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8 . 1 Case Study: A Tale of Two Classes Ebony Ellis has rwo communicarion classes back - to - back in the same room,
Case Study: A Tale of Two Classes
Ebony Ellis has rwo communicarion classes backtoback in the same room, but they couldn't be more
different.
The first, a dass on interpersonal communication, is taught by Steve Gardner, an older professor who has
taught at the university for years. The first day of class he vertally explained the rules for dass conduct.
which were also distributed in a printed handoutcell phones off, no texting, and, uriless a student needs
to use one for taking notes, laptops closed. Class starts on time and ends on time, and students should try
not to leave early.
Ebony's second class, an organizational communication course taught by Marissa Morgan, a younger
professor in her has different rules. There aren't any. This professor doesn't care if the students use
their laptops during class. Texting and talking are unrestrained. Professor Morgan announced on the first
day that all students are responsible for their own learning in the class, and she trusts them ro know how
they learn best. When students walk in late or leave early, she always says hello or goodbye to them.
Ebony likes her interpersonal communication dass a lot. Professor Gardner's manner has succeeded in
getting the class of students to engage with him and listen to one another. Personal disclosures by
students and the professor alike are frequent, and there is ofter much humor and laughter. Even though it is
a large class, most people know each other's names, as does Professor Gardner. Many of the students do
things with each other outside of class. In his course, students write a reflection paper every other week, and
they have a midterm and final exams.
The atmosphere in the organizational communication class is strikingly different to Ebony. It is
spontaneous and uncontrolled. Sometimes professor Morgan lectures, but most of the rime she just comes
to class and invites students to discuss whatever they want to talk about. Students do not know each other's
names and seldom connect with exch other ourside of class. Professor Morgan also assigns papers, but they
are short, personal observation papers that aren't given grades but are marked as tumed in or nor. Studenrs'
final grades for the class are dependent on a presentation each student must give on an interpersonal
communication topic of his or her clroice.
Ebony thinks the two differing styles of the professors would make a great topic for her organizational
communication class presentation. To get more information, she interviews both instructors to learn why
their dassroom management styles are so different.
Professor Gardner describes his teaching philosophy this way: want students to think that this class is
unique and the subject is important and has value, I know all students by name, and I allow them to call me
by my first name or my title. I really want them to be on board with the direction the train is going from
the start. I try to build a community by gerting the students to listen to one another. The fun and spirit of
the class comes from the camaraderie they establish. In order to listen to one another, however, they have to
be fully present. To be fully present, they have to be paying full attention. Texting and open laptops suggest
to me that the students are disassociated and disconnected from the group. The artention is on self, rather
than che community."
Professor Morgan says her goal is to be sure to cover the required course content and still enjoy the teaching
experience. "I give the students just enough freedom in class that they will either sink or swim. This
freedom allows me to present my ideas, and then they are free to discuss them as they wish. I think today's
students are so multifaceted that they can find their own way to learn, even if it involves texting or using
their haptops during class. Many times a student will bring up something valuable thar he or she has found
while surfing the Internet during class that really adds to our discussions. As I see it my role as a professor is
to present the material to be learned, while the students are responsible for how much of it they can
absorb
Ebony also interviewed two students, like herself, who are enrolled in both classes. lan said he is very
pleased with Professor Gardner's class because he knows what is expected of him and what the norms for
class behavior are, noting "He's the only prof at the U who knows my name." Professor Gandner's grading
structure is similar to thar of most other classes lan has had, and he likes that there are several graded
assignments that allow him ro know how he is doing through the course of the semester. As for Professor
Morgan's class, he thinks it is OK bur finds it distracting when people are texting in class. lan is also
stressed about his grade being dependent.
how will you describe the group norms for each claas
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