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Instructor’s Resource Manual
to Accompany
A d l e r a n d P r o c t o r ’ s
LOOKING OUT/LOOKING IN
F I F T E E N T H E D I T I O N
Ronald B. Adler
Santa Barbara City College
Russell F. Proctor II
Northern Kentucky University
Revised by
Sheryll Reichwein
Cape Cod Community College
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iii
CONTENTS
INTRODUCTION…………………………………………………………………………………………………………………………….. 6
PART ONE: GENERAL APPROACHES TO TEACHING INTERPERSONAL COMMUNICATION
............................................................................................................................................................. 9
The Instructor Is the Main Ingredient ................................................................................................. 9
Student Feedback ............................................................................................................................... 10
The Importance of Exercises ............................................................................................................... 11
Student Activities Manual Use ............................................................................................................ 12
Classroom Environment ...................................................................................................................... 12
Methods of Evaluation ........................................................................................................................ 18
Traditional Examinations ............................................................................................................. 18
Student-Planned Examinations ................................................................................................... 19
Written/Oral Skill Assignments ................................................................................................... 19
Student-Instructor Contracts ...................................................................................................... 19
Journal (Diary) Assignments ....................................................................................................... 20
Service-Learning …………………………………………………………………………………………………………………… 21
Book Reports/Exercises.............................................................................................................. 21
Self-Evaluation ........................................................................................................................... 21
Peer Evaluation ........................................................................................................................... 22
Grading Systems ................................................................................................................................ 23
Grading System Option 1:
Student Activities Manual
Emphasis ............................................... 23
Grading System Option 2:
MindTap
Emphasis .......................................................................... 23
Grading System Option 3: Instructor, Peer, and Self-Evaluations ............................................. 24
Grading System Option 4: Service-Learning Project & Presentation …………………………………….. 28
Suggested Course Syllabus ................................................................................................................ 30
PART TWO: LEARNING OBJECTIVES, ACTIVITIES, AND QUIZZES .............................................. 44
Chapter 1: A First Look at Interpersonal Communication ................................................. 44
Objectives ............................................................................................................... 44
Notes on Class and Student Activities .................................................................... 44
iv
Sample Quiz………………………………………………………………………………………………………. 51
Chapter 2 Interpersonal Communication and Social Media ………………………………………… 57
Objectives ................................................................................................................ 57
Notes on Class and Student Activities …………………………………………………………………. 57
Sample Quiz………………………………………………………………………………………………………… 60
Chapter 3 Communication and Identity ........................................................................... 64
Objectives .............................................................................................................. 64
Notes on Class and Student Activities ................................................................... 64
Sample Quiz………………….………………………………………………..…………………………………. 70
Chapter 4 Perception ......................................................................................................... 74
Objectives ............................................................................................................... 74
Notes on Class and Student Activities .................................................................... 74
Sample Quiz……………………………………………………………………………………………………….. 80
Chapter 5 Emotions ........................................................................................................... 84
Objectives ............................................................................................................. 84
Notes on Class and Student Activities .................................................................. 84
Sample Quiz…………………………………………………………………………………………………….. 88
Chapter 6 Language............................................................................................................ 92
Objectives ............................................................................................................. 92
Notes on Class and Student Activities .................................................................. 92
Sample Quiz…………………………………………………………………………………………………….. 97
Chapter 7 Nonverbal Communication .............................................................................. 101
Objectives ........................................................................................................... 101
Notes on Class and Student Activities ................................................................ 101
Sample Quiz…………………………………………………………………………………………………… 106
Chapter 8 Listening .......................................................................................................... 112
Objectives ........................................................................................................... 112
Notes on Class and Student Activities ................................................................ 112
Sample Quiz…………………………………………………………………………………………………… 114
v
Chapter 9 Communication and Relational Dynamics ................................................... 118
Objectives .......................................................................................................... 118
Notes on Class and Student Activities ............................................................... 118
Sample Quiz…………………………………………………………………………………………………... 121
Chapter 10 Communication in Close Relationships ........................................................ 125
Objectives ............................................................................................................ 125
Notes on Class and Student Activities ................................................................. 125
Sample Quiz………………………………………………………………………………………………….…. 130
Chapter 11 Improving Communication Climates .............................................................. 134
Objectives ............................................................................................................. 134
Notes on Class and Student Activities .................................................................. 134
Sample Quiz………………………………………………………………………………………………….….. 139
Chapter 12 Managing Interpersonal Conflicts ................................................................... 143
Objectives ............................................................................................................. 143
Notes on Class and Student Activities .................................................................. 143
Sample Quiz…………………………………………………………………………………………………….. 147
PART THREE: ADDITIONAL RESOURCES ................................................................................. 150
Using Feature Films in the Interpersonal Communication Course .............................................. 150
Embedding YouTube Video in MindTap……………………………………………………………………………………162
6
INTRODUCTION
Any successful course is a special mixture of the instructor’s teaching style and competencies, the
students’ interests and abilities, course requirements, time strictures, and choice of text. This
Instructor’s Resource Manual for Looking Out/Looking In is a compilation of various materials we have
found useful in teaching our basic interpersonal communication courses. We offer these suggestions
with the hope that they will help you develop your own successful blend of ingredients.
