RETURN TO SEARCH RESULTS
Human Relations for the Educator: Meeting the Challenges for Today and Tomorrow

Human Relations for the Educator: Meeting the Challenges for Today and Tomorrow

Author(s): Scott Arnett , Susie Lubbers , Susan Burns

Edition: 2

Copyright: 2013

Pages: 300

Edition: 2

Copyright: 2013

Pages: 300

Choose Your Format

Ebook

$54.69

ISBN 9781465216397

Details Electronic Delivery EBOOK 180 days

Faculty Review Copy

Print

$103.32

ISBN 9781465213686

Details Print Product Only (SA,CP, Pak, all Print)

Faculty Review Copy

The most important challenge facing teachers exists in the human exchange and relationship-building with those he/she works under and works with. Human Relations for the Educator uses an applied approach to give pre-service teachers the essentials skills to promote productive interactions and build on existing relations.

Human Relations for the Educator allows educators to:

  1. see the importance of self-reflection in everything they do.
  2. possess background knowledge in order to establish and maintain productive relationships.
  3. understand, develop, and maintain relationships with students, parents, supervisors, colleagues, faculty, and paraprofessionals.

The new 2nd edition of Human Relations for the Educator equips pre-service teachers with skills in Human Relations needed to conquer the challenges of today’s and tomorrow’s world.

Topics covered include:

  • Self development
  • Understanding perceptions and drawing conclusions
  • Listening
  • Conflict management and student diversity
  • Verbal and nonverbal communication

Acknowledgments
About the Authors
Introduction

Chapter 1 The Development of Self
Objectives
Key Terms
Human Relations De?ned
The Development of Self
Summary
Case 1.A
Case 1.B
Case 1.C
Suggested Activities

Chapter 2 Who Is This Person People Call an Exceptional Teacher?
Objectives
Key Terms
Foundation of All Exceptional Teachers
Self-Re?ection
Effective versus Comfortable
Ethics and the Teacher
Moral Education
Teacher’s Role
Code of Ethics
The Encouraging Teacher
How Should We Go About Encouraging?
How Should We Go About Encouraging While Disciplining?
Summary
Case 2.A
Case 2.B
Case 2.C
Suggested Activities

Chapter 3 Understanding Perceptions and Drawing Conclusion
Objectives
Key Terms
Shared Meaning
Interpretation of Perceptions
Johari Window
Summary
Case 3.A
Case 3.B
Case 3.C
Suggested Activities

Chapter 4 Listening
Objectives
Key Terms
Physiological Processes of Hearing
Psychological Factors of Listening
Becoming a Better Listener
Helping Your Students Become Better Listeners
Types of Ineffective Listening
Summary
Case 4.A
Case 4.B
Case 4.C
Suggested Activities

Chapter 5 Verbal Communication
Objectives
Key Terms
Communication
Language
Words Are Powerful
Meanings Are in People
Words Are Culturally Bound
Words Can Have Concrete or Abstract Meanings
Once Created, Communiction Can’t Be Uncreated
Words Give Insight Into Thinking, and Thinking in Turn Impacts Behavior
Language Is Used to Name, Explain, and Understand
New Frontier
Words as Verbal Villains
Avoid Sexist, Racist, or Ethnic Language
Meta-Stories
Keeping a Conversation Going and Power Struggles
Communication Apprehension (Stage Fright)
How to Combat Stage Fright
Summary 129
Case 5.A
Suggested Activities

Chapter 6 Nonverbal Communication
Objectives
Key Terms
Verbal versus Nonverbal Communication
Characteristics and Types of Nonverbal Communication
Types of Nonverbal Communication/Behavior
The Touching Controversy
Reasons to Not Touch Students
Kinesics
Perceptual Categories
Oculesics
Vocal Cues and Paralanguage
Reading Nonverbal Cues: Some Helpful Hints
Nonverbal Activities
Other Items for Discussion
Summary
Case 6.A
Case 6.B

Chapter 7 Conflict Management
Objectives
Key Terms
Culture: Individualistic versus Collective
Types of Con?ict
Lack of Understanding
Moral Dilemma
Personal Con?ict
Managing the Con?ict
Brainstorming
Con? ict Resolution Strategies
Balcony View
Empathy Training
Collaborative Style
Disciplining Students
Summary
Case 7.A
Case 7.B
Case 7.C
Suggested Activities

Chapter 8 Student Diversity
Objectives
Key Terms
The Many Faces of Student Diversity
Students from Different Cultures
Race
Students with Disabilities
Students with Diverse Sexual Orientations
Homeless
At-Risk Students
In Summary of the Many Faces of Student Diversity
Culture
Ethnocentrism
Cultural Journey
Stereotyping
Culture Shock
What Is the Purpose for Everyone Being Different?
Summary
Case 8.A
Suggested Activities

