OSTCA Process Force in High School Program
Curriculum Reference Guide
September 18, 2002
Originally developed by Douglas Duke, University of Central Oklahoma
Alterations and Enhancements by Emily Dake Farnham & Jerr Burkhart in December 2001, University of Central Ok
Updated by Rozilyn Callier, University of Central Ok in This summer 2002
Our goal is to educate students to be qualified and dependable oral communicators able to adjust to personal, public, and specialist situations in appropriate and effective ways whilst sending and becoming verbal and non-verbal text messages.
This is not intended to be the " ultimateвЂќ curriculum resource guideline вЂ“ this can be a living file that will progress and change to help teachers for multiple levels: from the initial year educator to the seasoned pro! Please send out suggested changes, additions, activities, and solutions to Rozilyn Miller
College or university of Central Oklahoma
Section of Interaction
100 D. University Drive
Edmond, ALRIGHT 73034
(405) 974-5586 (office)
(405) 974-3879 (fax)
DESCRIPTION: Anxiety that is experienced since the individual anticipates or engages in communication.
GOAL: By aiding the student to raised understand what communication apprehension is definitely, what their causes happen to be and understanding ways to control anxiety, trainees will have a more positive experience with communication initiatives.
NOTE TO THE TEACHER: This can be a very common feature of students in connection class to convey fear and apprehension toward the communication experience. Often times it is so strong that it controls the students and keeps these people from completing what they desire. Efforts should be made to ensure that the students recognize their own goals and produce steps to control unwanted interaction fear. The teacher might help the student understand that this fear is common and can be controlled. The intent from the unit will need to help the college student to understand the myths regarding communication apprehension and understand the goals are to discover ways to control and turn the interaction experience into a positive one. The instructor may want to give communication pressure tests to help the student locate and determine their problems. Numerous assessments may be found in textbooks to assist in this project. Perhaps the greatest task pertaining to the teacher is to make a classroom environment that is non-threatening and thus permits the student to perform with reduced fear and/or threat. Pupils may get over the greater many their worries when the tutor equips associated with skills. Not every students is going to respond to skill acquisition and also other students will need support in expanding their own behaviour and developing self-confident. The teacher may want to acquaint the scholars with relaxation exercises that will allow them to to become much more comfortable. A supporting climate enables the students to operate more effectively.
Being a teacher, the key way you are able to help your students through establishing and maintaining a supportive, accepting, culturally delicate, and respectful classroom environment that is void of ridicule, name-calling, belittlement, and other negative social behaviors. As well know that since the tutor, your pupils will also demonstrate the manners you version in and out of doors of the classroom.
When a child lives with critique, he understands to condemn.
If the child lives with violence, she understands to fight.
If a kid lives with ridicule, this individual learns to become sharp.
If the child lives with disgrace, she learns to feel guilty.
If a child lives with threshold, he understands to be patient.
If a child lives with encouragement, she learns to get confident. If a child lives with compliment, he understands to appreciate.
When a child lives with fairness, she learns justice.
If the child lives with secureness, he learns to have beliefs.
If a child lives with approval, the girl...