Ead303 4-t2-17-18

Ead303 4-t2-17-18

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  The University ofCambodia ead303: communication in the classroom Lectured by: Mut Somoeun (M.Ed)
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  COMMUNICATION, AFFECT, AND STUDENTNEEDS
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  Communication and Students’Needs •To improve communication, we must fulfill student needs (identify and understand students’ needs). •To fulfill student needs, we must employ effective and affective communication. •When students' needs are not met, problems arise.
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  • Students communicatewith their instructors to satisfy certain academic, personal, and interpersonal needs. • Most teachers attempt to satisfy the academic needs of the students. • The teachers feel an educational commitment or obligation to fulfill these needs, but other student needs often are neglected. Communication and Students’ Needs
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  Measuring Student Affect •According to McCroskey (1994), the instrument is used to measure students’ attitudes toward (see page: 56/57): • (1) instructor of the course (teacher evaluation), • (2) content of the course (affective learning) along with measures of higher order levels of student affect, • (3) taking additional classes in the subject matter (future content), • (4) taking additional classes with the teacher (future teacher).
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  Basic Academic Needsof Students There are six basic academic needs of students: • One: Each student in the classroom needs to have an understanding of the instructional goals and objectives. • Two: Each of teacher needs to have a goal for each lesson he/she teaches. • Three: The instruction should match the students' cognitive development/potential and learning style.
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  • Four: Thestudents have a need or desire to be active participants in the learning process. • Five: Regardless of the age of the student, they have a need to see how the content relates to their lives and pursue some interests of their own. • Six: Perhaps more important than the other academic needs of students is the need to experience success in the classroom. Basic Academic Needs of Students
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  Traditional Interpersonal NeedModels • Need is a goal, state, activity, object, or a thing whose attainment will facilitate or promote a person acquiring a better psychological, emotional, behavioral, affective, or cognitive condition. • Needs are usually viewed as acquired, developed, or learned. Often students come into school with a set of learned needs which they expect teacher to fulfill. • Needs are of an internal or external nature. • Needs that have an internal nature are often fulfilled by the individual, however, needs that have an external nature are often dependent upon another individual assisting in the fulfillment of the need.
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  Fundamental Interpersonal RelationsOrientation • Schutz (1958; 1966) developed a measure called the Fundamental Interpersonal Relations Orientation - Behavior (FIRO-B) scale. • This measure was designed to determine a person's need to express and a person’s need to receive three of the most important interpersonal needs: • Control behavior, • Inclusion behavior, • Affection behavior.
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  • The interpersonalneed for control is associated with the need to demonstrate influence, dominance, power, compliance, responsibility, and guidance. • There are two dimensions to the need for control. • The first dimension is concerned with the personal need to express some control over one's own surroundings and environmental circumstances. • The second dimension is concerned with the personal need to receive some control, direction, or guidance from another. Fundamental Interpersonal Relations Orientation
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  • The interpersonalneed for inclusion is associated with the need for being included, being a part of a group, being able to fit in, or being a member of a group (social inclusion) – the need to communicate, associate, and interact with others. • There are two dimensions to the need for inclusion. • The first dimension is concerned with the personal need to express inclusion to others. • The second dimension is concerned with the personal need to receive recognition, affiliation, or association with a group or club. Fundamental Interpersonal Relations Orientation
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  Interpersonal/Instructional Needs Approach •Hurt, Scott, and McCroskey (1978) argued that when the control, social,and affection needs of students are not met their intellectual, academic, and interpersonal communication skills might suffer. (See page: 51 or 64) • Need for behavior control • Need for social inclusion • Need for affection
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  Maslow’s Hierarchy ofNeeds (1970)
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  Outcomes of MeetingStudent Needs • Hurt, Scott, and McCroskey (1978), when student needs are met, teacher/student communication will be improved and teacher/student affect will increase. • When teachers communicate in such a way that student needs are satisfied, then student affect will increase for the teacher. • When teachers have higher affect with their students then effective communication will increase between teacher and student.
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  • Whenever basicstudent needs are satisfied, the student is able to focus more clearly on the purposes of schooling, education, and learning. • When basic student needs are satisfied, the student is more likely to behave in a socially responsible manner and not become the classroom discipline problem. • When basic student needs are fulfilled, the classroom manager has more positive feelings toward her or his students. Outcomes of Meeting Student Needs
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  • When basicstudent needs are met, students are more likely to internalize the information they have received. • A teacher who meets student needs is likely to have students who are more willing to listen, learn, and have increased attention spans. • When basic student needs are fulfilled, the interaction between student and teacher and student to student will increase. • The teacher who fulfills basic student needs has students who are more willing to work with one another cooperatively and collaboratively on instructional projects. Outcomes of Meeting Student Needs
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  THANKS FOR YOURATTENTION. Q & A