Communication Skills for the U.S Classroom September 19, 2013 Overview • Learning outcomes • Expressing concerns about being a GTA • Classroom scenarios • Discussion and activities • Questions • Resources on-campus/learning tools Learning Outcomes 1. Identify ways in which you communicate and how these may impact teaching in the US classroom 2. Define appropriate communication with students in the classroom 3. Discuss creative solutions to common communication problems Your concerns about teaching at OSU On a sheet of paper write down • Your biggest concerns about communicating in the classroom. Discussion: Teaching Concerns Be alert, but throw your concerns away! Reflection Questions • What kind of communication styles exist between teachers and students in your culture? • How do you think your students will perceive your communication style? Scenarios for Discussion 1. Students frequently ask you to repeat yourself. 2. Students want to “friend” you on Facebook and want to interact socially outside of class. 3. Students back away from you during one-on-one interaction. 4. Students don't seem to be following your lecture and you notice multiple students looking confused. 5. Students are being disruptive in your classroom, constantly criticizing your teaching methods and talking back during class. Lesson #1- Teaching Styles • If you are asked to repeat yourself, ask the class, “Am I speaking too fast or too quiet?” • Get more specific information: "Does this make sense?” • Make eye contact. Lesson #2- Set Your Boundaries • Establish your boundaries early. • Decide what works best for you and learn from other GTAs about how they maintain their boundaries. • Be consistent. • Change your Facebook Privacy settings so that only friends can view your profile. Lesson #3 Types of Communication Lesson #4 Reflecting on Your Teaching Sessions • Reflection after every class = critical!!! • Unique to each individual, but some techniques… Reflection Lake at Mt. Rainier from www.joncanfield.com Lesson #5 – Set Your Classroom Expectations 1. Define what you expect (behaviorally and academically) from your students early and often throughout the term. 2. Demonstrate confidence: clearly establish your professional boundaries. 3. Document these expectations: A syllabus is a contract between the student and the instructor and can be used as reference throughout the term. Reflection Questions •What do you expect from your professors as a student in the classroom? •What do you expect (behaviorally and academically) from your students? •How could you initially communicate these expectations and remind students of them throughout the term? Resources on-Campus • OSU International Programs Office (http://oregonstate.edu/international/atosu/students) • Center for Teaching and Learning (CTL), 541-737-2804 – look for upcoming seminars on teaching • Counseling & Psychological Services (CAPS), 541-7372131 – for apparent mental health issues • Student Conduct & Community Standards (SCCS), 541737-3656 - for disruptive behavior • Student Care Team (SCT), 541-737-3343 - for a personal crisis • Academic Care Team (ACT), 541-737-2272 - for academic difficulty • OSU Toastmasters Learning Tools • Ross, C. and J. Dunphy. 2007. Strategies for teaching assistant and international teaching assistant development: Beyond microteaching. Jossey-Bass, A Wiley Imprint: San Francisco, CA • Sarkisian, E. 2006. Teaching American students: A guide for international faculty and teaching assistants in colleges and universities. Derek Bok Center for Teaching and Learning, Harvard University Press: Cambridge, MA • Smith, J., Meyers, C.M., and A.J. Burkhalter. 1992. Communicate: Strategies for international teaching assistants. Regents/Prentice Hall: Englewood Cliffs, NJ. • Bailey, K.M., Pialorsi, F., and J. Zukowski/Faust (eds). 1984. Foreign teaching assistants in U.S. universities. National Association for Foreign Student Affairs: Washington, D.C. • Hooks, B. 1994. Teaching to transgress: Education as the practice of freedom (Vol. 4). New York: Routledge.