Senior Seminar

Dr. Carolyn Offutt

Fall 2014
Presentation on Communication Topic

The goal of this assignment was to research a communication topic
And explain the relevance to our social group. We were to examine
An interpersonal communication topic and find theories to relate and
Expand current knowledge with.

I feel that my partner and I effectively executed this project. We presented
For over an hour long, and kept the class actively engaged. I included this
Power point to my portfolio because I feel that this demonstrates my ability
To build presentations and use power points to related my topics. This
Also allowed me to use my research skills in finding articles and research
That has been done on my topic. I would not have done anything different in
This presentation, I was very prepared, and my partner executed her part
And related the topic perfectly. My partners name is Kaitlin Riehl and we
Worked collaboratively on this presentation. We developed a handout for the
Class, and feel that we effectively presented a topic to a group of people.
This assignment improved our presenting skills because this was one of the
Longest speeches we had so far in college.













Adult Student-Teacher Power Dynamic:
An Interpersonal Perspective
B
y

:

B
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a
d

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a
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To explore the adult student-
teacher power dynamic that
exists in an instructional
setting and, as a result, gain
a better understanding of
this complex interpersonal
relationship.





From a communication perspective, power is a product that
emerges from a relationship
(Mottet et al., 2006, p. 118)

An individuals potential to have an effect on another persons or group of
persons behaviorIt is the capacity to influence another person to do
something
(Richmond, McCroskey, Davis, & Koontz, 1980, p. 38)





The Bases for Social Power

Developed by Dr. John French & Dr. Bertram Raven

5 Bases of Relationship Power:
1) Legitimate
2) Coercive
3) Reward
4) Expert
5) Referent







The person trying to exert the power must be
perceived as powerful by the person to whom
the power is directed
Influential Research

Main questions:

1)How do teachers and students perceive a teachers use of
relational power and influence in the classroom?

2)How is relational power communicated in the classroom?

3)How does a teachers use of relational power influence
student motivation and learning?

4)How does a teachers use of immediacy behaviors mediate
his or her use of relational power and student learning?







Developed by Timothy G. Plax, Patricia Kearney, James C. McCroskey,
and Virginia P. Richmond

Series of 6 projects

Goal: the eventual generation of a communication-based theory of
teacher influence designed to enhance student on-task behaviors that
result in optimal student cognitive and affective learning (Plax et al.,
1986, p. 44)




Utilized French and Ravens Five Bases of Power
A total of 156 teachers and 2698 students who participated
7
th
gradecollege students
Method:
Perceived Power Measure (PPM)
Relative Power Measure (RPM)









(McCroskey & Richmond, 1983, p. 179)









Types of Power in the
classroom

-Behavior
alternation
techniques (BATs)
-Coercive Power
-Referent Power






Related
Theory/
Concepts
Teacher
nonverbal
immediacy and
student
outcomes

Harper Wiens &
Matarazzo state that we
classify nonverbal
behavior into five
channels

Space
Body
Face
Visual
Voice
Other Related
Concepts & Examples
of Student-Teacher
interactions
Teacher Interpersonal
behaviors and student
outcomes
Brekelman Study
QTI (leadership, helpful/ friendly, understanding, student
freedom, uncertain, dissatisfied, admonishing, strict
Practical Advice..
References:
Brekelmans, M., Wubbels, Th., & Creeton, H.A. (1990). A study of student perceptions
of physcss teacher behavior. Journal of Research in Science Teaching, 27, 335-350.

McCroskey, J. C., & Richmond, V. P. (1983). Power in the classroom I: Teacher and student
perceptions. Communication Education, 32, 176-184.

Mottet, T., Richmond, V., & McCroskey, J. (2006). Teachers' Influence Messages. In Handbook
of Instructional Communication: Rhetorical and Relational Perspectives (pp. 117-139). Boston: Pearson Education.

Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V.P. (1986) Power in the classroom
VI: Verbal control strategies, nonverbal immediacy and affective learning. Communication Education, 35, 44-55.

Richmond, V.P. (1990). Communication in the classroom: Power and motivation.
Communication Education, 39, 181-195.

Richmond, V. P., McCroskey, J. C., Davis, L. M., & Koontz, K. A. (1980). Management
communication style and employee satisfaction: A preliminary investigation. Communication
Quarterly, 28, 37-46.
Richmond, V. P., McCroskey, J. C., (2000a) Nonverbal behavior in interpersonal relationships. Boston, MA: Allyn
and Bacon

Roach, K. D. (1994). Temporal patterns and effects of perceived instructor compliance-gaining
use. Communication Education, 43, 236-245.

Wood, J. T. (2013). Glossary. In Interpersonal communication: Everyday encounters(pp. 330-335). Boston, MA:
Thomson/Wadsworth.