Module #5: Developing Interpersonal Skills. Faculty Development Modules
Anthony, Michael
The purpose of these faculty development modules is to lead you in becoming more
skilled in the art and science of classroom instruction. This particular module is designed
to help you strengthen relationships with students by refining and developing
interpersonal skills. The interpersonal dimension of higher education is often given only
minor attention; however, this dimension plays a key role in truly transformative
teaching.
The importance of attending to interpersonal relationships in the teaching/learning
process has roots in creation as explained in the following quote:
"Created by a relational God, mankind is relational. People are made for a
wide set of relationships; the central one is responding to God. Additionally,
people have the capacity for relationships with each other. Consequently, in
a teaching/learning situation, the relationship between teacher and learner is
crucial. The quality of the relationship can either strengthen or weaken the
teaching/learning process." Source: C. D. Bryan (1993). Learning to
Teach/Teaching to Learn, p. 35
Instructional Objective of This Module
Given the instructional resources contained in this module, the faculty member will be
able to:
1. Evaluate the strength of his/her current relationships with students and identify
specific strategies for improving these relationships inside and outside the
classroom setting.
2. Construct instructional objectives for his/her courses which include relational
objectives drawn from the taxonomy for the affective domain of teaching.
The materials contained in this training module are basically threefold. First, there are
chapters taken from excellent books on the subject of developing interpersonal
relationships with students in higher education. Second, there are several journal articles
which provide research-based findings related to student-faculty interaction. Third, there
is an assignment section which will provide you with the opportunity to implement the
ideas you have gleaned from the reading in the chapters and articles including some
"real-life" examples of affective instructional objectives which may serve as models for
your own development in this area.
Attending to the interpersonal climate of your classroom will make you a better instructor
and will contribute to a better learning experience for your students. Being intentional
about this aspect of teaching means that you are serious about participating with the Holy
Spirit in His work of bringing behavioral and attitudinal change to pass through the
powerful vehicle of genuine personal relationships.
Chapter Readings
1) J. Lowman (1984). "Developing Interpersonal Skills and Teaching Style." Ch. 2 in
Mastering the Techniques of Teaching. San Francisco, CA: Jossey-Bass Inc., Publishers.
2) S. D. Brookfield (1990). "Building Trust with Students." Ch. 12 in The Skillful
Teacher. San Francisco, CA: Jossey-Bass Inc, Publishers.
These two chapters do an excellent job of providing specific suggestions for developing
and strengthening personal relationships with students.
Joseph Lowman discusses strategies for forming personal relationships with students,
how to solicit feedback from students, how to balance control with positive interpersonal
relationships, and how to work with a variety of student personality types.
Stephen Brookfield discusses the fine art of balancing teacher credibility with teacher
authenticity in an overall effort to create a climate of trust between teacher and student in
the classroom.
Article Readings
1) R. C. DeLucia (1994). "Perceptions of Faculty-Student Relationships: A Survey."
NASPA Journal, 31, pp. 271-279.
2) J. J. Endo & R. L. Harpel (1982). "The Effect of Student-Faculty Interaction on
Students’ Educational Outcomes." Research in Higher Education, 16, pp. 115-136.
3) M. A. Lamport (1994). "Student-Faculty Informal Interaction and Its Relations to
College Student Outcomes in Christian College Settings: Research and Implications."
Research in Christian Higher Education, 1, pp. 66-78.
The articles in this section provide results from three different studies which examined
the impact of student-faculty relationships on various aspects of student development
during the college years. Too often, "the educational concern for student-faculty
interaction is somewhat nominal. Student-faculty relationships are regarded as ancillary,
non-academic experiences" (Lamport, 1994, p. 66). For this reason, research in the field
of academic interpersonal relationships is vital. A sampling of that research is provided
for you here. Numerous specific suggestions are provided. View these articles as a
smorgasbord of ideas from which you can select those best suited to you and your
teaching situation.
Your Assignment
PART ONE: Developing Interpersonal Skills Within the Formal Curriculum
One component of growing in classroom interpersonal skills involves being intentional
about incorporating specific course objectives related to the affective domain into our
syllabi and instructional methodology. To encourage this discipline, please complete the
following:
1. Study the information on the following pages related to Benjamin Bloom’s
taxonomy for the affective domain.
2. Examine the Sample Affective Educational Goals.
3. Develop two course learning goals, at each level of the affective taxonomy, for
one of your courses. A sample has been provided for you.
PART TWO: Developing Interpersonal Skills As Part of the Nonformal Curriculum
On the pages following the taxonomy explanation and example, you will find a summary
of the interpersonal relationship recommendations suggested in the chapters and articles
you read in this module. To use these as an aid in building interpersonal relationships
with students, please complete the following:
1. Select 5 of the suggestions which you would like to work on incorporating into
your relationships with students.
