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26 Cards in this Set
- Front
- Back
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Discuss Brooks' First Day of School.
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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.
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Discuss Knapp's Model of Interaction.
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Developed ten stages in which interaction occurs within a dyad, and the behaviors/feelings between the two people. Movement: not necessarily linear.
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What are Brooks' routization, visual scanning, business like tone of voice, behavioral and academic expectations, and anticipate confusion?
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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.
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Dyad
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Duo. A pair. Used in this context to describe two people and their relationship.
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Initiating 1
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Norms when meeting friends/strangers. Exchange verbal/nonverbal.
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Experimenting 2
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Small talk and discovery. Common interests. Safe.
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Intensifying 3
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More personal/private info. Beginning of a closer relationship. Testing for violations. If none, will grow.
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Integrating 4
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Acceptance by society. Social package. Trophies.
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Bonding 5
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Formal contract. Institutionalized. (Not necessarily close)
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Differentiating 6
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Differences begin to stand out. Not the end.
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Circumscribing 7
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Slow death. Talking/disclosure decreases. Facade.
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Stagnating 8
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Not dead, but going nowhere. Not discussed. In Limbo.
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Avoiding 9
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Physically. Going in the opposite direction, literally.
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Terminating 10
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Acceptance of goodbye. Going separate ways.
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Discucss Listening (as covered in class).
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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.
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Self concept-
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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.
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Discuss Nonverbal Communication (Chp 4 pp. 81 - 98).
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Important cues. Proximics (spaceusage), environment, Chronomics/timeusage, touch, paralanguage. Physical attractiveness.
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Discuss Cultural Diversity
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Among student population growing larger. 4 values are independence, competition, individualism, and application.
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Stumbling blocks:
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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. |
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Hearing
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physiological. Processing sound waves into neural auditory impulses. Sound is air set to vibration
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Masking
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certain sounds drowned out automatically.
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Auditory Fatigue
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noise pollution.
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3 levels listening
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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).
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Self-disclosure
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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.
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Immediacy
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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).
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Communication style
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verbally interacts, how literal? Precise? Relaxed? Dominant? Dramatic? Indentify with friendly and enthusiastic, but not overpowering.
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