Eight Essential Questions Teachers Ask: A Guidebook for Communicating with Students by Deanna DannelsEight Essential Questions Teachers Ask: A Guidebook for Communicating with Students by Deanna Dannels

Eight Essential Questions Teachers Ask: A Guidebook for Communicating with Students

byDeanna Dannels

Paperback | January 21, 2014

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Eight Essential Questions Teachers Ask: A Guidebook for Communicating with Students acknowledges and addresses the essential questions and concerns that emerge for teachers in all stages of development. Using a narrative style that incorporates actual voices of teachers, this book offersreaders relevant research, peer mentoring, communication-focused recommendations, and reflective practice opportunities. This unique resource provides useful strategies for addressing communication questions that emerge in the teacher development process.This book is intended for graduate communication courses and upper division undergraduate communication courses focused on teacher training and development. As such, this book could serve as a stand-alone resource for these courses or it could be a supplement to a longer handbook (given the book isintended to be relatively short by comparison). Additionally, this book could be marketed to teacher training programs and centers that often purchase-in bulk- training materials for new teachers. Generally, the new teachers participating in these courses, programs or centers would likely be MS/MAand PhD level graduate students or lecturers.Eight Essential Questions Teachers Ask is uniquely situated to fill a niche that current communication education and instructional communication handbooks do not because of its distinct approach. First, the book is organized around empirically grounded teacher communication concerns that arepressing to new teachers (and those teachers who teach new teachers). Current books are organized topically or contextually around scholarly lines of inquiry that might not speak to the immediate challenges new teachers face. Second, this book uses a framing mechanism-teacher communication concerns- that is relevant and timely for new teachers as the entryway for introducing instructional communication literature. In this way, the book makes the instructional communication research accessible and pertinent to new teachers who might not otherwise find such comprehensive syntheses applicablefor their immediate teacher preparation needs. Finally, this book uses a narrative style to explore, address, and provide recommendations about managing concerns - emulating styles that often characterize mentoring relationships that new teachers seek out when faced with their concerns. In this way,this style and tone of this book speak to new teachers in ways comprehensive syntheses cannot.The five primary objectives of this book include:1. Acknowledging the lived, experienced communication concerns of new teachers2. Providing a foundation of research essentials that speak to teacher communication concerns3. Harnessing the power of peer guidance to provide insight into teacher communication concerns4. Providing concrete, communication-focused recommendations to mitigate teacher communication concerns5. Encouraging reflective practice about teacher communication concerns
Deanna P. Dannels is Professor of Communication, Director of Graduate Programs, Director of Graduate Teaching Assistant Development, and Associate Director of the Campus Writing and Speaking Program at North Carolina State University.
Title:Eight Essential Questions Teachers Ask: A Guidebook for Communicating with StudentsFormat:PaperbackDimensions:240 pages, 9.25 × 6.12 × 0.68 inPublished:January 21, 2014Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199330999

