Connection over Correction: Engaging Students in Conversational Commitments for Effective Communication across Difference and Difficulty

Autor/in	Sandoval, Jennifer
Titel	Connection over Correction: Engaging Students in Conversational Commitments for Effective Communication across Difference and Difficulty
Quelle	In: Journal of Communication Pedagogy, 5 (2021), S.31-39 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2568
Schlagwörter	Teaching Methods; Racial Bias; Controversial Issues (Course Content); Reflection; Student Centered Learning; Classroom Environment; Inquiry; Altruism; Self Concept; Interpersonal Communication; Higher Education; Conflict Resolution; Reflective Teaching; Interpersonal Relationship; College Faculty; College Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Racial discrimination; Rassismus; Controversial issues; Kontroverse; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Altruistic behavior; Altruismus; Selbstkonzept; Interpersonale Kommunikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Conflict solving; Konfliktlösung; Konfliktregelung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fakultät; Collegestudent
Abstract	In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as "a pedagogy of interiority." Classroom engagement focuses on connection rather than correction as we help students develop their "authentic inner potentials" (p. 2). I regularly challenge myself to invite students to develop their authentic personal selves via contemplation and reflexivity. In doing so, we move from a teacher-centered focus to a student-centered one derived from a relational partnership with them. By focusing on connection rather than correction, we create an environment of curiosity, compassion, and intensive reflection where students come to know themselves and their strengths in ways that extend beyond the classroom. This essay highlights how students co-create conversational commitments coupled with a rapid debrief process that moves my students forward together toward shared mindfulness in thought and behavior. (As Provided).
Anmerkungen	Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01