreme Court hears ORAL arguments from lawyers because a
written word is a sitting duck for an ORAL argument. And, to the
spreadsheet wizards, I have yet to hear a number speak for itself.

With a student's career change predicted at 5-7 during a lifetime, CA is
not a luxury that we should allow our students to indulge themselves with.

______________________
Great Optimism,

Dutch Driver
Dept. of Communication
McMurry University
Abilene, TX
ddriver@cs1.mcm.edu

Dutch Driver <ddriver@cs1.mcm.edu> wrote:

>>... If I understand correctly, business
indicates that it needs people who can
communicate with other people, customer,
stakeholders, etc...<<

Yes, and if they want good communicators they ought to learn how
to identify them in the hiring process and then hire them.

>>... There are many who think that if
they have strong writing skills that
they will be successful, or that if their
spreadsheet projection has a high correlation
to an outcome they will achieve some notoriety
in their firm...<<

Do these students get high grades?

>>... They are correct, but in the back
cubicle is where they are likely to be located...<<

I agree.

>>... I have yet to hear a number speak for itself...<<

Numbers often say different things to different people.

>>... CA is not a luxury that we should
allow our students to indulge themselves with...<<

How do we not allow a student's personality to control their
behavior? Students have been developing, refining, and fixing
their behavior for 18 years or more.

Why do we think that teachers can make a big impact on anything
larger than a small minority of students who recognize that
they should change and who want to change and who have
the strength to change?

Bob


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On Fri, 14 Feb 1997, Bob Gately wrote:

> How do we not allow a student's personality to control their
> behavior? Students have been developing, refining, and fixing
> their behavior for 18 years or more.

CA is not a personality disorder or a function of personality it is a
behavior and subject to routines of behavior modification.

> Why do we think that teachers can make a big impact on anything
> larger than a small minority of students who recognize that
> they should change and who want to change and who have
> the strength to change?

I should like to try to make an effort to make that impact on that small
minority of students instead of tossing my hands in the air and giving in
to their prevailing sense of apathy. If the effort is futile, then I do
not mind tilting at windmills because with each effort I improve my
ability to stay in the saddle for the next joust. The sig. file says
"Great Optimism" but it could say Man of La Mancha just as well.


______________________
Great Optimism,

Dutch Driver
Dept. of Communication
McMurry University
Abilene, TX
ddriver@cs1.mcm.edu

Dutch Driver <ddriver@cs1.mcm.edu> wrote:

>>... CA is not a personality disorder
or a function of personality it is a
behavior and subject to routines of
behavior modification...<<

Are not personality traits behaviors? And who does the
diagnosis and from where? The front of the classroom?

>>.. I should like to try to make an effort
to make that impact on that small minority
of students instead of tossing my hands in
the air and giving in to their prevailing
sense of apathy...<<

I am all for each of us helping others to the best of our ability,
however, I am against self-appointed therapists standing in the
front of the class making determinations of which students need
help to overcome some perceived behavioral affliction.

>>... If the effort is futile, then I do not
mind tilting at windmills because with each
effort I improve my ability to stay in the
saddle for the next joust...<<

Uninvited attempts to "improve" another person's life,
personality or behaviors are not considered by most people
as a sporting event and definitely are not jousting matches
to be won or lost.

Bob