Instructor's Resource Manual - Kentucky Community & Technical ...

Instructor's Resource Manual
to accompany ADLER AND PROCTOR'S LOOKING OUT/LOOKING IN THIRTEENTH EDITION
Justin Braxton-Brown
Kentucky Community & Technical College System
Test bank by
Heidi Murphy
Central New Mexico Community College Ronald B. Adler
Santa Barbara City College Russell F. Proctor II
Northern Kentucky University
CONTENTS PART ONE: GENERAL SUGGESTIONS 3 THE INSTRUCTOR IS THE MAIN INGREDIENT 3
STUDENT FEEDBACK 3
THE IMPORTANCE OF EXERCISES 4
STUDENT ACTIVITIES MANUAL USE 5
CLASSROOM ENVIRONMENT 5
METHODS OF EVALUATION 8
TRADITIONAL EXAMINATIONS 8
Student-Planned Examinations 9
Written/Oral Skill Assignments 9
Student-Instructor Contracts 9
Journal (Diary) Assignments 10
Book Reports/Exercises 10
Self-Evaluation 10
Peer Evaluation 10
Grading Systems 11
GRADING SYSTEM OPTION 1: STUDENT WORKBOOK EMPHASIS 11
Grading System Option 2: Attendance, Tests, Quizzes, Papers, Projects,
Book Reports 12
Grading System Option 3: Instructor, Peer, and Self-Evaluations 14
Suggested Course Syllabus 17
USING INTERNET LINKS IN THE INTERPERSONAL COMMUNICATION COURSE 27
USING FEATURE FILMS IN THE INTERPERSONAL COMMUNICATION COURSE 68 PART TWO: NOTES ON CLASS AND STUDENT ACTIVITIES 77 CHAPTER 1 INTRODUCTION TO INTERPERSONAL COMMUNICATION 77
Objectives 77
NOTES ON CLASS AND STUDENT ACTIVITIES 78
CHAPTER 2 COMMUNICATION, IDENTITY, AND THE SELF 83
Objectives 83
NOTES ON CLASS AND STUDENT ACTIVITIES 83
CHAPTER 3 PERCEPTION 89
Objectives 89
NOTES ON CLASS AND STUDENT ACTIVITIES 89
CHAPTER 4 EMOTIONS 95
Objectives 95
NOTES ON CLASS AND STUDENT ACTIVITIES 95
CHAPTER 5 VERBAL COMMUNICATION 99
Objectives 99
NOTES ON CLASS AND STUDENT ACTIVITIES 99
CHAPTER 6 NONVERBAL COMMUNICATION 104
Objectives 104
NOTES ON CLASS AND STUDENT ACTIVITIES 104
CHAPTER 7 LISTENING 109
Objectives 109
NOTES ON CLASS AND STUDENT ACTIVITIES 109
CHAPTER 8 INTERPERSONAL RELATIONSHIPS 116
Objectives 116
NOTES ON CLASS AND STUDENT ACTIVITIES 116
CHAPTER 9 INTIMACY AND DISTANCE IN RELATIONSHIPS 120
Objectives 120
NOTES ON CLASS AND STUDENT ACTIVITIES 120
CHAPTER 10 COMMUNICATION CLIMATES 123
Objectives 123
NOTES ON CLASS AND STUDENT ACTIVITIES 123
CHAPTER 11 INTERPERSONAL CONFLICTS 128
Objectives 128
NOTES ON CLASS AND STUDENT ACTIVITIES 128 PART THREE: TEST BANK 134 CHAPTER 1 INTRODUCTION TO INTERPERSONAL COMMUNICATION 134
Chapter 2 Communication, Identity, and the Self 147
Chapter 3 Perception 158
Chapter 4 Emotions 173
Chapter 5 Verbal Communication 187
Chapter 6 Nonverbal Communication 201
Chapter 7 Listening 215
Chapter 8 Interpersonal Relationships 230
Chapter 9 Intimacy and Distance in Relationships 244
Chapter 10 Communication Climates 258
Chapter 11 Interpersonal Conflicts 275 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 eleven chapters, each covering material available
for one unit in a course. Chapters 2 through 7 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, and the text 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 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, and the
Instructor's Resource Manual. This section also contains 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 II contains chapter objectives, and notes for class and student
activities in each chapter are found here. 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). Part III is a test bank of over 1,000 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) Recall (simple recall of reading--no course content) We include this last category for instructors who like to give simple
quizzes on the chapters to check that their students are keeping up with
the reading. Other instructors prefer not to use these types of questions
because they do not test course concepts. By separating out this category,
and grouping the questions together at the beginning of the true/false and
the multiple choice sections, instructors who want these questions can find
them easily and those who don't want to use them can skip over them
quickly. The test bank is available on CD-ROM, as well as in Exam View software, for
adopters of Looking Out/Looking In.
Part 1 General Suggestions[pic]
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
anonymousl