Human Relations for the Educator
EDUC 290, Section 1
Fall 2010
Instructor: Scott L. Arnett, Ph.D.
Meeting Times: Tuesdays and Thursdays 1:45pm – 3:25pm
Location: LC 109
Office: Lewis Hall 213
Phone: (712) 274 - 5233
Email: arnett@morningside.edu
Office Hours: Tuesdays and Thursdays 12:30 – 1:40pm or by appointment
Note: If you have an identified disability which may impact your performance in this
class, schedule an appointment with the instructor as soon as possible to discuss any
accommodations which may be necessary to provide you with an equal opportunity for
success in this course.
Note: Laptop computers are banned from the classroom.
Text:
Arnett, S. L., Burns, S. R., & Lubbers, S. L. (2010). Human Relations for the Educator:
Meeting the Challenges of Today and Tomorrow. Dubuque, Iowa: Kendall/Hunt
Publishing.
Course Description:
The primary reason for the development of this course is to prepare pre-service teachers
and the practitioners in the field with the skills and resources necessary to meet the
demanding professional challenges of today and tomorrow. The greatest recognized
need for teachers of today and tomorrow is in their abilities to relate to others.
This course is organized around broad topics, which introduce students to theoretical
frameworks, concepts, and skills useful in understanding the disciplines that contribute to
the field of Human Relations. Human Relations is an interdisciplinary, humanistic,
behavioral science that will be presented through a variety of applied models and
concepts. Because of the critical role of the other-person in interpersonal interactions,
this course encourages students to become “other-oriented.” Attention will be placed on
the development and sensitivity to understanding the values, beliefs, life styles, attitudes,
and traditions of individuals and diverse groups found in our society. The included
information offer a diverse compilation of topics that ground the future and practicing
educator in theory and research, yet provide information in a realistic and applied manner
that offers a stepping stone for conversations in the Human Relations classroom. Students
will be challenged to implement theories and concepts found in Human Relations to
educational settings.
Course Goals:
1. Students will be exposed to a variety of disciplines (sociology, psychology, social
psychology, anthropology, etc.) and concepts (e.g., the development of the Self,
Exchange Theory, Balcony View, Idiosyncratic Credit, TA, Role Theory, SelfActualization, Balance Theory, Functions of Behaviors, Differentiated
Instruction, etc.) that make up the interdisciplinary study of Human Relations.
2. Students will be introduced to the historical perspectives of Human Relations.
3. Students will develop skills in becoming other-oriented, self-disclosure, building
trust, intimacy, respect, and accepting students for who they are.
4. Students will examine teachers’ roles and their influences on relationship
building.
5. Students will increase their skills in effectively communicating (verbal and
nonverbal, active listening skills, etc.), self-reflection, awareness of ethical
behaviors, the importance of encouragement, how respect is earned through
effort, and abilities in working with others (e.g., supervisors, colleagues,
paraprofessionals, parents, and especially their own students).
6. Students will develop a greater awareness and understanding of themselves and
the development of values, beliefs, and attitudes.
7. Students will examine issues involving conflict in the classroom: causes of, types
of, management and resolutions of, conflict as a problem to be solved, and myths.
Other issues involve confrontation, managing emotions, inappropriate activities,
time-out, and fighting fairly.
8. Students will recognize stereotypical behavior (placing individuals in inflexible
categories), propaganda techniques, communication barriers, misperceptions,
dependency issues, prejudice, discrimination, sexual and racist language, and
biases, along with the impact these have on interpersonal relations.
9. Students will be exposed to student differences, introduced to the faces of student
diversity, recognize the impact culture plays in student success and the
importance of collaboration in creating favorable learning experiences for
student’s personal and intellectual development.
10. Students will be exposed to the need for a greater understanding, appreciation,
tolerance, and acceptance of all individuals in a diverse society.
Course Requirements (5):
1. Attendance/Participation: Students are expected to attend class, come to class
prepared to discuss the required readings, and actively participate.
2. A Mid-Term Exam.
3. The development and presentation of a Meta-Story to be used in the educational
setting.
4. A Term Paper integrating the foundations and concepts found in Human
Relations.
Term Paper will consist of:
 The authors’ perspectives
 Extended discussions and supplemental information
 The student’s opinions (70-80% of paper)
 10 pages, double spaced, spell checked
 Discuss the importance of briefs
5. Describe and analyze the American experience from the view point of at least one
Minority Segment. Accompanying the Term Paper will be a two page, double
spaced paper describing and analyzing the below.
a.) Students are able to describe the American experience from the viewpoint
of at least one minority segment of the American population.
b.) Students are able to analyze the relationship of diverse population groups
to the broader American society.
Outcome for a.)
Not Proficient: No description of the American experience from the viewpoint of
a minority segment is offered. (0 points)
Partially Proficient: Repeating or describing information that was given in class
(without additional information or offering insight). (One point)
Proficient: Discussion of possible events or circumstances that was instrumental
in this minority segment view of the American experience (discussion is beyond
information that was offered in class and offers insight to the minority view).
(Three points)
Advanced: The descriptions of multiple minority views with similarities and
contrasting characteristics. (Five points)
Outcome for b.)