You might use the teaching strategies given here in the way a good chef uses recipes. Although
they’re a starting point, your own special talents and the needs of the specific classroom may call for an
adaptation of the basic formula—or even the creation of a new approach. You’ll find that the format of
Looking Out/Looking In will allow this kind of flexibility. The text is organized into twelve chapters, each
covering material available for one unit in a course. Chapters 2 through 8 are written so that they may
be arranged in any sequence that suits your needs.
This Instructor’s Resource Manual, the separate Student Activities Manual, MindTap (an online
platform that offers your students access to the text, activities, and assessments that you can customize
and add your own content to), and the textbook itself provide more exercises and activities than you can
probably use in a one-semester course. Once again, we have offered this abundance so that you may
pick and choose from among the exercises the ones that will work best for you. We’re sure you have
many of your own favorite exercises to add to the blend as well.
The Instructor’s Resource Manual is organized into three parts as follows:
Part I provides general approaches to teaching interpersonal communication, including suggestions
concerning course format and grading options. A detailed course syllabus is included to illustrate how to
organize a course using the text, the Student Activities Manual, MindTap, and the Instructor’s Resource
Manual.
Part II contains key concepts, activities, and tests. You’ll find chapter objectives, and notes for class and
student activities in each chapter. Exercises found in the text are listed in boldface type by title in the
index of Looking Out/Looking In. Activities from the Student Activities Manual are listed by number (e.g.,
1.4 for the fourth activity in Chapter 1). Exercises found in the MindTap platform are referred to by
chapter and placement (e.g. Ch 1: Placement).
In addition you will find a sample test of 20 questions and answers keyed to each chapter. They are
organized by chapter and then by question type (T = true/false, M = multiple choice, Matching =
matching, and E = essay). In addition, you will find that each question is referenced to the text page(s)
on which it can be found and by cognitive type. Thus, each question looks like this:
7
How many parts are there in this Instructor’s Resource Manual?
a. four
b. three
c. two
d. one
e. This Instructor’s Resource Manual is not divided into parts.
Answer: b Type: M Page 123 Knowledge
Please note that the cognitive type identifiers will help you construct quizzes or exams that are easier or
more difficult, depending on your purpose. The cognitive types are:
Knowledge (remembering terms, facts, or theories)
Comprehension (understanding, summarizing material)
Application (use of learned material in new and concrete situations)
Analysis (understanding content and structural form by differentiating, inferring, or outlining)
Synthesis (categorizing, combining, or organizing parts to form a new whole)
Evaluation (judging, comparing, or contrasting the value of material for a given purpose)
These quizzes are especially helpful for instructors who like to check that their students are keeping up
with the reading. In addition, MindTap offers 20 quiz questions for each chapter that can be assigned for
the students to complete independent of class time.
8
Part III contains additional resources that you might find helpful, including lists of internet sites
that relate to chapter material, including links to journals, publications, collections, bibliographies,
teaching strategies, and other course-related materials such as audiotapes and videotapes. The
section ends with an extensive list of films and television shows that can be used in class as
material for description and analysis, to model desirable interpersonal behavior, and to illustrate
effective communication.