ISBN - 13:9780199330997

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Table of Contents

1. Introduction to Teacher Communication ConcernsFramework of the Book: Teacher Communication ConcernsObjectives of the BookCore Assumptions about TeachingLooking Ahead: Take Home MessageAdditional Resources: Teacher Communication Concerns2. Establishing CredibilityWhat is Credibility and Why Care?Research Guidance: Establishing CredibilityPeer Mentor Guidance: Establishing CredibilityPutting it Into Practice: Establishing Credibility on the First DayPutting It into Practice: Enhancing Credibility Throughout the CourseAddressing Worries about Credibility-- What if I don't know the answer to a question?-- What if I provide inaccurate information?-- What if a student challenges my understanding of the material?-- What if I have no expertise or experience in the topic or with teaching?-- What if a student in my course has more expertise in a topic than I do?-- What if the students ask me how old I am?-- How do I talk to students about my teaching experience?Learning to Trust: Reflecting on CredibilityTake-Home Message: Credibility3. Negotiating PowerWhat Is Power and Why Care?Research Guidance: Negotiating PowerPeer Mentor Guidance: Negotiating PowerPutting It into Practice: Negotiating Power on the First DayPutting It into Practice: Negotiating Power Throughout the CourseAddressing Worries about Negotiating Power-- What if a student asks for an exception to a course policy?-- What do I do if a student challenges my authority during class or in an email?-- What do I do if a student is disrupting class?-- How do I handle students who are breaking course policies?-- How do I tell students I mean business without using an iron fist?-- What if a discussion gets out of hand, and I have no control?-- What if someone in a higher position of power usurps my power?Learning to Trust: Reflecting on PowerTake-Home Message: Negotiating Power4. Managing Communication AnxietiesWhat Is Communication Anxiety and Why Care?Research Guidance: Communication AnxietyPeer Guidance: Managing Communication AnxietiesPutting into Practice: Managing Communication Anxieties on the First DayPutting It into Practice: Managing Communication Anxieties Throughout the CourseAddressing Worries: Managing Communication Anxieties-- What if I freeze and cannot remember what I was supposed to say?-- How do I control my nervous habits?-- Should I tell students I am nervous on the first day?-- What if students look to me as a model of public speaking, and I'm a basket case?-- What if a student gets nervous, and I don't know what to do?-- How can I communicate confidence to my students?-- How can I not allow outside stress (e.g., stress from being a student, friend, partner, child or parent) come into the classroom?Learning to Trust: Reflecting on Communication AnxietiesTake-Home Message: Managing Communication Anxieties5. Engaging StudentsWhat Is Student Engagement and Why Care?Research Guidance: Student EngagementPeer Guidance: Engaging StudentsPutting It into Practice: Engaging Students on the First DayPutting It into Practice: Engaging Students Throughout the CourseAddressing Worries about Engaging Students-- What do I do if I have "sleepers"?-- If I ask a question and no one answers, what should I do?-- How can I make sure technology is engaging rather than enabling?-- How can I motivate students who seem apathetic or lazy?-- What do I do if my students are not taking my class activities seriously?-- What if I do not feel particularly engaged with the content or course?Learning to Trust: Reflecting on Engaging StudentsTake-Home Message: Engaging Students6. Navigating Relational DynamicsWhat Are the Relational Dynamics of the Classroom and Why Care?Research Guidance: Navigating Relational DynamicsPeer Guidance: Navigating Relational DynamicsPutting it into Practice: Navigating Relational Dynamics on the First DayPutting into Practice: Navigating Relational Dynamics Throughout the CourseAddressing Worries: Navigating Relational Dynamics-- How do I respond to students who are being too familiar with me?-- How much should I tell students about my personal life?-- How should I respond to Facebook friend requests from students?-- What if a student has a crush on me?-- What should I say if students see me out in public in a social situation?-- If a student is upset, how can I console her or him without crossing a boundary?-- What do I do/say if I don't like some of my students?Learning to Trust: Reflecting on Relational DynamicsTake Home Message: Navigating Relational Dynamics7. Acknowledging DifferenceWhat Is Difference and Why Care?Research Guidance: Acknowledging DifferencePeer Guidance: Acknowledging DifferencePutting It into Practice: Acknowledging Difference on the First DayPutting It into Practice: Acknowledging Difference Throughout the CourseAddressing Worries about Acknowledging Difference-- What if a discussion about a controversial topic gets too heated?-- Should I tell students my opinions on controversial topics?-- How can I relate to students of a different culture when I don't share their experience?-- What do I say if a student makes a racist, sexist, or any discriminatory remark?-- How can I create a safe classroom where all views are respected?-- I know I won't say everything correctly, how can I recover when I make a mistake with English?-- Do I have to be politically correct about everything?Learning to Trust: Reflecting on DifferenceTake-Home Message: Acknowledging Difference8. Providing FeedbackWhat is Feedback and Why Care?Research Guidance: Providing FeedbackPeer Guidance: Providing FeedbackPutting It into Practice: Creating a Climate of Feedback on the First DayPutting It into Practice: Creating a Climate for Feedback Throughout the CourseAddressing Worries: Providing Feedback-- What do I say to a student who challenges my grading?-- How much feedback to I really need to give to students?-- How do I ensure I'm being fair and consistent in grading?-- What if a student tries really hard but does not do well?-- Should I allow students a second chance?-- How can I make sure grading does not take over my life?-- What do I say when I give grades back?Learning to Trust: Reflecting on Providing FeedbackTake-Home Message: Providing Feedback9. Making a DifferenceHow Can You Make a Difference? Philosophical Guidance-- John Dewey and Experiential Education-- Paulo Freire and Problem-Posing Education-- Parker Palmer and the Inner Life of Teaching-- bell hooks and Engaged PedagogyLooking Back: Reflection on ActionLooking Forward: Imagination WorkBreathe, Lean, MoveReferencesIndex