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I started a few Pinterest boards largely to augment the text discussions in communication books—my own or others.  Photos and cartoons are very expensive; consequently, these are usually limited in most textbooks. So, I thought Pinterest would be a great medium to disseminate visuals that may prove useful in teaching communication. The boards you may find interesting in preparing slide presentations are those on illusions , communication , and choices. Hope you find them useful/helpful/interesting.

A student of Paul Siegel, who uses Essentials of Human Communication at the University of Hartford, found an error in one of my key word quizzes. It occurs on page 135: b should be 8 and f should be 3--I had them reversed in the answer key. I thank Paul and his student and apologize to all for this. It should not have happened and won't again.

Here is a revision of a little quiz to introduce the topic of height in a nonverbal or other communication class.  It contains both historical and contemporary personalities and should play well in the classroom. The Self-test Try estimating the heights of the following famous people whom you’ve probably read about or heard about (but probably not seen in person) by circling the guessed height. In each of these examples, one of the heights given is correct. 1.       Baby Face Nelson (bank robber and murderer in the 1930s): 5ʹ5ʺ, 5ʹ11ʺ, 6ʹ2ʺ 2.       Ludwig Van Beethoven (influential German composer): 5’6”, 6’0”, 6’5” 3.       Kim Kardashian (media personality): 5’2”, 5’5”, 5’8” 4.       Buckminster Fuller (scientist, credited with inventing the geodesic dome): 5’2”, 5’10”, 6’3” 5.       Bruno Mars (singer): 5’5”, 5’8”, 5’10” 6.       ...

I wrote this little piece to respond to some concerns voiced on the Basic Course List and I thought it might be relevant more generally. The recent posts about increasing class size and the new student learning objectives/outcomes are alarming. And, as the economic pressure on colleges continues, it only looks like it’s going to get worse. Now may be the time to reconsider and reconceptualize the basic course. Traditionally, the basic course in communication has been a course designed to teach the skills of public speaking. Then in the early 70’s courses in interpersonal communication were developed, again to teach basic skills. For those who wanted a broader spectrum of skills, there was the hybrid course, designed to teach the skills of interpersonal communication, interviewing, small group and leadership, and public speaking—with varied emphases.             These skills courses are most departments’ “bread and butter.” Consequen...

One of the most difficult of all conversational tasks is to ask someone for a favor. Of course, it depends on the favor and on the relationship you have with the person from whom you want the favor. If it’s a close friend and the favor is relatively easy to perform, there is little difficulty and little conversational awkwardness. If the favor is to a superior, say a work supervisor, and the favor one that would be difficult or time-consuming to perform, there would be much difficulty and much conversational awkwardness. Asking a total stranger poses still other problems.  Yet, despite these many differences, some general suggestions may be offered. So, how do you ask for a favor? Here are a few steps:             First and foremost, select an appropriate communication context. Consider the time, place, and medium of communication—at the very least. Is this the appropriate time? Is this the appropriate place? Is this the most a...

Get Ready to Study Interpersonal Communication This post is designed for users of my Interpersonal Communication Book but the idea can easily be adapted to any text you might be using. To explain: In revising my Interpersonal Communication Book , I developed an introductory feature that opens the discussion of the chapter by asking students to consider a how the contents of the chapter relate to their own experiences.  Pearson—the publisher—thought this feature would interfere with the learning objectives—that the student would be confused between these items and the learning objectives. At any rate, I eliminated the feature from the text—maybe it would have been too much introductory material, though I doubt that any college student would be confused between these questions and the learning objectives. Yet, I still think this is an excellent way to open the discussions for each of the various chapters.             These “Get ...

Here’s an article on body language that you should avoid; body gestures that can create a negative impression in another person. It's best to look at these gestures as creating negative impressions under certain circumstances but, certainly, not in all situations: 1.  Crossing your arms across your chest can indicate defensiveness. 2.       Leaning forward can indicate aggressiveness. 3.       Breaking your eye contact too early in the interaction. 4.       Putting your hands on your hips when standing can indicate aggressiveness. 5.       Taking a step or two back when asked a question or for a decision. 6.       Putting your hands behind your back or in your pockets can make you look overly stiff. 7.       Nodding more than usual can make you look less than serious.