Speech Chapter 1 Homework Sometimes The Student Will Not Get Certain

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DEVELOPING YOUR COURSE

Establishing Your Teaching Philosophy

If you haven’t yet thought about and written down your teaching philosophy, now is the time to do

it. It’s one of those things that should be included in your teaching portfolio. To operate effectively

in your classroom, it’s helpful first to envision that philosophy.

Your teaching philosophy is your view of teaching, and you should be able to fit it in a one- to two-

page document describing your ethics and pedagogical strategies in the classroom. The goal is to

To help you put your thoughts into words for this document, start by brainstorming some answers

to a few key questions:

• What do you like most about teaching?

• What qualities make a great teacher?

• What qualities make a poor teacher?

• What do you enjoy the most about teaching?

• What do you enjoy the least about teaching?

• How do you adapt the learning environment to account for differing learning styles?

• How might you handle a problem student?

Here are some general formatting guidelines for your teaching philosophy:

• Make it no longer than one to two pages.

• Include your name and institution.

SAMPLE TEACHING PHILOSOPHY

Jane Doe

Department of Communication

Let’s Communicate University

“A teacher affects eternity; he can never tell where his influence stops.”—Henry Brooks Adams

I embrace teaching as an opportunity to leave a lasting impression in the lives of others. It is a

remarkable feeling to know that words do matter and that I can single-handedly affect the future of

numerous individuals. To many students, taking a basic course in communication means fulfilling a

general education requirement for graduation purposes. However, from the moment a student steps

foot inside my classroom, I try to instill in them that communication is vital to their future successes.

It is my goal to enhance learning through personal examples to which students can relate. I believe

that to teach a college student, you have to think like a college student—provided that the examples

are classroom appropriate. I also find that stories work well when applying concepts from the

textbook. Students seem to listen intently when a story is being told and therefore remember stories

better than other types of instruction.

Students also need to get to know each other from the first day of class since it’s easier to speak in

front of friends than strangers. Also, making connections with classmates is good networking for

future employment opportunities.

When measuring students’ understanding of course material, I try to use a variety of formats.

Participation in classroom discussion is one way to gauge a student’s understanding of course

content. Comprehension of course material also can be measured using quiz questions such as

multiple choice, true or false, fill-in-the-blank, short answer, and essay. My quizzes and tests are

developed using concepts discussed in class. I do not ask questions about concepts that have not

been covered.

Clarifying Course Goals and Objectives

Every course should have goals and objectives that can be referenced on the syllabus. What do you

want your students to gain from your course? What learning outcomes would you like them to

achieve? Most basic communication courses must meet foundational studies objectives, which you

should be able to obtain from your department. Include those foundational studies objectives, along

with course-specific objectives in your syllabus. Whatever is included, make sure it is a measurable

outcome because that is how learning is assessed.

Developing Classroom Policies

Classroom policies are essentially rules that guide classroom behavior and should be stated on your

syllabus. Some policies may seem straightforward, but circumstances often arise that will cause you

CLASSROOM ENVIRONMENT

• You have likely heard the old adage, “Give them an inch, and they will take a mile.” Classroom

behavior is no different. Your policies are written for a reason. Although extenuating

circumstances occasionally will arise, you should remain fair and consistent to all students.

ACADEMIC INTEGRITY

• Defining academic integrity is essential. Most universities have a plagiarism policy in the student

handbook, and this should be noted in your syllabus. Students should understand the

consequences of passing off others’ work as their own.

It is important to explain to all students the consequences of violating the academic integrity

policy.

• After students submit writing assignments, it is a good idea for you to use a software program

that scans the work for plagiarism. The program allows you to set your own parameters, but I

typically advise my undergraduate students to have less than a 20 percent similarity on

submission. A deduction of points is generally taken if the similarity percentage is more than

this. This sort of thing can be explained in the syllabus and assignment guidelines.