Not Proficient: No analysis is offered. (0 points)
Partially Proficient: Parts of the relationships between diverse groups are
identified (for example, religion, cultural beliefs and values, etc.), but no
discussion regarding the relationships of those parts is evident. (One point)
Proficient: Parts of the relationships are described, organized, and discussed (for
example, the clashing of religions, cultural beliefs and values, etc.). (Three
points)
Advanced: The description of the relationships offers a more complete
understanding of the relationship of diverse population groups, than a discussion
of only the parts. (Five points)
Please remember to cite and reference any materials you use that are not your own
work. If you do not cite materials that you have borrowed…. this is plagiarism.
Course Grade:
 Attendance/Participation (see explanation below)
 Mid-Term exam
 Meta-Story and presentation (required for a grade)
 Term paper
 Minority View paper:
Total Points
10 points
40 points
0 points
40 points
10 points
100 points
Absences
No absences
= 10 points
One absence
= 8 points
Two absences
= 6 points
Three absences
= 2 points
Four absences
= 0 points
Five or more absences may result in a reduced or failing grade
Student Athletes and Others: email the instructor of all absences due to
college events (excused absences)
Students who arrive late for class, it is your responsibility to sign the attendance
sheet before you leave class. I will not accept “I was there, but forgot to sign the
sheet.”
Grading Scale:
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
Grade of
A
AB+
B
BC+
C
CD+
D
DF
=
=
=
=
=
=
=
=
=
=
=
=
>93.3%
>90.0%
>86.7%
>83.3%
>80.0%
>76.7%
>73.3%
>70.0%
>66.7%
>63.3%
>60.0%
<60.0%
Note: It is expected that students will demonstrate professionalism in this course. The
policy of Morningside College concerning plagiarism will be strictly followed in this
class. Plagiarism, which is using another person’s work without proper citation or
passing off another person’s work as one’s own will not be tolerated.
Human Relations Tentative Schedule
August
26
31
September
2
Course Introduction: Syllabus, Discussion, Human Relations Defined,
Meta Stories: “The Two Monks,” and “The Horseman.”
Charles Horton Cooley, Looking Glass Self; George Herbert Mead,
Internalized Dialogue; and Self-Fulfilling Prophecy.
Who Is This Person That People Call An Exceptional Teacher: Knowing
Who You Are, Self-Reflection, Ethical Behavior, Harry Stack Sullivan,
Encouragement, and Doubt.
7
Other-Oriented, Balcony View, Cripple Movement, and Verbal Villains.
9
Things That Influence Human Relations, Exchange Theory, Teacher’s
Roles, and Respect Comes From Effort.
14
The Self, Communication, and Idiosyncratic Credit.
16
Transactional Analysis, the Johari Window, and Stereotyping.
21
Misperceptions, Shared Meanings, Max Wertheimer, Gestalt Psychology,
Barriers to Accurate Perceptions, Propaganda, The Art of Propaganda, and
How Best to Reduce Misperceptions.
23
Student Differences, Faces of Student Diversity, Collaboration, and
Culture.
28
Cultural Journey, Prejudice & Discrimination, Discuss Assignment #5
(Minority View Paper), and show the video “The Shadow of Hate.”
30
Verbal Communication, Words Are Powerful, Meanings Are In People,
Word Barriers, Sexist & Racist Language, and Stage Fright.
October
5
Nonverbal Communication, Ambiguity of, Continuous, and Improving
Ability to Interpret.
7
Continued Nonverbal Communication, Eye Movement Activity, Touching
Students, and Review for Mid-Term.
12
Find the LGS at the Mall.
14
Mid-Term.
19
Discussions on the Mid-Term, Term Paper, Meta Story, and Minority
View Paper.
21
Fall Break
26
Dependency Issues, Knowing When NOT to Help a Student, “Catcher in
the Rye,” Greatest Compliment, and Irrational Beliefs.
28
Conflict, Cause of, Types of, Management of, As a Problem to Be Solved,
Aggression Versus Assertion, Confrontation, Inappropriate Activities, and
Myths.
November
2
All Campus Event Day, No Class.
4
Conflict Management Continued, Saul Alinsky’s Rules for Power,
Brainstorming, Managing Your Emotions, and Fighting Fairly.
9
Behaviorism, Time-Out, Functions of Behaviors (Attention, Control,
Avoidance and Escape), Direct Instruction, and Positive Reinforcement.
11
Accepting Students for Who They Are, Separating the Student From the
Behavior, Roger’s Understanding and Acceptance, and Differentiated
Instruction.
16
Role Theory, Existential Phenomenology, Self-Actualization, SelfTranscendence, and Active Listening
18
School Reform and Encouragement, Social Comparison Theory, Balance
Theory, and Attribution Theory.
23
We No Longer Blame Students, Self-Disclosure, Trust, Intimacy,
Dimensions of Respect, and Meta Stories.
25
Thanksgiving Holiday
30
The Teacher and Supervisors, Paraprofessionals, Parents, and Colleagues,
Sexual Harassment, Sexual Orientation, and Meta Stories.
December
2
7
Relationship Building Begins Prior to Students Entering the Classroom,
Emotionally Safe Environments, and Meta Stories.
Course Evaluations, Relationship Building Once the Students Have
Arrived In the Classroom (A Recap), and Meta Stories.
9
Term Papers and Minority View Papers due, Characteristics of
Effective Teachers, and Meta Stories.
13 -17
Final Class @_____________, Discussion and Closure, and Meta Stories.