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26 Cards in this Set

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Discuss Brooks' First Day of School.
Article: First Day of School. Compared New teachers to Veteran "Superstars." Days 1, 2, 10, and 28. Superstars: more organized and systematic, consistent, predictable, valued feelings, friendlier, less punitive and more likely to admit when they made mistakes. Made for a more open and succesful learning enviroment.
Discuss Knapp's Model of Interaction.
Developed ten stages in which interaction occurs within a dyad, and the behaviors/feelings between the two people. Movement: not necessarily linear.
What are Brooks' routization, visual scanning, business like tone of voice, behavioral and academic expectations, and anticipate confusion?
routization: similar tasks repeated daily. visual scanning: direct eye contact. a business like tone of voice: encourages a serious attitute toward learning. Behavioral/Academic expectations: inform what is expected of them with daily reminders. Anticipate confusion: challenge, allow for questions.
Dyad
Duo. A pair. Used in this context to describe two people and their relationship.
Initiating 1
Norms when meeting friends/strangers. Exchange verbal/nonverbal.
Experimenting 2
Small talk and discovery. Common interests. Safe.
Intensifying 3
More personal/private info. Beginning of a closer relationship. Testing for violations. If none, will grow.
Integrating 4
Acceptance by society. Social package. Trophies.
Bonding 5
Formal contract. Institutionalized. (Not necessarily close)
Differentiating 6
Differences begin to stand out. Not the end.
Circumscribing 7
Slow death. Talking/disclosure decreases. Facade.
Stagnating 8
Not dead, but going nowhere. Not discussed. In Limbo.
Avoiding 9
Physically. Going in the opposite direction, literally.
Terminating 10
Acceptance of goodbye. Going separate ways.
Discucss Listening (as covered in class).
4 skills: reading, writing, listening, speaking. Taught less, used 45% daily. Poor habits: cost time, money, personally. Perception-sensory intake. Comprehension-correct interpretation.Evaluation-inquiry/assessment.Response-reactions. Effective vs. noneffective-gain knowledge, make us more rounded, promotes valuable message.
Self concept-
self-concept: total image. perception/would like to be/believe others/others actually. Cooper, Stewart, Gudykunst study: high/low self concept speakers percieve messages differently. Self-fufilling prophecy. Teacher efficacy-how well a teacher thinks she can effect a students' learning.
Discuss Nonverbal Communication (Chp 4 pp. 81 - 98).
Important cues. Proximics (spaceusage), environment, Chronomics/timeusage, touch, paralanguage. Physical attractiveness.
Discuss Cultural Diversity
Among student population growing larger. 4 values are independence, competition, individualism, and application.
Stumbling blocks:
We assume similarity instead of difference. This leads us to false conclusions.

-Language. The term “Lost in Translation” is a good way to describe this. Languages do not always translate perfectly, what we lose in those translations can be very important.

-Nonverbal misinterpretations. If Jenny looks at me and smiles, she may be just being nice, but I may interpret it as “Jenny has the hots for me.” So when I ask her out and she says “no,” those misinterpreted nonverbal communications have hurt my feelings.

-Preconceptions and stereotypes. One student in our class is from Scotland and he gave us an example of a stereo type. He told about how one of his teachers assumed English was his second language just because he’s from Scotland. English is his first and only language. That is a preconception or stereotype.

-We also have a tendency to evaluate. This just means we always look for meaning in everything as good or bad, there is no middle ground. If I get a B- on a test, it’s either not good enough or good enough, it can’t be just okay.
Hearing
physiological. Processing sound waves into neural auditory impulses. Sound is air set to vibration
Masking
certain sounds drowned out automatically.
Auditory Fatigue
noise pollution.
3 levels listening
Hearing/Listening: voluntary response/full discrimination (recognize important sounds. store or forget). Semi-conscious/Non-Discriminate (tune out/words pass by), Involuntary/partial (unexpected noises, jump/startle).
Self-disclosure
Voluntarily giving others personal information that we don't give to everyone. Important in developing relationship. Appropriateness. Incrementally. Females more than males. Helps clarify, establish more relationship from teacher to student.
Immediacy
Enhances closeness. Verbal or nonverbal. (eyecontact."we") Viewed as approachable, friendly, open. Students more likely to respond reciprocally. Influenced by culture. Different signs=different cultures. (smiling, body stance, pitch).
Communication style
verbally interacts, how literal? Precise? Relaxed? Dominant? Dramatic? Indentify with friendly and enthusiastic, but not overpowering.