ACCOMMODATION POLICY

• Your syllabus should include an accommodation policy. Some students have text anxiety, and

your institution should have a location where students can take their exams without being

constrained by time limits. Your institution also should have resources to assist students who are

ATTENDANCE POLICY

• Attendance policy often varies from institution to institution and from class to class. If you are

working with an entire basic course program, you might have a shared attendance policy that

applies throughout the program.

• Sometimes the attendance policy is at your own discretion. You can determine how many

absences students are allowed without a grade penalty. You also can determine if you will accept

doctor notes, which is a gray area because it is fairly easy nowadays to create fake doctor notes.

• Research indicates that those students who attend class regularly will persist through college, and

TECHNOLOGY POLICY

• Electronic devices such as cell phones and laptops have proved to be a distraction in the

classroom. I still use the electronic devices when the lesson warrants it, but they need to be used

at the discretion of the instructor.

GRADING POLICY

• Students like to know the possible number of points in the course and the assignments that

make up those points. You do not have to include every assignment in your syllabus, but

showing the point distribution and grading scale is helpful.

• We all can be reactionary when we are being evaluated. Students sometimes see their grade and

want to “charge the mound” by speaking to you in front of the entire class. You should note

that grades are confidential and that students who want to speak to you about a grade must e-

mail you a request to meet with you in private. It is also recommended that students who want

LATE WORK POLICY

• Individual instructors typically decide whether they are willing to accept late work. Sometimes,

instructors offer a “one-time pass.” Other instructors deduct points for late work.

• Many basic course instructors teach multiple sections, so it can become cumbersome to accept

late work. Because of this, some instructors may choose not to accept late work.

FINAL EXAM POLICY

• It is wise to adhere to the final exam schedule created by the institution. The final exam schedule

is set up in a way that does not conflict with other classes. If you have students who insist that

they have another final at the same time as yours, they probably have looked at the schedule

incorrectly.

Creating a Positive Learning Environment

Your energy introduces you as you walk into a room. Communication is often like a dance where

tone and facial expressions are reciprocated, so walking into the classroom every day with a warm

and genuine smile sets a positive tone. Students should be encouraged to participate, and they can

INSTRUCTOR AVAILABILITY AND COMMUNICATION

• Find out from your department if you must offer a standard number of office hours each week.

Choose office hours that are most convenient for your students, and include those hours on

your syllabus.

• Will you include virtual office hours via Skype or Google Hangout? Include these hours on the

syllabus, as well.

• Communicate to your students how you prefer to be contacted (usually by e-mail or phone), and

let them know your typical response time (such as within 24 hours). Students today often expect

STRENGTHEN INTERPERSONAL RELATIONSHIPS

• Learn the first names of your students as quickly as possible. Students feel more engaged with

the class when you call them by name.

• Take attendance daily, and use the first few minutes of class to ask how their day is going to help

build those interpersonal relationships. You won’t have a lot of time to talk about personal

things, but students appreciate when someone asks them how their day is going.

ENCOURAGE ENGAGEMENT

• An engaged class is one that learns. Ask questions for comprehension, and facilitate group

activities when you deem appropriate.

• When you ask questions, allow students a minute to process the information and attempt to

answer before giving them the correct response. As instructors, we sometimes speak too soon.

• Call on all students to answer questions so that everyone is engaged. Every class has a collective

RESPECT DIVERSITY

• Ask your students to have an open mind and realize that perceptions are built around upbringing

and life experiences. Everyone has a story.

BE A GOOD LISTENER

• One reason that I appreciate being a teacher is that it keeps me up on generational slang and

new technologies and the ways that students communicate with each other.

BE FAIR

• All students are created equal. Whatever accommodations you make for one student, you must

make available to all students.

• Students who seem to be the most engaged can be deemed the “favorites” at times. Avoid the

tendency to speak only to the students who always volunteer.

• The A students will make your life easier in terms of grading, but try not to favor the ones who

seem to “get it.”

• Do not favor your academically stronger students when grading. Sometimes, the A student will

not get an A on a certain assignment, which will make you question your grading. Grade

Addressing Challenging Classroom Issues

Every class is different, and every individual is different. There is no way to anticipate every

challenging classroom issue you may encounter, but a few common ones occur regularly.

