β Scribed by Jean M. Civikly
No coin nor oath required. For personal study only.
For reasons discussed in the first chapter of this volume, faculty often express embarrassment about seeking help in improving their teaching. Fortunately, there are many ways of working on one's instructional communication skills without even drawing attention to oneself. The suggestions made in this chapter are designed for such individual development. They include three challenges: (1) familiarize oneself with the literature on recommended teaching communication behaviors; (2) make use of the resources within oneself and those available through the institution; and (3) practice.
Familiarize self with literature. The academic disciplines of educational research, educational psychology, speech communication, theater, and higher education are central reading reservoirs for communication behaviors pertinent to classroom instruction. Is it possible that these disciplines could agree on recommendations for instructional communication skills? The answer is yes. Table 1 contains several examples, with varying degrees of specificity, that should illustrate the communication skills frequently discussed as the nuts and bolts of effective teaching.
If the most important of these behaviors were to be singled out, two would emerge: clarity and enthusiasm. In his recent work, Enhancing Adult Motiuation to Learn (1985), Raymond Wlodkowski provides several checklists for assessing levels of enthusiasm and clarity. These lists are strongly recommended both for student feedback and self-assessment.
Civikly, (Ed.). Comrnunicafing in College Churoomr.
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