Collaboration and Communication in the College Composition Classroom

Using teacher-research methods combined with ethnography, Jeff Krakow and I observed our classrooms for one semester to understand how the ways in which we communicate with our classes affects classroom performance and student attitudes about learning. We noticed that teachers often bring their theories into the classroom, but rarely share with the students what principles inform their classroom practice. Using a combination of composition and psychological theories, I explored my students' reaction to my assignments and comments. This allowed the students to look at their own attitudes about the writing classroom and helped them to see ways their negative attitudes about themselves and their writing hindered their progress in the classroom. I also used student feedback for reflection on my own practices, seeking to become a reflective practitioner and develop my own teaching skills to better benefit the students. When I looked at my classroom through the comments of Jeff and my students, I began to understand that the ways that I presented my theories and materials to my classes were not necessarily how they were received. By looking at ways in which communication and collaboration benefited and failed in my classroom, I will be able to open up even more channels of communication in my future classes, leading to a healthier, less threatening classroom environment conducive to honest, cooperative learning.

Name thesis:degree_name

Master of Arts in English

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

English

Year

1999

Author dc:creator

• Skurat, Heidi Ann

Contributors dc:contributor

• George Jensen

• English Language and Literature

Statement dc:rights

• © Heidi Ann Skurat

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/367

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1368