MOTIVATING THE UNMOTIVATED

• Several methods can be used to motivate students, but what do instructors do when they seem

to have exhausted all options? Although it is difficult for passionate instructors to accept, not

everyone can be reached. The goal is to make sure everyone succeeds, but students must want to

succeed too, and some simply do not. No matter how much enthusiasm and energy is brought

DIVERSITY AND CULTURAL DIFFERENCES

• American society is a big melting pot, and individuals should respect that everyone has a story.

With a variety of backgrounds and upbringings, students should be guided to embrace those

differences. Individuals understand concepts based on their levels of perception, so talking about

those perceptions is vital for effective communication and learning.

ESTABLISHING AUTHORITY

• Use a professional title and professional language. Students should feel welcomed into a

classroom, but you are their instructor and not their friend. Using a title and refraining from

using slang set a needed boundary.

• Set a professional tone by wearing professional attire. Clothing affects how others perceive us,

and teachers get more respect when they dress the part.

YOU’VE LOST YOUR AUDIENCE

• Reading nonverbal behavior is often easy for communication instructors. We can see on

students’ faces when they are lost or bored. If you know they are no longer with you, you can

THE FEAR OF PUBLIC SPEAKING (COMMUNICATION APPREHENSION)

• Many students come into the course believing that it is solely a public speaking course, which is

a huge fear for many. Addressing their communication apprehension directly and discussing

ways to overcome it is imperative. Ultimately, instilling confidence in the individual learner is

key.

CELL PHONE ADDICTION

• Instructors need to have their own technology usage policies. Certain mobile applications can be

useful in the learning environment, but mobile devices and laptops also can be distractions.

DISRUPTIVE BEHAVIOR

• You might get an occasional heckler or someone who is offensive or aggressive in your class. In

those situations, you can politely ask the student to leave the class. Depending on the severity of

DIFFERING LEARNING STYLES

• Students grasp course content in differing ways, and understanding these learning styles is

essential for effective course delivery. Some students are auditory learners, some are visual

learners, and some are hands-on learners.

BRIDGING THE GENERATION GAPS

• Students will keep instructors abreast of new words (slang) and new technologies. Although it

may not be “cool” or professional for instructors to use the latest slang, having a good

understanding of the meanings behind the slang is beneficial when communicating with your

Advice for New Instructors

Every expert was once a beginner and must start somewhere. The first semester of teaching is the

most challenging. You know the information, but relaying that information to learners in a

comprehensive and retainable way can seem tricky, especially with differing learning styles in the

Here are some helpful tips for new instructors:

• If you have not already done so, create a teaching portfolio that includes an updated curriculum

vitae, your teaching philosophy, syllabi, lecture notes, useful PowerPoint slides, helpful

classroom activities, helpful media sources, and anything else you find inspiring or helpful for

teaching. These materials will be great resources for you and will change over the years as you

update them.

• Set the tone early. Let the students know that you are in charge of the classroom (you don’t want

them to see you as a pushover), but do not intimate them (you don’t want them to refrain from

participating in classroom discussions. A balance should be found.

• Visit the classroom prior to the first day of class. Make sure you have the adequate technology

(and the means to access it) to deliver the course materials in the way you deem most

appropriate.

• Do not expect to cover every single concept in every chapter of the text. You will not have

enough time to do this. Find one concept that seems most relevant to you, and develop a lesson

plan around that concept.

your only class, so they do not always understand why some assignments take longer to get back

to them.

• Grades and the conversations related to them are confidential. Private meetings should be had to

discuss all things grade-related.

• Any conversation regarding poor performance or attitudinal behaviors should be held in private.

• Every classroom is different. Different personalities and different conversations transpire that

can aid or hinder the learning process. Instructors need to control the conversation so that

learning is not sidetracked.

The First Day

As the first day of class approaches, students’ hearts start racing and nerves soaring. To help assuage

these anxieties, it is a good idea to send a “welcome” e-mail to students a few days before classes

begin. In that e-mail, provide the following information:

• Welcome students, introduce yourself, and let students know that you are looking forward to

having a great term with them.

