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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

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

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

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:

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.

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.

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.

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?

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.

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.

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

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: ___________________________________

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.

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

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.

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.

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