9
Part 1
GENERAL APPROACHES TO TEACHING INTERPERSONAL
THE INSTRUCTOR IS THE MAIN INGREDIENT
It is our belief that instructors of interpersonal communication have a particularly rewarding but
difficult job. In addition to dealing with the problems faced by all instructors in the classroom, the
interpersonal communication teacher faces the challenge of being the model interpersonal
communicator in the classroom. In recognition of this role, we strongly suggest that as instructor
you actively participate in class exercises. Although there will be many times when you must play
a specialized role to facilitate an exercise, we encourage you to interact with the student
whenever you can. Our involvement has paid dividends in three ways.
1. It encourages participation from our students. When they see that we are willing to
discuss our own experiences, they seem to be encouraged to do the same. Student
comments support this assertion.
2. Giving something of ourselves seems to increase our interaction with the group. Although
it may sound paradoxical, we’ve found that we have been most successful when we’ve
taken the risk of participating and making mistakes.
3. Our participation gives us a good perspective on the student’s experience in the class. We
sometimes discover that what appears to be a simple exercise to us is actually quite
challenging; and on the other hand, activities that appear valuable in theory may prove
to be dismal failures in practice.
10
STUDENT FEEDBACK
So that you may discover how students perceive the class, we suggest that you ask your students
to make periodic formal evaluations of the course. We found that using a form encourages more
specific responses that are the most useful to us. You will probably find that allowing students to
respond anonymously works best, although you might allow students to sign their names if they
wish. You can design the form to fit your particular situation.
Here is a sample form we have found useful:
1. What expectations did you have for this course (unit)? Has the course (unit) met your
expectations? If not, why not?
2. Do you find the workload too light, too heavy, or just right? Were there any specific
assignments on which you’d like to comment?
3. Do you think that the grading has been fair? If not, why not?
4. What do you think of the classroom atmosphere? How would you like to see it change?
5. Have the readings (text and outside) been satisfactory? Please give specific examples.
6. Is the teaching style satisfactory? What do you like about your instructor’s style? What do
you think should be changed?
7. Please make any other comments you feel might be helpful. Do you have any suggestions
for improvements? Is there anything you feel we ought to continue doing?
8. What was one thing you learned today?
9. What thing(s) were unclear?
10. What question(s) do you have?
11. What would you like to discuss next time?
12. Do you have any relevant examples or experiences you’d like to share?
11
THE IMPORTANCE OF EXERCISES
Our unshakable belief is that complete learning takes place only when the student understands a
concept on an affective as well as a cognitive level. For example, we consider ourselves to have failed if
by the end of the semester a student can list all the factors necessary for effective listening but cares no
more about being attentive or understanding than when he or she began our class.
This commitment to encouraging our readers to examine everyday behavior explains the
number of exercises you find in
Looking Out/Looking In
, in the Student Activities Manual, and in
MindTap. We have purposely supplied more than you’ll need for a one-semester course. Our hope is
that you can find exercises that work for you for each unit you cover in your interpersonal
communication course. We’ve taken this extra step because we expect that participating in exercises,
both group and individual, will make a personal application of the subject almost inevitable. Each
activity is designed to lead the reader beyond talking about how people communicate and to ask the
question “How do I communicate?”—and further, “How can I make my communication more
satisfying?”
This emphasis on self-examination necessarily involves asking your class to examine (individually
and as a group) feelings and behaviors that often aren’t revealed in academic settings. Although we’ve
found that very little growth comes without this kind of examination, it’s absolutely essential not to
push too hard, not to demand more self-disclosure or risk than the group is ready to volunteer. And
always, we respect a student’s right to pass or to carry out an alternate task in place of a given exercise.
Despite our best efforts, we are often unaware of the personal anguish that some of our students suffer
that they would prefer to keep private.
You’ll find that the text exercises start by asking for very simple contributions and progress
gradually to relatively greater amounts of self-disclosure. We hope that this pacing will prevent any
anxiety on the part of your students; but in any doubtful cases, we urge you to move at whatever pace
seems right for your situation.
12
STUDENT ACTIVITIES MANUAL USE
The Student Activities Manual is a valuable student aid for the course.
Student Activities
In addition to the many exercises in the text, the Student Activities Manual for the 15th edition has over
60 individual and group activities that focus on written and oral interpersonal communication skills. In
this edition, each activity in the Student Activities Manual is linked to specific chapter objectives.