• Remind them of the time and location of class.

• Syllabus information: Explain where students can find the syllabus online. Read aloud the course

objectives. Some instructors choose to make hard copies for everyone, but when syllabi run

seven to ten pages, this can be cumbersome. Students generally pay a technology fee to the

Generating Interesting Class Discussions

How can you facilitate and mediate a discussion so that everyone feels included? Facilitating a good

inclusive discussion takes preparation and practice. Where do you want the discussion to go? What

do you want the key takeaways to be? Sometimes it can seem difficult to guide students to offer

critical thoughts without giving them the answer. However, when questions are asked in a strategic

manner, the end result will likely be some thought-provoking responses. Here are some tips for

generating interesting class discussions while encouraging an inclusive learning environment:

• Takeaways: Prepare for class discussion by determining the key takeaways that students should

understand after completion of the course discussion. Use those key takeaways to frame your

questions.

• Topic and prompts: As a homework assignment, provide students with a topic and some prompts,

and ask them to write a short reflection piece on it and bring it to class. Allowing the students

time to think about a course concept prior to coming to class allows them to generate relevant

responses and therefore become more engaged during discussions.

• Seating: Physical arrangements affect communication. Have the students arrange seating in a way

that is conducive to discussion-based learning. If the classroom space allows, have students place

seats in a circle for discussion-based lessons.

Managing Your Time

There is a common misconception that college instructors have the best schedule in the world

because we teach only a few hours a day and have summers off. Those who have that perception

have never been an instructor and don’t realize that we spend many work hours outside the

KEEP A CALENDAR OR PLANNER

• There is more to teaching than the time spent inside the classroom. Instructors play several

roles, and to do them all well, they need to schedule their time with the use of a calendar or

planner.

GRADING TIPS

• Grading will seem to take most of your time, so you need to develop a system that works for

you. You may carve out some time each day after an assignment is submitted, or you may do a

marathon grading session in one or two sittings.

• Work smarter, not harder. At first, you will want to correct every grammar error in every paper.

Try to avoid this. If a student has multiple grammar errors in the first few sentences in a paper,

PROVIDING HELP TO STUDENTS

• Even when you offer a generous number of office hours each week, you will not be able to

accommodate everyone. Some students may have other classes during your available office

hours, so you should note on the syllabus that you are also available by appointment. You might

also consider having a virtual office hour, which would be preferred for those enrolled in an

online course.

• Realize that you cannot be available to address student concerns 24 hours a day, seven days a

week. You might hear the phrase, “Did you get my e-mail?” more often than you’d like, even

LESSON PLANNING

• If the textbook or other material is new to you, lesson planning takes more time.

• Give yourself a block of time (one to two hours) to plan lessons. Reviewing the textbook,

illustrations, PowerPoint slides, sample quizzes, and discussion ideas can prove to be time

consuming.

MAKE TIME FOR YOURSELF

• You likely entered this profession because you have a desire to help people. Understanding that

you cannot help everyone is important for your emotional health. Sometimes you have to say no.

Teaching is not a 9 am to 5 pm profession. It doesn’t really have an ending time unless you

create it. There is always something that can be done. Sometimes it is necessary to tell yourself,

“It will be there waiting for me tomorrow.” Avoid getting burnt out.

Constructing Your Syllabus

The following items should be included on your syllabus, which helps your students clearly

understand your guidelines and expectations.

INSTRUCTOR NAME AND CONTACT INFORMATION

• Instructor name and e-mail address

• Office location

• Office hours

• Class schedule

REQUIRED RESOURCES

• Textbook author, title, and ISBN

• Course objectives

• Skills or applied learning objectives

COURSE POLICIES

• Academic integrity

• Accommodations

• Classroom environment

• E-mail

GRADING INFORMATION

• Format of assignments

• Grading distribution

 Public speaking

 Writing

 Quizzes and exams

FINAL EXAM POLICY

EXPECTATIONS

• Agreement with syllabus content

• What do I expect from my students?

• What can my students expect from me?