Literaturnachweis - Detailanzeige
| Autor/in | Orbe, Mark P. |
|---|---|
| Titel | Building Community in the Diverse Classroom: Strategies for Communication Professors. |
| Quelle | (1995), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Environment; Community Characteristics; Cooperative Learning; Group Activities; Group Discussion; Higher Education; Small Group Instruction; Speech Communication; Undergraduate Students |
| Abstract | M. S. Peck (1987) identifies six characteristics of a "true community": (1) inclusiveness (no "in group" or "out group"); (2) commitment; (3) consensus (differences are acknowledged and processed); (4) contemplation; (5) vulnerability; and (6) "graceful" fighting (conflict should not be avoided, minimized, or disregarded). Based on these characteristics, several specific strategies for building community in the diverse speech communication classroom can be followed. First, using student contracts allows students a degree of control in determining the course syllabus. Second, using a name game of sorts or a "personal scavenger hunt" encourages students to know one another. Third, setting ground rules for discussions helps students to know what to expect. Fourth, a 5-minute sharing time helps to build community on a daily basis. Fifth, accepting cards with questions on them helps those with a higher degree of communication apprehension contribute to classroom discussion unobtrusively. Sixth, creating a safe discussion environment in which comments are not ignored or marginalized insures free-flowing exchange. Small group discussions in various permutations and oral presentations are helpful as well. Another strategy that builds community in the classroom is the encouragement of study groups. The groups are randomly organized at first but reorganized for each exam; this arrangement creates an opportunity where peer learning/teaching and support are rewarded. (Contains 40 references.) (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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