Communications Chapter 1 Homework Announce That The Two Them Are Love

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Chapter 1: A First Look at Interpersonal Communication

Key Concepts

content meaning

dual perspective

ethics

feedback

I-It communication

interactive models

interpersonal communication

interpersonal communication competence

I-Thou communication

I-You communication

linear models

metacommunication

model

monitoring

noise

person-centeredness

process

relationship meaning

symbols

systemic

transactional model

Chapter Outline

I. Defining Interpersonal Communication

A. Interpersonal communication is not defined by the number of people in the interaction or

the context in which the communication occurs.

B. Buber (1970) identified three levels of communication can be placed along a continuum

from impersonal to interpersonal:

1. I-It communication occurs when we treat others like objects or non-humans.

C. Interpersonal communication can be defined as a selective, systemic process that allows

people to reflect and build personal knowledge of one another and create shared

meanings.

2. Systematic takes place within various systems or contexts

a. All systems include noise, which is anything that distorts communication or

3. Process an ongoing, continual process that evolves over time, becoming more

personal as people interact.

4. Personal Knowledge Each interpersonal relationship is unique, with its own

5. Meaning Creating – Attaching meanings to the words we exchange requires

knowledge of the other person and the relationship in which we are engaged.

II. Models of Interpersonal Communication

A. Models help us understand the historical roots from which our current views of

communication grew.

1. Linear models treated communication as a one-way process in which one person

transmitted a message to another person.

a. (1948) model answered the following five questions: Who?

Says what? In what channel? To whom? With what effect?

b. added the feature of noise, which is

c. However, linear models had serious shortcomings.

1. They portrayed communication as flowing in only one direction,

from sender to passive receiver.

2. Interactive models addressed the “listeners as passive recipients” weakness in

linear models by adding feedback to the communication process.

B. The Interpersonal Imperative

1. Psychologist William Schutz (1966) developed interpersonal needs theory, which

asserts that we create and sustain relationships to meet three basic needs:

1. affection – desire to give and receive love and liking

3. control – a desire to influence the people and events in our lives

B. Abraham Maslow

range of human needs.

1. Physical needs help us survive.

2. Safety needs protect us from harm.

C. Participating in a socially-diverse world enhances our understanding of people whose

backgrounds differ from our own.

III. Principles of Interpersonal Communication

A. Principle 1: We cannot NOT communicate.

B. Principle 2: Interpersonal Communication Is Irreversible

C. Principle 3: Interpersonal Communication Involves Ethical Choices

IV. Social Media in Everyday Life

A. Social media influences the process, contexts, and meanings of interpersonal

communication

B. Social media help us communicate to meet needs

C. The eight principles of interpersonal communication also apply to online and digital

interaction.

D. The use of social media requires us to make ethical choices.

V. Guidelines for Interpersonal Communication competence

A. Communication competence is the ability to communicate effectively,

appropriately, and ethically.

B. No single style of communication is best in all circumstances, with all people, or

for pursuing all goals.

C. Five important skills are closely tied to interpersonal communication competence:

1. Developing a range of communication skills

2. Adapting communication appropriately

3. Engaging in dual perspective

4. Monitoring communication

5. Committing to effective and ethical communication.

Discussion Ideas

Communication Needs: Recognizing how communication fills needs — Have students

generate three examples of how communication has filled each of the six needs (the five

Communication Needs: Observing communication that meets needs –– Choose a television

show, preferably one with which the students are likely to be familiar with the characters

(e.g.,

Family, Vampire Diaries), or brief movie clip. As they are watching, ask them to indicate

examples of times when each of the six needs

sixth need of interacting in a socially diverse world) is met. If time permits, show a second

show or movie clip from a different genre. What are the similarities and differences between

how communication is used to meet various needs in these two examples?

Satisfaction with Communication Skills: Assessing satisfaction with communication skills

— Ask students to complete the scale titled Assessing Satisfaction with Communication.

a. Processing: A score of 40 to 50 indicates that you are very satisfied with your ability to

communicate in a range of interpersonal situations. A score of 25 to 39 indicates that

either that you are fairly satisfied with your ability to communicate in various situations,

or that you are highly satisfied with your communication skills in some situations and

b. After completing the scale, have students generate three goals they would like to achieve

this semester. Ask them to keep a copy and collect a second copy of the goals. Use these

Relational levels of meaning: Recognizing relational levels of meaning –– To increase

awareness of relational-level meanings in interpersonal communication, ask students to

identify which of the three levels of relational meaning is present in each of the following

statements:

Adrienne asks her friend Malcolm if he wants to come over for dinner and conversation.

pond. Jerry then

As Kim talks, Pat nods her head and smiles to show that she is following and interested in what

Kim says.

