diploma in teaching skils for educators

 Content, Procedures and Behavior Control

Classrooms are different from many other group situations in that communication serves a unique combination of three purposes at once(Wells, 2006):

Content

Procedures

Behavior control

Verbal Communication

Another way to understand classroom communication is to distinguish verbal from non-verbal communication and intended from unintended forms of communication.

As the name suggests, verbal communication is a message or information expressed in words, either orally or in writing.

Classrooms obviously have lots of verbal communication; it happens every time a teacher explains a bit of content, asks a question, or writes information or instructions on the chalkboard.

Unintended Communications

Whether verbal or non-verbal, however, classroom communication often convey more meaning than is intended.

Unintended communications are the excess meanings of utterances; they are the messages received by students without the teacher's awareness or desire.

A teacher may say, "This section of the text won't be on the test, but read it anyway for background." But a student may instead hear the message, "Do not read this section of the text. "What is heard is not what the teacher intended to be heard.

Avoiding Misinterpretation

Like many public settings that involve a diversity of people, classrooms tend to rely heavily on explicit, verbal communication, while at the same time recognizing and allowing non-verbal communication to occur(Neill, 1991).

This priority accounts for the characteristically businesslike style of teacher talk. A major reason for relying on an explicit, businesslike verbal style is that diversity among individuals increases the chances of their misinterpreting each other.

Because of differences in background, the partners may differ in how they expect to structure conversation as well as other kinds of dialog. Misunderstandings may result sometimes without the partners being able to pinpoint the cause.

Classroom Register

Teachers and students have identifiable styles of talking to each other that linguists call a register.A register is a pattern of vocabulary, grammar, and expressions or comments that people associate with a social role.

A familiar example is the "baby-talk' register often used to speak to an infant. Its features - simple repeated words and nonsense syllables, and exagerated changes in pitch - mark the speaker as an adult and mark the listener as an infant.

The classroom language register works the same way; it helps indicate who the teacher is and who the student is. Teachers and students use the register more in some situations than in others, but its use is common enough that most people in our society have no trouble recognizing it when they hear it(Cazden, 2001)

Scenario of a Register

A: All right now, I want your eyes up here. All eyes on me, please. B, are you ready to work? We are going to try a new kind of math problem today. It's called long division. Does anyone know what long division is? C, what do you think it is?

C: Division with bigger numbers?

A: Any other ideas? D?

E(not D): division by two digits.

A:...I olnly call on people who raise their hands. D, can you help with the answer?

D: Division with remainders.

A: Close. Actually you're both partly right.

In general, effective classroom communication depends on understanding how features of the classroom register operate during actual class times.

Throughout this module it is assumed that the better the communication, the better the learning and thinking displayed by students.

In this scene Person A must surely be the teacher he or she uses a lot of procedural and control talk, and because he or she introduces a new curriculum topic, long division. The other Persons (B, C, D and E) must be students because they only respond to questions, and because they individually say relatively little compared to Person A.

Going on day FOUR of being really sick - worst day today! Seen by two doctors, different diagnoses, three antibiotics. . . Man-o-man I am hurting just like one year ago today. I consider it good luck - Seahawks won Super Bowl; met wonderful people (you know who you are; played golf practically every weekend; and finished a mandatory professional military education career requirement despite having to overcome some really hard obstacles (not alone thankfully) - to included getting married! Anyway else to do it? BOOM!

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Resources for class book 2023 nov

 techniques-and-resources-in-teaching-grammar

Resource – Kelvin’s Class Notes

This resource contains the notes that Kelvin used in class for each of the four different participation structures he used. The changes between the preparations required for different participation structures are evident.

Year one: Kelvin’s lecture notes

Nature and Purposes of Children’s Play

1. Introduction to topic: What do we mean by play?

? excess energy

? seeking stimulation - relieve boredom

? escape from work

2. Six qualities defining play

? intrinsic motivation

? attention to the process, not the product

? non-literal behavior - make-believe

? no external rules

? self-governed

? active engagement

3. Implications for teaching

? devise activities with play-like qualities

? learn by watching children playing

Year three: Kelvin’s question-and-answer notes

Nature and Purposes of Children’s Play

1. Introduction to topic: What do we mean by play? [First ask 1-2 students for their own answers to question.]

? excess energy [Ask: What evidence is there for this?]

? seeking stimulation - relieve boredom […or for this?]

? escape from work

2. Six qualities of children’s play [Invite students’ definitions, but keep them brief.]

? intrinsic motivation

? attention to the process, not the product

? nonliteral behavior - make-believe

? no external rules

? self-governed

? active engagement

[Can you think of examples and/or counterexamples of each quality?]

3. Implications for teaching

? devise activities with play-like qualities [What activities have you already seen as a student teacher?]

? learn by watching children playing [How could you do this? Invite suggested strategies from students.]

Year eight: Kelvin’s discussion notes

Nature and Purposes of Children’s Play

? Discuss possible explanations for play—what do students think are its true purposes? (10 minutes?)

? Can we define play? Brainstorm defining qualities, with examples. (30 minutes)

? Important question for all defining qualities: Are there exceptions—examples of play that do not show certain defining qualities, but are still play? (15 minutes)

? What is important about play for teaching? (10 minutes +)

? …for the welfare of children? (10 minutes +)

? Etc. (anything else brought up by students)

Year twenty: Kelvin’s guidelines for group work

Nature and Purposes of Children’s Play

? Make sure you listen to everyone, and not just to the people you agree with the most. Part of the challenge of this project is to include all team members.

? You do not have to be best friends with someone in order to be partners. But you do have to get the work done.

? Remember that it takes many skills and abilities to do this project well. Among other things, you need to:

1) find and understand research and other publications about children’s play,

2) observe children skillfully when they are playing,

3) have confidence in describing what you learn to group mates,

4) write about what you learn, and

5) be tactful and respectful when listening and talking with partners.

She said that she just coudln't anymore...Reporting what somebody has said, but not their exact words, is an example of indirect speech. Try to think about why a journalist for example might not quote a person's exact words. Writers can use this method to summarise what a person has said or to give a sense of the person's words without quoting them in their entirety.

Examples: 

Minister Davis said that she intends to commit funds to a range of visual arts projects. 

The spokesperson from the British branch of the Global Film Group commented that only professionally accredited courses will develop a student's potential.