Teacher-Student’s Instructional Communication: A Case Study of Students with Attention Deficit Hyperactivity Disorder (SwADHD) in Inclusive Classroom

The purpose of this study is to explore the types of instructional communication between general teacher (GT) and ADHD students (SwADHD) during activities of the: pre-instructional, instructional process, and instructional evaluation. Data collection was carried out by observation and interviews. The data analysis used was thematic analysis. The results showed that the types of instructional communication between GT and SwADHD were: verbal, non-verbal, and verbal-non-verbal. The three types of instructional communication aim to: improve the socio-emotional relationship between GT and SwADHDs, reduce negative behavior that often appears in SwADHDs in the classroom, and improve quality of instruction; to achieve quality educational goals according to their characteristics and needs. The type of communication used between GT and SwADHDs has a significant impact on teachers in developing individual education programs. These result in a more humane experience for SwADHDs both academically and non-academically.

Strategi Jitu Kepala Sekolah Dalam Meningkatkan Kinerja Guru Di Masa Pandemi Covid-19 (Studi Kasus Di Ra Amal Shaleh Dusun Kombongan Pondokrejo Tempurejo Jember)

This research was conducted at RA Amal Shaleh Dusun Kombongan Pondokrejo Village Tempurejo Jember Subdistrict. As for the purpose of the research as follows: 1) How the principal's accurate strategy in improving teacher performance in aspects of teaching plans and materials in the covid-19 pandemic? How is the principal's efforts in improving teacher performance in the classroom procedure aspect? 3) What is the School's telling strategy in improving teacher performance in interpersonal aspects of skills in the covid-19 pandemic? This research method is qualitative. The type of research used in this study is a case study. The data collection techniques used are interviews, observations, and documentation. The data analysis used in this study is miles and huberman data analysis. The results of the research in this thesis are: 1) The Principal's accurate strategy in improving Teacher Performance in the aspect of teaching plans and materials at RA Amal Shaleh using a transformational approach. Steps taken, among others. Motivation, Creation Opportunities, Provide understanding, Plan learning tools, Monitor and accompany, Help structure learning tools. The Principal's telling strategy in improving Teacher Performance in the classroom procedure aspect at RA Amal Shaleh by using the system approach. The steps taken are: Strive for class management, schedule preparation, conducting meetings with student guardians, early-core-closing activities, supervision of the principal. The Principal's telling strategy in improving Teacher Performance in interpersonal aspects of skills at RA Amal Shaleh by using a psychological approach. The strategies are: Instructional Communication, Openness, Working with teams, Carying, Criticizing and solving problems well, Creadible. Keywords: Surefire Strategy; Principal; RA Amal Shaleh.

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

Following the recent special issue in Frontiers in Psychology, entitled “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

Overcoming Technological Barriers to Instruction: Situating Gen Z Students as Reverse Mentors

In response to a changing higher education landscape, this essay presents an argument for utilizing reverse mentoring to solve technological problems in the academy. Specifically, the essay argues that 1) Gen Z students are uniquely positioned to capitalize on reverse mentoring programs and 2) instructional communication is an important framework for future reverse mentoring research.

Toward Improving Physician/Patient Communication Regarding Invisible Chronic Illness (ICI): The Potential of mHealth Technology in Instructional Communication

Patients that suffer from invisible chronic illness (ICI) such as autoimmune conditions, neurological conditions, and gastrointestinal problems often struggle to obtain a proper medical diagnosis due to a lack of objective indicators to help health-care providers diagnose patients with ICIs. Thus, researchers conducted interviews with 21 participants with Postural Orthostatic Tachycardia Syndrome (POTS) to determine what messages they received from health-care providers as they pursued a diagnosis, how they interpreted those messages, and what role mHealth technology may play in improving patient/provider communication and effective diagnosis/treatment of ICIs. Several themes regarding potential instructional communication intervention content emerged from the interview data, including physician communication to patients, patient interpretation of physician communication, and information-seeking via mHealth technology. Directions for future research and implications for patient and provider instruction and training, including utilizing the IDEA model, are discussed.

Student Evaluations of Instructor Email Response Speed as Chronemic Expectancy Violations

Instructional communication researchers have begun exploring the effects of instructor email response speed on student evaluations of their instructor. To date, researchers have concluded that faster response times result in more favorable evaluations. To extend this line of research, this experiment explores student evaluations of instructor response speed through the lens of expectancy violations theory, arguing that eliciting positive evaluations is not just about responding quickly, but rather, responding more quickly than students expect. Results indicated that positive violations of instructor email response speed are evaluated more favorably than negative chronemic violations in terms of instructor credibility and relational closeness. These findings contribute practical implications for instructors inundated with email exchanges with students and offer theoretical nuance to the study of chronemics in instructor-student email communication.

Communication Literacy in Undergraduate Studies of Tertiary Education in Greece

Communication Literacy of teachers set the conditions for successful teaching and pedagogical work in the 21st century school. The post-doc research aimed to: investigate if and to what extent communication is offered as a self-standing subject in tertiary education at undergraduate level, aiming at improving students’ communication skills˙ determine the thematic units in which communication proves to acquire particular importance ˙ investigate the communication types and forms on which focus is placed˙ make comparable formulations between theoretical recognition of communication and its practical implementation in education. The ultimate goal is to form the basis of proposals for the comprehensive inclusion of basic communication courses in Greek universities, in case it is ascertained there are shortages in teaching communication pedagogy and instructional communication at undergraduate level or fragmented references. The results have shown that a comprehensive programme of systematic teaching of instructional communication and communication pedagogy at undergraduate level is missing.