Levels of communication: Differentiate between I-it, I-You, and I-Thou communication

To help students differentiate between the (I-it communication, I-You communication,

Competent Communicators: Identify competent communicators– Have students name

individuals who they think are competent communicators. Then discuss what makes these

individuals competent by asking one or more of the following questions: Who are some

famous people that you think are competent communicators? Are there certain skills that

Ethics: Promoting ethical ways of living through communication — November 21 is the

annual World Hello Day (visit http://www.worldhelloday.org/ for more information). On

this day, all people are invited to participate simply by greeting ten people. World Hello

Day was created in response to the conflict between Egypt and Israel in the Fall of

1973. Since then, World Hello Day has been observed by people in 180 countries. The

organizers of this event, two graduate students at Harvard and Arizona State University,

claim that greeting ten people demonstrates the importance of personal communication

Activities

Title

Individual Partner/

Ethno

Group Demonstration/

Whole Class

Internet

1. First Ideas About Communication X – H X

3. Communication Competence X-P

5. Picking Personal Models X

7. I Thou Communication X

9. Determining Communication

Principles

X = Marks type of activity H = Handout P = Preparation required for students/teacher

First Ideas about Communication

This exercise has both substantive and process value. It is an enjoyable activity that allows

students to continue getting acquainted and becoming comfortable in the course. Thus, it is an

effective exercise to set the right tone for learning. Substantively, the exercise serves to preview

Hand out to students a copy of the activity titled First Ideas about Communication. Orally

reinforce the written instructions by telling students to fill out the form first by recording their

individual opinions in the columns on the left. When all students have recorded their individual

Modeling the Classroom

This exercise helps students understand the interpersonal communication model in concrete

terms.

To set the foundation for this activity, discuss the definition and model of interpersonal

communication presented in the text. Review key concepts, including the continuum from

impersonal to personal communication, the systemic character of communication, the over-time

generation of personal knowledge through communication, the existence of rules, and the key

role of interpretation in communication.

Then encourage students to use the principles, concepts, and model discussed in the text to

model their classroom as a communication system. This may be done either as a small group

Communication Competence

This activity is both a fun and educational way of teaching students the communication model

and communication competence.

Before class, find some basic pictures that students could easily draw, such as a stick figure, a

box house, a Christmas tree, or a star. Make copies of each of the pictures.

During class, ask each student to find one partner. Then, randomly pick two students, who are

Have the artist face the chalk board and be prepared to draw what the communicator tells

him/her.

Give the communicator a picture and tell them they are not allowed to show the artist what that

picture is. In addition, the communicator can NOT say explicitly what the picture is. For

Tied into Communication

This exercise is based on a presentation by Kathleen Galvin at the 1993 meeting of the Speech

Communication Association. It gives students concrete understanding of how communication

systems function and of the principles that describe and explain systems.

Ask (or select) a male and female student to volunteer for a class demonstration. Announce that

the two of them are in love and getting married. Tie them together with a rope or other material

show that the bosses affect each other indirectly. Now add a fifth person to the system a baby.

Tie the baby to both parents so that it is between them. Instruct the baby to demand attention by

influence in the system. Now add a couple more kids and guide students to see how each

Picking Personal Models

This exercise is designed to guide students to appreciate the importance of self-actualizing, the

in which public and personal communication affect

how they see themselves and how they set goals for their personal growth.

them to form groups of five to seven members. Each student should identify one person who has

inspired her or him and who has enlarged her or his personal goals for self-actualizing. In groups,

the students should discuss why they admire the people they do and how inspirational models

affect their own goals and self-images.

Communicating to Fill Needs

the six needs discussed in the text.

chy, plus the sixth need of

interacting in a socially diverse world. Organize students into groups of five people each. Then

instruct the groups to generate at least three examples of communication they engage in to meet

each of the six needs. After twenty minutes, call the class to order and lead a discussion of how

of the value of communication in meeting important needs in their everyday lives.

I-Thou Communication

The goal of this activity is to learn about I-Thou communication.

Have students pair up with a partner. Students should take turns describing an I It, I You, and I

Thou relationship. The other student must analyze differences in communication and personal

knowledge in the three relationships. This exercise should help students identify the difference

among these three kinds of communication.

Ethical Dilemmas in Tricky Situations

The goal of this activity is to learn about guidelines for ethical communication and to show the

sometimes complex and contradictory nature of general ethical guidelines.

for Ethical Communication at

http://www.natcom.org/uploadedFiles/About_NCA/Leadership_and_Governance/Public_Policy_

Platform/PDF-PolicyPlatform-NCA_Credo_for_Ethical_Communication.pdf). Distribute to

class (or display on an overhead or data show projector). Ask the students to generate examples

Determining Communication Principles

This activity will help enforce the understanding of principles of interpersonal communication as

listed in the text. Ask students to find a partner. Then, randomly assign each pair of students a

principle. Ask the students to think of a situation where this applies and think of a skit which

they will act out in front of the class. Each pair of students will act out their principle and the rest

of the class will have to guess which principle is being displayed.

Principle 1: We cannot NOT communicate.

Principle 2: Interpersonal Communication Is Irreversible

Principle 3: Interpersonal Communication Involves Ethical Choices

Journal Items

Describe an I It, I You, and I Thou relationship in your life (one each). Analyze differences

in communication and personal knowledge in the three relationships.

