This article suggests that instructors can vastly improve the learning in their class-rooms by focusing not solely on content but also on the communication process itself. The advantage in so doing is to access productive means of dealing with disruptive and difficult comments such as groupist remarks, uninformed opinions, and random guesses. Establishing a dual-focus classroom-one that legitimizes both content and process-allows professors to focus directly on faulty communication patterns and to use this approach as yet another means to enhance student learning.
Get full access to this article
View all access options for this article.
References
1.
Argyris, C.
(1985). Strategy, change, and defensive routine. Marshfield, MA: Pitman.
Berne, E.
(1964). Games people play. New York: Ballantine.
4.
Bowen, D.
, Seltzer, J., & Wilson, J. (1987). Dealing with emotions in the classroom. Organizational Behavior Teaching Review, 12, 1-14.
5.
Ornstein, S.
, & Sankowsky, D. (1994). Overcoming stereotyping and prejudice: A framework and suggestions for learning from groupist comments in the classroom. Journal of Management Education, 18, 289-303.
6.
Resnick, L.
(1983). Mathematics and science learning: A new conception. Science, 224, 477-478.
7.
Sankowsky, D.
(1987). Unlocking: A guide to creative living. Lanham, MD: University Press of America.
8.
Sankowsky, D.
(1993). A problem solving model for analyzing low student performance in technical courses. Journal of Management Education, 17, 332-348.
9.
Watzlawick, P.
, Weakland, J. H., & Fisch, R. (1974). Change: Principles of problem formulation and problem resolution. New York: Norton.
10.
Webber, R. J.
(1989). Game playing and the psychodynamics of organizational life. In G. Morgan (Ed.), Creative organization theory: A resourcebook (pp. 218-223). Newbury Park, CA: Sage.