Included in the Student Activities Manual are the case studies that focus on ethics, competence, and
adaptation to situations; mediated messages activities, which invite students to adapt their knowledge
of interpersonal communication to mediated situations; oral skill activities designed to allow students to
exhibit communication behaviors they have studied; and group discussion topics and activities designed
to encourage collaborative learning, listening skills, affective and cognitive development, and cognitive
complexity.
Study Guide
The Study Guide section contains test questions with answers that enable students to test themselves
on the many concepts and skills contained in the text. In addition, extensive outlines help students
check their reading or follow classroom lectures. Students using the Study Guide aids in the Student
Activities Manual should understand class material more readily, guide themselves through skill
development more easily, and score higher on exams.
CLASSROOM ENVIRONMENT
Although many of the exercises and activities in this book suggest particular arrangements, we feel that
some general notes on the design of the classroom may be in order. If we expect our students to
interact with each other, it becomes very important to create the best environment possible to promote
this development. Knowing that we all work within certain limitations, we’d like to mention some of the
items we have found helpful. Chapter 7 speaks directly to this subject.
13
1. Arrange the classroom seating so that all members of the group can see each other. If the
room plan will allow it, a circle is the most useful arrangement.
2. If possible, choose comfortable chairs or small table-armed desks that can be easily
rearranged into large groups, small groups, and dyads. Vary the arrangement of the
classroom to meet the needs of lecture, discussion and group work.
3. Regroup students frequently. This allows them to get to know many more people and to
get new perspectives on communication behavior.
Another way to set up a good classroom environment is to set up expectations about
attitude and behavior in one of the first classes. Two methods that address this are the “contract”
and the “standards for student success.”
Bill Edwards of Columbus State University in Georgia offers this version of an
instructor/student “contract” that he and his students adapted from Melanie Booth-Butterfield
at West Virginia University.
I divide my class into two groups. One group will re-write the contract for the
professor and the other group will re-write the contract for the students by
accepting, revising, adding, and omitting contract items.
Instructions: Read the following contracts. Revise the contracts in any way you
see fit. Your goal is to design a good contract that each party will sign. You can
omit, revise, or accept any item. You can create new items.
INTERPERSONAL COMMUNICATION PROFESSOR’S OATH
As your professor I pledge that I will do the following appropriate teacher behaviors:
I will strive to be on time for class and to dismiss the class in a timely fashion when I have
finished, so that you don’t have your time wasted.
I will offer you an opportunity to ask questions and make observations.
I will respect you and treat you as an adult.
I will try to always be fully prepared and well-organized in class.
My material will be up-to-date and contemporary in hopes that it will apply to your life.
I will attempt to be unbiased and reasonable in my approach to the material.
I will always be available to talk to you during my office hours.
I will try to be energetic, encouraging, and enthusiastic, because I like the material and I hope
14
you do, too.
None of the assignments will be busy work. Each will have direct relation to class goals.
I will prepare you for assignments and exams.
I will provide quick feedback on written assignments and exams.
I will put forth effort in teaching this class.
Signature: ___________________________________
INTERPERSONAL COMMUNICATION STUDENT’S OATH
As a student in this course I pledge to do these appropriate student behaviors:
I will arrive on time and prepared.
I will be actively involved with the class and its activities, asking questions, providing examples,
etc.
I will smile and nod at my professor at lot, because I know this encourages the teacher to do
his/her best.
I will not read newspapers, have side conversations, text or otherwise use my cell phone
(unless instructed by the professor), pack up early during class because I know that it hurts
my learning and my teacher’s feelings.
I will be on time for class on a regular basis.
I will not attempt to cheat on exams, copy others’ assignments, turn in others’ work as my own,
etc. All work that I do in this class will be my own original work.
I will be polite and cooperative with my teacher and classmates. I won’t try to put anything over
on them, or ask them to make exceptions for me.
I will try to always stay awake during class.
I will endeavor to keep my mind open to the ideas presented and really consider how they
affect my life.
I will put forth effort in taking this class.