Describe and analyze two communication rules in your family of origin. Trace how they

affected patterns of interaction among family members.

communication rules include that children should stay in the same home town to take care of

Because effective communication is important, we should recognize, understand, and

develop five key interpersonal communication skills. Describe someone that you think is

a competent communicator. List the communication skills that they possess and explain

how their application of those skills makes them competent.

Because interpersonal communication affects us and others, our interactions involve

ethical choices. Describe a situation that involved an ethical choice and the

communication practices that were used to address the issue.

Responses to this topic will vary, but ethical issues could include whether or not to lie,

withholding certain information from someone else, and passing on a message to a third

Because communication principles affect our communication, we should recognize and

understand the eight basic principles for effectiveness in interpersonal communication.

Choose one of the eight principles for effective interpersonal communication. Describe a

situation where this communication principle affected your life in a significant way.

Panel Ideas

Multi-Ethnic Panel: Create a panel of individuals who are of various ethnicities that are

substantially represented on your campus (for example, persons who are of Native American,

African American, European American, and/or Asian American descent). In this case, it

would be ideal to have panelists who are students so that they can talk peer-to-peer with

members of your class. Set the tone for open, candid discussion by reminding the class that

University Presidents/Chancellors/Deans:

your classroom and have them discuss ways that they had to be particular with their use of

Family Dynamics: Invite two to four family counselors to talk with your class about families

as systems. Ask the panelists to focus on the ways in which communication creates and

Business Leaders: Invite some business leaders into your classroom and ask them to discuss

Media Resources

Web Sites

Name: Four Principles of Interpersonal Communication

Developer: Donnell King

Brief Description: This webpage lists four principles of interpersonal communication that are

necessary for everyday life functioning.

URL: http://www.pstcc.edu/facstaff/dking/interpr.htm

Name: The Y? Forum —

Developer: Phillip J. Milano

Brief Description: This site gives people an opportunity to ask people from different

Name: World Hello Day

Developer: Jon H. Larsen and the World Hello Day Organization

Name: Conversation as Communication

Developer: Gerard M. Blair

Brief Description: This web page offers an article that views communication as a process of

simple planning and control. Students can contrast this view with the definition of

communication in the text. The article discusses practical applications of this model of

Name: Face to Face Communication Skills Library

Developer: Management Assistance Programs for Nonprofits; assembled by Carter McNamara

Name: Do You Get Your Messages Across? Interpersonal Comm. Skills Test

Developer: Queendom.com

Name: Guidelines for Interpersonal Communication

Developer: Harvard Medical School Ombuds Office

Name: Interpersonal Communication Rubric (7-8-00)

Developer: Department of Educational Leadership and Policy Studies at Iowa State University

Name: Interpersonal Web

Developer: Northern Virginia Community College

Brief Description: Provides an overview of different aspects of interpersonal communication

Film Ideas

Cast Away. This film is about a man who becomes stranded on a deserted island. Select the clip

each of his needs on the island?

My Fair Lady. This film illustrates how a young lady learns proper etiquette. In addition, she

T This film illustrates how someone can overcome their speech impediments

to get their message across to others. Discuss how each student can help other students become

better speakers.

Print Resources

The Pocket Guide to Making Successful Small Talk: How to Talk to Anyone Anytime

Anywhere About Anything by Bernardo J. Carducci.

How To Start A Conversation And Make Friends by Don Gabor

Ask students to skim various popular press books that claim they can improve their

conversational skills. What model of communication is implicit in this approach? How do the

guidelines for improving communication discussed in the popular press relate to those discussed

in the text?

Handout: First Ideas about Communication

Below are eight statements about interpersonal communication. On your own, decide whether

you think each statement is basically true or basically false. Record your responses in the left

columns. Then discuss your responses with a group to which you will be assigned. Focus

discussion on understanding different perceptions, experiences, and so forth that affect how

individuals respond to the statements. Record group answers in the right columns.

INDIVIDUAL RESPONSES GROUP RESPONSES

Basically Basically Basically Basically

True False True False

_____ _____ 1. Verbal communication is _____ _____

more important than nonverbal.

_____ _____ 2. Women and men speak _____ _____

different languages.

_____ _____ 3. The sender of a message _____ _____

is responsible for effectiveness.

_____ _____ 4. Conflict can improve _____ _____

close relationships.

_____ _____ 5. Racial classifications are _____ _____

subjective.

_____ _____ 6. It is impossible not to _____ _____

communicate.

_____ _____ 7. Communication can solve _____ _____

all our interpersonal problems.

_____ _____ 8. Communication breakdowns _____ _____

between people are common.

Handout: Assessing Satisfaction with Communication Skills

Instructions: Listed below are 10 communication situations. Imagine that you are involved in each situation. For

each situation use the following scale to indicate how confident you are that you could communicate competently.

1. Very satisfied that I could communicate competently

2. Somewhat satisfied that I could communicate competently

3. Not sure how effectively I could communicate.

4. Somewhat dissatisfied with my ability to communicate effectively

5. Very dissatisfied with my ability to communicate effectively

_____ 1.

feelings.

_____ 2. You think a friend of yours is starting to drink more alcohol than is healthy. You want to

friendship.