Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty

In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my pr...

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Autor principal:	Jennifer Sandoval
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	reflexive pedagogy dialogue identity pedagogy of interiority instructional communication Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/da3509a01b04445fbfc6c78d7e1ef5d4
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spelling	oai:doaj.org-article:da3509a01b04445fbfc6c78d7e1ef5d42021-11-09T16:52:16ZConnection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty10.31446/JCP.2021.2.062640-45242578-2568https://doaj.org/article/da3509a01b04445fbfc6c78d7e1ef5d42021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/6/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their authentic personal selves via contemplation and reflexivity. In doing so, we move from a teacher-centered focus to a student-centered one derived from a relational partnership with them. By focusing on connection rather than correction, we create an environment of curiosity, compassion, and intensive reflection where students come to know themselves and their strengths in ways that extend beyond the classroom. This essay highlights how students co-create conversational commitments coupled with a rapid debrief process that moves my students forward together toward shared mindfulness in thought and behavior.Jennifer SandovalCentral States Communication Associationarticlereflexive pedagogydialogueidentitypedagogy of interiorityinstructional communicationCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 31-39 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	reflexive pedagogy dialogue identity pedagogy of interiority instructional communication Communication. Mass media P87-96 Education L
spellingShingle	reflexive pedagogy dialogue identity pedagogy of interiority instructional communication Communication. Mass media P87-96 Education L Jennifer Sandoval Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty
description	In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge myself to invite students to develop their authentic personal selves via contemplation and reflexivity. In doing so, we move from a teacher-centered focus to a student-centered one derived from a relational partnership with them. By focusing on connection rather than correction, we create an environment of curiosity, compassion, and intensive reflection where students come to know themselves and their strengths in ways that extend beyond the classroom. This essay highlights how students co-create conversational commitments coupled with a rapid debrief process that moves my students forward together toward shared mindfulness in thought and behavior.
format	article
author	Jennifer Sandoval
author_facet	Jennifer Sandoval
author_sort	Jennifer Sandoval
title	Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty
title_short	Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty
title_full	Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty
title_fullStr	Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty
title_full_unstemmed	Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty
title_sort	connection over correction: engaging students in conversational commitments for effective communication across difference and difficulty
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/da3509a01b04445fbfc6c78d7e1ef5d4
work_keys_str_mv	AT jennifersandoval connectionovercorrectionengagingstudentsinconversationalcommitmentsforeffectivecommunicationacrossdifferenceanddifficulty
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Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty

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