Chapter 9 Relationships with Supervisors, Colleagues, Paraprofessionals, and Parents
Objectives
Key Terms
Teacher and the Supervisor
Sexual Harassment
Teacher and Paraprofessional
Teacher and Parents
Teacher and Colleagues
Summary
Case 9.A

Chapter 10 Relationships with Students: Before They Arrive
Objectives
Key Terms
Before They Arrive
Behaviorism
Contributions of Behaviorists
Rules for Teachers
Academic Progress Promotes Productive Relationships
Hierarchy of Needs and Self-Transcendence
Role Theory and Existential Phenomenology
Dependency Issues
Knowing When Not to Help Students
Summary
Case 10.A

Chapter 11 Relationships with Students: After They Have Arrived
Objectives
Key Terms
Idiosyncratic Credit
Self-Disclosure
Trust
Intimacy
Encouragement
Active Listening
We No Longer Blame Students for Educational Failures
Rules for Not Blaming Students for Academic Failures
Summary
Case 11.A
Case 11.B

Scott Arnett
Scott L. Arnett graduated from the University of Oklahoma in 1997 with a Ph.D. in Special Education. He has expertise in intellectual disabilities, transition, severe/profound disabilities, and assistive technology. Dissertation and research interests involve assisting individuals with intellectual disabilities to increase their self-determination. Scott was promoted to Associate Professor of Education at Morningside College during the 2003 academic year. where he was awarded the First Year Teaching/Advising Award for 2005. He was also awarded the Lucille and Charles Wert Faculty Excellence Award, May 7, 2005. 
Susie Lubbers
Susie L. Lubbers is an Assistant Professor of Education and Director of Morningside Center for Ethics and Leadership at Morningside College in Sioux City, Iowa. Her focus areas are effective pedagogy and emotional intelligence. Prior to Morningside, Susie spent 15 years as a high school language arts teacher in a large Iowa school district. She has facilitated workshops both regionally and nationally. Her degrees are from the University of South Dakota and Southwest Minnesota State University.
Susan Burns
Susan R. Burns, Associate Professor of Psychology at Morningside College, received her B.S. and M.S. in Experimental Psychology from Emporia State University and her Ph.D. in Personality/Social Psychology with an emphasis in Child Development from Kansas State University. Dr. Burns teaches a variety of courses within the field of Psychology and actively encourages students to become engaged in the research process. Dr. Burns was selected as a recipient of the 2004 and 2008 Sharon Walker Faculty Excellence Award, the 2006 state of Iowa, American Association of University Women Distinguished Faculty Award recipient, and the Omicron Delta Kappa Honor Society 2006 Faculty Person of the Year. Dr. Burns also serves as the Managing Editor for the Journal of Psychological Inquiry .

The most important challenge facing teachers exists in the human exchange and relationship-building with those he/she works under and works with. Human Relations for the Educator uses an applied approach to give pre-service teachers the essentials skills to promote productive interactions and build on existing relations.

Human Relations for the Educator allows educators to:

  1. see the importance of self-reflection in everything they do.
  2. possess background knowledge in order to establish and maintain productive relationships.
  3. understand, develop, and maintain relationships with students, parents, supervisors, colleagues, faculty, and paraprofessionals.

The new 2nd edition of Human Relations for the Educator equips pre-service teachers with skills in Human Relations needed to conquer the challenges of today’s and tomorrow’s world.

Topics covered include:

  • Self development
  • Understanding perceptions and drawing conclusions
  • Listening
  • Conflict management and student diversity
  • Verbal and nonverbal communication

Acknowledgments
About the Authors
Introduction

Chapter 1 The Development of Self
Objectives
Key Terms
Human Relations De?ned
The Development of Self
Summary
Case 1.A
Case 1.B
Case 1.C
Suggested Activities

Chapter 2 Who Is This Person People Call an Exceptional Teacher?
Objectives
Key Terms
Foundation of All Exceptional Teachers
Self-Re?ection
Effective versus Comfortable
Ethics and the Teacher
Moral Education
Teacher’s Role
Code of Ethics
The Encouraging Teacher
How Should We Go About Encouraging?
How Should We Go About Encouraging While Disciplining?
Summary
Case 2.A
Case 2.B
Case 2.C
Suggested Activities

Chapter 3 Understanding Perceptions and Drawing Conclusion
Objectives
Key Terms
Shared Meaning
Interpretation of Perceptions
Johari Window
Summary
Case 3.A
Case 3.B
Case 3.C
Suggested Activities

Chapter 4 Listening
Objectives
Key Terms
Physiological Processes of Hearing
Psychological Factors of Listening
Becoming a Better Listener
Helping Your Students Become Better Listeners
Types of Ineffective Listening
Summary
Case 4.A
Case 4.B
Case 4.C
Suggested Activities

