Comm 128 What Happened in Class

We did peer readings and commentary on each other's papers. Each paper received two readings. The quality of student comments is taken into effect in final grading.


While students did the reading the instructor looked over notebooks and issued grades.

Students turned in their theory paper. Next week (last week) the "I Am" papers will be returned along with the media theory papers.

After the peer readings, we did an experiential learning exercise where students evaluated communication in the workplace. The instructor handed out the "Supportive and Defensive Climate Reflection Worksheet." She explained to students how to answer it. After doing the reflections, students convened to small groups to discuss the communication. They were to focus on the following parameters:

Strategy vs. spontaneity
Dogmatism vs. flexibility
Control vs. collaboration
Evaluation vs. description
Detachment vs. empathy
Superiority vs. equality

Next week:

Last class.
Three-minute theory presentation from your paper
Notebooks checked in during the last half of class
Two papers returned

Comm 128 What Happened in Class

The instructor gave the students an in-class field trip assignment. Students were to watch for nonverbal communication in three designated areas of the campus. First the instructor went through the worksheet. Next the class watched a video that demonstrated many of the areas that were mentioned on the worksheet. After the video, we looked up any areas not covered in the video.

Students then went out on their field trip with their partners. In class, we discussed the various questions and what students saw on their field trips.

Next we worked on Chapter 10 vocabulary terms.

Duplicates of some of the "I Am" papers were collected.

Next class:

Turn in Theory/Film paper
Prepare for brief 3" explanation, scheduled for May 5
Notebook checks

Comm 128 What Happened in Class

We went over a handout on the Myers Brigg and personality types. We talked about the various types. Students then took the a version of the Myers Briggs called "The Personality Explorer." As a comparison, they took another profile.

After taking the profile, students were divided into groups based on the "E" or "I" part of their four-letter type. The instructor passed out a handout and gave the students time to discuss the questions. After the group discussions, where students had time to compare, the instructor went around the room and each group talked about their answers to some of the questions.

Next week:

Chapter 10, Relationships
Watch a video or two on nonverbal communication
Nonverbal communication field trip assignment

128 Comm What Happened in Class

We discussed the theory/film paper and worked on transitions to knit the paper together smoothly. The instructor showed students a list of transitions on the overhead document cam and asked them to go through their paper and add in about 10 transitions. Students were then to mark the transitions.

We reviewed a few papers on the overhead doc cam. The instructor encouraged the students to add new transitions to their vocabulary instead of relying on the ones they have already used.
The papers were handed in and the instructor will return with comments next week.

Next the instructor handed out a three-page listening exercise. We read the first page in class and then reviewed an example. Next we did a few as a group. We then broke into pairs and the pairs then practiced three exercises. Finally, we asked for volunteers to do the remaining exercises as role plays in front of the class.

The last item was the constructive complaint worksheet. Students volunteered their revisions to the complaints and we evaluated them as a class.

Next week:

we will watch nonverbal communication videos
theory paper returned
I Am paper returned
Personality type profile
Small groups with "I Am" and type discussion questions
Read Chapter 9, "Managing Conflict & Power"

What Happened in Class 128 Comm Monday

First we checked in our two interviews for the "I Am" paper.

We watched a video about listening. The acronym for the steps in listening was "DRIVE." At the end of the video, there were six listening exercises. The best the class did on any one of the exercises was about 50%.

We took a break.

After the break, the instructor handed out a class exercise that showed students how to write (ask) clarifying questions and paraphrases. The instructor demonstrated one in class and then each student composed their own. We looked at some on the doc cam and critiqued them.

Next class:

Note: spring break next week. Like I have to tell you.

Read Chapter 7 and do workbook chapter.
Come prepared to do workbook chapter check-ins.
"I Am" paper due.

128 Communication What Happened in Class Tues.

We started the class by going over strategies for dealing with emotions, which is from last week's chapter. The instructor wanted to draw attention to the strategies becuase of their importance with communication. We talked about avoidance, reappraisal, and other techniques.
Next we checked in the work for the week, which consisted of two additional pages for the theory paper and two interviews for the "I Am" paper.
After a short break, we went through a Powerpoint on "developing interpersonal competence." In this section of the class, we learned what it means to be an effective communicator.
Next week:
Read Ch. 6 and do the workbook
Vacation on Theory paper but re-read, edit if you can
1-2 more interviews for "I Am" paper

128 Comm What Happened in Class

First the instructor handed out the "I Am" journal assignment. We read each section in class and then students asked questions. After the questions, we did our own rankings as a "benchmark."
Next we checked in notebooks. Each person looked over the four chapters and filled out a notebook sheet. The instructor spot checked the notebooks at break.

Students who did not turn in a notebook or who turned in a partially completed notebook can still get some credit for their work by filling in in a contrasting ink. The instructor will issue an additional credit at the end of the class. Contrasting or a date notation must be made at top of each chapter about what you're doing.

We went through a presentation by the instructor that showed the major points of Ch. 4.
In the last part of the class, we did peer readings of the theory or film summaries.

Next week:

Two interviews for "I Am" paper. Be prepared to show field research in class.

Read Chapter 5 and fill out corresponding notebook pages

Two more pages for theory paper. This can be summary of the film or the theory. Show one more additional theory source.