"Hi! I'm Your Instructor...BELIEVE IT OR NOT": An Exercise Confronting Stereotypes in the First Day of an Interpersonal Communication Class.

Autor/in	Sohn, Yuri
Titel	"Hi! I'm Your Instructor...BELIEVE IT OR NOT": An Exercise Confronting Stereotypes in the First Day of an Interpersonal Communication Class.
Quelle	(1995), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Higher Education; Instructional Effectiveness; Interpersonal Communication; Nonverbal Communication; Stereotypes; Student Attitudes; Student Reaction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Klischee; Schülerverhalten; Schülerkritik
Abstract	A 25-year-old male instructor of Korean, Japanese, Hawaiian, American, and Australian background teaching predominantly 20-year-old, white students at a midwestern university developed an activity to introduce interpersonal communication to the students on the first day of class. Objectives were to develop in learners: (1) an awareness of sociopsychological processes embedded in interpersonal communication; (2) an awareness of the students' own assumptions and how they relate to interpersonal communication; (3) a greater understanding of the role of nonverbal cues; and (4) an appreciation of communicating on an interpersonal level and not stereotyping. An intern entered the class, told the students that the instructor was running late, and played an audiotape recording of the instructor, which asked the students to write down details of the instructor based on the tape recording. The instructor (who entered the classroom earlier and took a seat among the students) then walked to the front of the class and revealed that he was the instructor. Subsequent class discussion focused on issues raised in the students' writing. The 64 students who were exposed to this exercise in the Spring of 1995 were asked to respond anonymously to questions regarding the exercise. Major themes that emerged were stereotyping (including how strongly some stereotypes are embedded); vocalics (such as how vocalics influenced people's thoughts); introduction to later material in the course; and icebreaker (indicating that the exercise was a creative introduction to the class. The exercise, or some variation, can be used in any interpersonal or intercultural communication course. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC