Chapter Objectives and Integrator Guide

IM – 1 | 1

Copyright © 2017 McGraw-Hill Education. All rights reserved.No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Chapter 1: Introduction to Human Communication

Chapter Objectives and Integrator Guide After reading and thinking about this chapter, students should be able to meet the following objectives.

Objectives

• State reasons why the study of communication is essential.
• Define communication.

Key terms: communication, process, meaning

• Name the components of communication.

Key terms: source, receiver, message, channel, feedback, code, verbal codes, nonverbal codes, encoding, decoding, noise

• Explain some principles of communication.

Key term: dialogue

• Explain how the contexts of communication differ from each other.

Key terms: context, intrapersonal communication, interpersonal communication, dyadic communication, small-group communication, public communication, mass communication

• Set goals for improving yourself as a communicator.

Key terms: communication competence, ethics, social scientific method

Activities

Activity 1.1 This Person Is Unique

Objectives Students should be able to name all the members of the class and identify the unique characteristics of at least half of the class.

Procedure Divide the students into groups of four or five. Tell the students that their task is to become acquainted. In their conversations, they should try to discover something that makes each person unique. After about fifteen minutes, have each student introduce another, until everyone has been introduced. Each introduction should tell as much about the other individual as possible, especially what makes that person unique. You may want to take (Human Communication, 6e Judy Pearson) (Instructor Manual) 1 / 4

IM – 1 | 2

Copyright © 2017 McGraw-Hill Education. All rights reserved.No reproduction or distribution without the prior written consent of McGraw-Hill Education.time during the introduction to ensure that a unique characteristic is indeed unique. For example, a person may claim that being married makes another unique, but if others in the class are also married, then the introducer should be challenged to find something else that is unique about the person being introduced.

Class Discussion After everyone has been introduced, test the students’ ability to remember the names of their classmates. Point to each individual and have the class call out his or her name.

Applications This activity’s primary value is for the students to become acquainted and thus establish rapport. It also can be used as a foundation for a discussion of self-concept (chapter 2).

Activity 1.2 Forming Impressions

Objectives Students should be able to identify at least one person in the class who shares some characteristic with them, to determine what characteristics are unique to themselves, and to discuss the effects of similarities and differences on communication.

Procedure Have each student fold a piece of paper so that it is divided horizontally into three fairly even sections; then have them fold the paper again so that it is divided vertically into three fairly even sections. The folds should divide the paper into nine sections. Ask the students to write down a characteristic about themselves in each of the nine sections. Students may write down their religious affiliation, party affiliation, membership groups, dislikes, likes, subject major, hobbies, class year, age, marital status, the general area of the country from which they come, or the sports in which they participate. After they have written down these characteristics about themselves, they should get up and move around the room and try to find at least one other person who shares one of the characteristics. When they have found a person who shares a characteristic, that person should sign the square in which the characteristic is written. Students should attempt to have all nine of the squares signed by at least one person.(They can have more than one person sign each square.) When a student has all nine squares signed, he or she should sit down. After about one-third of the students sit down, discuss the exercise.

Class Discussion Consider what characteristics were selected by those persons who sat down; that is, had their papers completely signed. Why were they able to identify common characteristics? Were they focusing on the others in the classroom, making observations, and drawing inferences about similar characteristics? Were the people who did not get all nine squares signed surprised? Which of their characteristics did no one else have in common with them?

• / 4

IM – 1 | 3

Copyright © 2017 McGraw-Hill Education. All rights reserved.No reproduction or distribution without the prior written consent of McGraw-Hill Education.Did they focus on themselves or on others when they wrote down their nine characteristics?Why is it important that we focus on common experiences and characteristics when we are communicating with others? Have the students identify particular characteristics that affect communication directly.

Applications This activity is a good introduction to the course because it allows students to become informally introduced to each other, and it underlines the basic definition of communication, which is to “make common.” Students begin to see the relationship between their “commonness” and their ability to communicate with others.

Activity 1.3 The Big Picture

Objectives Students should be able to observe and understand essential components in communication; and witness illustrations of people, the message, the channel, feedback, code, encoding and decoding, and noise.

Procedure Divide the class into small groups of three to five students. Assign each group one or two components for which students will be responsible. Allow ample time for the students to familiarize themselves with the information. Show a current sitcom or drama taped from television. As the show progresses, students should note any of the concepts/ideas that are detailed in the chapter. At the conclusion of the show, students should be prepared to discuss relevant information and how the show depicted this information.

Class Discussion Students should comment on the term or concept that the show illustrated, and provide specific dialogue that addresses the term or concept. The instructor should ensure the accuracy of interpretation throughout the discussion.

Applications While many types of shows are appropriate for this activity, sitcoms and dramas are short enough to be viewed as part of one class period and also tend to have plots emphasizing topics relevant to communication (e.g., miscommunication, ethical lapses, ambiguity, and conflict). This activity serves as an overview of the components and provides students with a visual representation of concepts. This activity can also be used as an end-of-term synthesis assignment where students write essays analyzing a television show or movie.

• / 4

IM – 1 | 4

Copyright © 2017 McGraw-Hill Education. All rights reserved.No reproduction or distribution without the prior written consent of McGraw-Hill Education.Activity 1.4 First Impressions

Objectives Students should be able to name at least four or five other persons in the class; to identify the variables that affect their perceptions of others; and to discuss the effect of first impressions on their communications with others.

Procedure Divide the students into groups of four or five. This exercise works better if both sexes are represented in each group. Give a copy of the first impressions worksheet to each student and ask the students to complete the form according to the instructions that follow. The activity can be repeated, if time permits, by dividing the class into different small groups.

First Impressions Worksheet We often base very distinct impressions about another person’s personality, status, interests, and demographic characteristics on our initial perceptions of the other person’s appearance and behavior. For this exercise, you are to record your impressions of the other members of your group by filling in the information about each member of the group, including yourself. The eighth, ninth, tenth, and eleventh items are scales. On the first of these, liberal–conservative for example, a rating of 1 would mean that you perceive the person as very liberal; a rating of 5, very conservative; and a rating of 3, average. As you answer each question, try to discover the reasons for your rating. When everyone in your group has completed the form, discuss your perceptions of each other. One way is to take turns disclosing the information you recorded about yourself; then have the others tell you their perceptions of you. This is not a quiz; it is an exercise to help the students become acquainted with some of their classmates.

Class Discussion After the students in each group have discussed their responses to the questionnaire, lead a class discussion about the accuracy of the impressions and the basis on which they were formed. Was there general agreement about individuals? Why did differences occur? What were the discrepancies between the perceptions students had of themselves and the ways they impressed others in their groups? Why?

Applications This activity develops a foundation for studying the self, perception, nonverbal behavior, and stereotypes. It also serves to acquaint the students with each other, to familiarize them with working in groups, and to establish an atmosphere for the future small-group exercises. You might also want to ask the students to fill out an unsigned questionnaire focusing on you, which would not only prove interesting but might also help you to establish a better rapport with the students.

• / 4