Chapter 5 Verbal Communication
Objectives
Key Terms
Communication
Language
Words Are Powerful
Meanings Are in People
Words Are Culturally Bound
Words Can Have Concrete or Abstract Meanings
Once Created, Communiction Can’t Be Uncreated
Words Give Insight Into Thinking, and Thinking in Turn Impacts Behavior
Language Is Used to Name, Explain, and Understand
New Frontier
Words as Verbal Villains
Avoid Sexist, Racist, or Ethnic Language
Meta-Stories
Keeping a Conversation Going and Power Struggles
Communication Apprehension (Stage Fright)
How to Combat Stage Fright
Summary 129
Case 5.A
Suggested Activities

Chapter 6 Nonverbal Communication
Objectives
Key Terms
Verbal versus Nonverbal Communication
Characteristics and Types of Nonverbal Communication
Types of Nonverbal Communication/Behavior
The Touching Controversy
Reasons to Not Touch Students
Kinesics
Perceptual Categories
Oculesics
Vocal Cues and Paralanguage
Reading Nonverbal Cues: Some Helpful Hints
Nonverbal Activities
Other Items for Discussion
Summary
Case 6.A
Case 6.B

Chapter 7 Conflict Management
Objectives
Key Terms
Culture: Individualistic versus Collective
Types of Con?ict
Lack of Understanding
Moral Dilemma
Personal Con?ict
Managing the Con?ict
Brainstorming
Con? ict Resolution Strategies
Balcony View
Empathy Training
Collaborative Style
Disciplining Students
Summary
Case 7.A
Case 7.B
Case 7.C
Suggested Activities

Chapter 8 Student Diversity
Objectives
Key Terms
The Many Faces of Student Diversity
Students from Different Cultures
Race
Students with Disabilities
Students with Diverse Sexual Orientations
Homeless
At-Risk Students
In Summary of the Many Faces of Student Diversity
Culture
Ethnocentrism
Cultural Journey
Stereotyping
Culture Shock
What Is the Purpose for Everyone Being Different?
Summary
Case 8.A
Suggested Activities

Chapter 9 Relationships with Supervisors, Colleagues, Paraprofessionals, and Parents
Objectives
Key Terms
Teacher and the Supervisor
Sexual Harassment
Teacher and Paraprofessional
Teacher and Parents
Teacher and Colleagues
Summary
Case 9.A

Chapter 10 Relationships with Students: Before They Arrive
Objectives
Key Terms
Before They Arrive
Behaviorism
Contributions of Behaviorists
Rules for Teachers
Academic Progress Promotes Productive Relationships
Hierarchy of Needs and Self-Transcendence
Role Theory and Existential Phenomenology
Dependency Issues
Knowing When Not to Help Students
Summary
Case 10.A

Chapter 11 Relationships with Students: After They Have Arrived
Objectives
Key Terms
Idiosyncratic Credit
Self-Disclosure
Trust
Intimacy
Encouragement
Active Listening
We No Longer Blame Students for Educational Failures
Rules for Not Blaming Students for Academic Failures
Summary
Case 11.A
Case 11.B

Scott Arnett
Scott Arnett
Scott L. Arnett graduated from the University of Oklahoma in 1997 with a Ph.D. in Special Education. He has expertise in intellectual disabilities, transition, severe/profound disabilities, and assistive technology. Dissertation and research interests involve assisting individuals with intellectual disabilities to increase their self-determination. Scott was promoted to Associate Professor of Education at Morningside College during the 2003 academic year. where he was awarded the First Year Teaching/Advising Award for 2005. He was also awarded the Lucille and Charles Wert Faculty Excellence Award, May 7, 2005. 
Susie Lubbers
Susie Lubbers
Susie L. Lubbers is an Assistant Professor of Education and Director of Morningside Center for Ethics and Leadership at Morningside College in Sioux City, Iowa. Her focus areas are effective pedagogy and emotional intelligence. Prior to Morningside, Susie spent 15 years as a high school language arts teacher in a large Iowa school district. She has facilitated workshops both regionally and nationally. Her degrees are from the University of South Dakota and Southwest Minnesota State University.
Susan Burns
Susan Burns
Susan R. Burns, Associate Professor of Psychology at Morningside College, received her B.S. and M.S. in Experimental Psychology from Emporia State University and her Ph.D. in Personality/Social Psychology with an emphasis in Child Development from Kansas State University. Dr. Burns teaches a variety of courses within the field of Psychology and actively encourages students to become engaged in the research process. Dr. Burns was selected as a recipient of the 2004 and 2008 Sharon Walker Faculty Excellence Award, the 2006 state of Iowa, American Association of University Women Distinguished Faculty Award recipient, and the Omicron Delta Kappa Honor Society 2006 Faculty Person of the Year. Dr. Burns also serves as the Managing Editor for the Journal of Psychological Inquiry .