Signature: ___________________________________
15
A second way of setting up a positive classroom environment comes from the
Communication faculty at Santa Barbara City College. They put the following “Standards for
Student Success” in all course packets and review the expectations at the outset of each semester:
STANDARDS FOR STUDENT SUCCESS IN COMMUNICATION DEPARTMENT COURSES
To Our Students:
Welcome to the Communication Department! Your instructor may choose to share the ten
expectations below with you. These standards or norms for success address attitudes and
behaviors beyond the good practices you have already acquired in your years of experience in
educational environments. Some of these are givens that fall under the heading of routine but
sometimes unstated premises that operate in healthy classrooms. We believe that noting
expectations early in the semester will help you to be a successful learner, provide benefits for
other students in the class, save time, and assist your instructor in conducting effective class
sessions that offer every student the opportunity to be heard and acknowledged as a productive
course participant.
Your instructor will discuss variances in the expectations with you. We are, after all, individuals
whose standards may differ. We hope you will talk to your instructor about your expectations as
well. The most constructive classroom environment will be one that encompasses the best that
everyone—instructor and students alike—can offer to produce a positive learning experience . . .
and that is what Santa Barbara City College is all about.
The Communication Faculty at Santa Barbara City College
1. Attend classes regularly, be on time, and stay for the entire class period. In most courses,
students receive attendance credit/points but the points are less important on a day-to-day
basis than what you will miss by unnecessary absences and what your classmates will lose in
not having your discussion contributions. Late-comers are a distraction to everyone. Anticipate
challenges and try to plan for them. For example, it is well known that finding a parking spot at
10:00 a.m. is difficult. Plan your schedule with enough flex time to accommodate circling the
lots until you find a slot.
2. Participate in class discussion. Some courses have participation points and others do not.
Your discussion contributions are important in either case. Be a positive force in your classroom
interaction. Ask questions, express your opinions, and make yourself known as someone who
is actively involved.
3. Use the instructor’s office hours. This time is set aside explicitly for you to talk with your
teachers. You don’t have to come with a monumental issue or problem (although these are
good times to drop by). Students often use office hours to:
a. introduce themselves to the instructor.
16
b. provide important information about unique challenges such as learning disabilities, child
care issues, and potential conflicts with work responsibilities outside the college. Crucial
factors known in advance are likely to be better accommodated than last-minute surprises.
c. ask questions about course material and/or discuss individual problems. In many cases,
the instructor will never know your concerns unless you speak up.
d. pass the time of day sharing insights and observations. The office hour is yours. A casual
and non-task-oriented visit may produce positive results on both sides.
4. Avoid speaking with your instructor about significant issues immediately before and
after class as s/he is trying to either get everything ready for one class or prepare for the one
starting in 10 minutes. Use office hours, e-mail, or telephone messages to contact the instructor
on important items. The SBCC voice mail allows you 24-hour access. We will return calls
promptly if we are not in when you call. (Leave your name and phone number.)
5. Understand that instructional memory is not flawless. Many of us have 150 students and
more. It is hard to recall all the details of your class performance without help. If you want to
discuss, for example, your progress from one assignment to the next, bring along instructor
critiques and any other helpful notes to the meeting with your instructor. Be prepared to explain
your issue or complaint. If videotape is available, review it before discussion with your
instructor. If you have questions about a grade, write out your reasons so your teacher can see
the specifics.
6. Take notes in class. Informed discussion is far more likely to arise from documented notes
than hazy recall. Notes will also aid study for exams.
7. Read assignments in the text and comply with homework expectations on the dates
assigned. Bring materials required when needed. Don’t expect others to bail you out if you
neglect your responsibilities.
8. Review the syllabus periodically. Ask questions if you have them. Know what is expected. If
you don’t know, ask.
9. Participate in class activity appropriately. This involves such disparate behaviors as
listening to others and acknowledging opposing viewpoints, choosing language that avoids
uselessly antagonizing others (obscenity, personal attacks, hostile or sarcastic comments,
etc.), blatantly reading The Channels or some other non-course-related text while class matters
are in progress, talking with other students while someone else (who has the floor) is trying to
speak, and taking a nap during class. Some of these negative behaviors may seem barely
worth mention but they do occur and they do influence classroom interaction. Most of the
courses in the Communication Department are relatively small. One person’s distracting
17
behavior can have a larger impact than you might imagine. For the student or students trying
to present a speech, a group project, a review of the literature, and so forth, audience members
who appear to be dozing or paying no attention whatever, present an extremely bothersome
problem. Your responsibility as a student of Communication theory and practice includes being
an open, alert, courteous, and receptive listener, as well as a competent presenter.