2. For each selection, write 2-3 sentences describing a strategy you could employ
to work toward achieving this goal.
3. Set a target completion date and name a specific person you will talk to you
will hold you accountable in working toward your goals.
More Resources
Sample Affective Educational Goals
These samples are written according to the affective domain of learning.
Receiving
1. Learners will observe a play demonstrating Christ's love for mankind on video
entitled "The Life and Crucifixion of Christ."
2. Recognizing that there may be more than one point of view, learners will listen
to various types of Christian music including contemporary and classic, and
discuss what is appropriate for church services today.
Responding
1. Learners will share in groups a personal experience in which they either were
shown or demonstrated God's love toward another.
2. Learners will express their interpretation of the passage in Matthew 19:19.
Valuing
1. Using only the New Testament, each student will select a biblical character or a
contemporary Christian they admire and write a one or two page report describing
why.
2. Students will discuss in groups their opinion of the O.J. Simpson verdict.
Organizing
1. Learners will develop and organize a personal schedule based on
responsibilities in their personal life (school, homework, church activities,
recreation, etc.). Learners will discuss their schedule and priorities within a small
group.
2. To help develop dominant values, learners will arrange a list of situations given
to them by the instructor and place them in order of personal preference.
Example: In your opinion, a person who has worked all week will best spend
Sunday engaged in what type of activity?:
a. studying the Bible
b. hearing a TV sermon
c. attending a church service
d. trying to catch up on graduate work
Characterizing
1. Learners will interview a person of their choice from their community or church and
complete a five to ten page essay on one of the following: "A good kind of person in our
community is-" or "One of the greatest Christians in our church is-".
2. Having been presented with a checklist related to effective communication skills
discussed during the semester, learners will set up a 30-minute appointment with the
professor to discuss how they have come to practice, or not practice, some of these skills
in their interpersonal relationships.
Suggestions for Building Interpersonal Relations with Students
1. Learn students' names as quickly as possible
2. Arrive to class early, especially before the initial class meeting. This conditions
students to expect to start on time and also provides opportunities to chat informally with
them before class.
3. Announce office hours both verbally and by placing on a handout, or course outline.
4. In addition to being available during regular office hours, offer to schedule meetings at
other times as well.
5. Scan the student newspaper for the names of any students that can be congratulated for
various recognitions, activities, etc.
6. Make a special effort to attend athletic and artistic events in which your students are
involved and show a genuine interest.
7. Encourage students to communication by seeking feedback--for example by handing
out index cards and asking students to ask a question about you, course content, make a
personal comment, or any matter they are concerned about. Stress that they are free to
question or comment anonymously but that you will write a personal reply if they sign
their names. Circulate more cards than students and point out they can send in two cards
(signed and unsigned) if they wish.
8. Select carefully when attempting to control students, suggesting and implying rather
than ordering or directing openly. When announcing course requirements, use dialect
such as "I would like," "it is my hope," "You will probably want," instead of "I require," I
expect," or "You must."
9. Give a rational justification for assignments by sharing objectives with the students.
Allow choices whenever possible.
10. Require mastery of instructor-defined content at the beginning and more independent
thinking and choice of topics at the end. In other words students should get a thorough
understanding of course content first.
11. Treat students individually.
12. Individually meet with students at both formal and informal settings.
13. Invite students to visit or stop by the office.
14. Maintain tolerance for youthful behavior. One must genuinely like collage-age
students and identify with their interests, both serious and foolish.
15. Encourage and respect your students. (Be sensitive to all ethnic groups)
16. LISTEN to your students.
17. Be friendly and greet them when you see them on the campus.
CLASSROOM CLIMATE MEASUREMENTS
Below is a short sample form to help you design a questionnaire of your own. You may
want to make yours longer and more detailed.
NAME: (OPTIONAL) -----------------------------Please answer yes, no, or comment to the following questions.
1. The instructor maintains eye contact with students during lectures.
2. The instructor presents clear directions.
3. The instructor is friendly both in the classroom and out.
4. The instructor appears friendly in class but really is hasty and short patient when
approached on an individual basis.
5. The instructor allows the students to voice their opinion on lecture material associated
with contemporary issues.
6. The instructor shows biased behavior towards certain groups.
7. The instructor listens to students attentively.
8. The instructor is helpful when students do not understand assignments and offers
assistance and suggestions.
9. The instructor keeps his or her office hour appointments.
10. Please state any concerns you have concerning the communication climate in the
class.