"Your Fears Are Appreciated Here": Exploring a Humanistic Approach to Public Speaking Instruction

Autor/in	Walton, Justin D.
Titel	"Your Fears Are Appreciated Here": Exploring a Humanistic Approach to Public Speaking Instruction
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 8 (2018) 1, S.28-47 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Humanistic Education; Public Speaking; Speech Instruction; Teaching Methods; Speech Communication; Qualitative Research; Case Studies; Introductory Courses; Fear; Student Centered Learning; Classroom Environment; College Faculty; Interviews; Feedback (Response); Affective Behavior; Teacher Student Relationship; Learning Motivation; Educational Practices; Texas + Suchen Sie Ihr Suchwort? Humanistische Bildung; Vortrag; Speech training; Sprechübung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Einführungskurs; Furcht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Klassenklima; Unterrichtsklima; Fakultät; Interviewing; Interviewtechnik; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Motivation for studies; Lernmotivation; Bildungspraxis
Abstract	Communication teachers have long been concerned with the development of students' oral communication competencies. Regrettably, public speaking remains one of the most feared communicative contexts. Though there has been extensive interest in cognitive/behavioral strategies for alleviating communication apprehension, there has been surprisingly little descriptive pedagogical research conducted on the subject within actual classroom settings. This qualitative case study examines the way one communication teacher dealt with issues of student reticence and fear in her introductory public speaking courses through the use of humanistic, student-centered principles. Findings reveal that her pedagogy emphasized (a) the expression of feelings and emotions, (b) prizing the whole student, and (c) intrinsic motivational learning. Implications for communication instruction and pedagogical research are considered. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01