10. Take responsibility for your education. Excuses and rationalizations should be eliminated
from your academic repertoire. Know that your instructors are human and predisposed to trust
rather than doubt you. If you get away with a faked illness or fabricated emergency, you may
find that the inevitable result hurts you more than anyone else. In one recent course, the
instructor distributed a take-home quiz with instructions to use the text as a resource but work
alone in discovering the answers. A student inquired, “How will you know if we cheat?” The
teacher responded, “I probably won’t ever know . . . but you will.”
Learning is not a game or a contest to discover who is most adept at bending/breaking the rules to
suit individual needs. It is an opportunity to prepare for life, professional requirements, and
individual success—both as a singular human being and a contributing member of an enduring
social network. You are attending Santa Barbara City College in the interest of your own
professional advancement and the enhancement of the society in which you live. We are here to
help you give both of these aims your best shot. Help us, and we will do our best to help you.
18
METHODS OF EVALUATION
A good evaluation system should serve at least two purposes:
1. It should give the student feedback on his or her mastery of the skills under study to answer
the question, “How well do I understand the subject?”
2. It should give the instructor feedback on how successful he or she has been in communicating
the subject matter to the students to answer the question “Which areas have I taught
successfully and which do I need to cover in greater depth or in a different way?
At the same time, a good system of evaluation should avoid the trap of inviting and
rewarding unproductive behaviors—busy work, deceit, and “shooting the bull.”
At first, we despaired of finding a useful system of grading that would help rather than
hinder students and teachers. But experience has shown that there are several good alternatives.
In addition, we have found that no matter which grading system we used, it was very important
to delineate clearly the method of grading, the student assignments, and the assignment due
dates at the outset of the course. We’ve also found it important to collect work on the assigned
date. These practices seem to reinforce the seriousness of the work involved, increasing respect
for the instructor and the course.
A number of grading alternatives follow, which can be used either singly or in
combination. For each, we have listed both advantages and disadvantages.
Traditional Examinations
The biggest advantage of traditional examinations is the greater likelihood that students will read
and study the text with care. We have found that giving a quiz before the discussion of each
chapter works well, therefore each chapter in MindTap includes a 20 questions quiz especially
helpful for this purpose. We’ve also included 20 sample questions in this Manual. In addition,
over 1100 questions in true/false, multiple choice, matching, and essay formats are available
through Cognero.
The principal disadvantage of a grading system based only on tests is that it may not
actually measure the most important goals of the class, namely improving the student’s everyday
communication behavior. For example, it is entirely possible for a student to describe in writing a
number of effective listening behaviors, but he or she may never practice any of them. Thus, tests
may measure skill in taking tests about communication and little else.
19
Practice tests can be a good study aid for students. With the large number of test items
available in this test bank, it is relatively easy to create short exams for practice. Whether you do
it in class or a laboratory situation, students can grade themselves and review items to prepare
for the graded exam.
Student-Planned Examinations
In this procedure, students split into small groups, each of which submits several possible
examination questions. All questions are then displayed to the entire class, with the
understanding that the instructor will select several of them for the actual test.
Although this method carries the same disadvantage as the traditional method just
described, students do study the material more intensively as they select and draw up questions.
Another challenge is students’ unfamiliarity with writing exam questions; it can take some time
before items of quality emerge.
Written/Oral Skill Assignments
In this approach, the emphasis is placed on performance of the skills introduced in
Looking
Out/Looking In
. After the presentation of material in class, students use many of the exercises
from the
Student Activities Manual or
from MindTap to practice the concepts in class. Then
written and/or oral exercises are assigned as tests of the skills introduced.
A major advantage of this approach is that instructors can evaluate the student’s ability
to operationalize the skills introduced. Both written and oral abilities are assessed, and students
who score poorly on objective tests can often demonstrate their knowledge in essay and oral
formats. Another advantage is the amount of involvement students feel in the class when they
see one another performing the skills they have studied; this also serves to help students to
individualize the skills, to make them realistic by noting real-life situations in which they are used,
and to move toward integrating the communication skills into their everyday lives.
A disadvantage of this approach is that it can take a lot of class time. And the effectiveness
of the exercise can vary widely, depending on the composition of the group engaging in them.
Student-Instructor Contracts
In this system, students and instructor develop a specific program of study that the students agree
to undertake, in return for which they receive a predetermined grade. Contracts can cover work
