Process Conference: (1) “What are you working on?” (2) “How is it coming?” and (3) “What are you going to do next?” Nothing extravagant and doesn’t require any detailed responses. More “uh huh’s” Status-of-Class Conference: Done in the beginning of the class. Each student can vocalize what they are working on that day to keep them responsible and on task. Topic Search Conference: This is when students have a conference individually or as a small group and discuss potential projects/interests to pursue. The teacher can record and then give the list to the student when it’s finished. Read Aloud Conference: Student will read their work aloud to the teacher and fix their mistakes or add ideas to their writing. Sometimes teachers will read the student’s work aloud back to them in order for the student to hear the reading from a different tone. Summarizing Conference: The student tells the teacher what work they’ve been doing and also eliminates any type of worksheet that the student has been working on. This conference is specifically for the student to voice their actions. Content Conference: The teacher is looked upon as an expert of the content by the students, so during this type of conference teachers and students discuss …show more content…
I think that this it’s important for students to hear what their writing sounds like when spoken too. It can help students understand the importance of grammar too, which is very important in language arts. Another conference that I would use in my classroom is the student choice conference. I think it’s very important to allow students to have a choice in the classroom and students should be able to direct their learning and use the teacher as a tool to their learning rather than the controller of their
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
Ms. Calkins calls these conferences as “one of the most powerful ways of differentiation writing instruction and improving writing proficiency, because they provide us with the opportunity to offer individualized instruction at the point of need” (Rog 8). There are three main types of teacher conferences: “quick “status-of-the-day” conferences to determine each student’s plan for the day, “TAG” conferences for revisions, and editing conferences for final polishing before publishing (Lori Jamison Rog 8). All these conferences are designed to help the student to improve their
It's important to gather information that is understandable by your students. The procces of gathering evendce in childrens learning can make a huge difference. there are many different kinds of assesments that help you as a teacher better educate your students. your lessons plans and what you teacer is very important to what they understand and how they learn.
During the lesson the teacher is allowing the students to discuss and think about what is occurring in the story. The teacher is implementing this by allowing and allocating time for debriefing in between the story. By doing thing the teacher gives the students the opportunity to use their KWL Charts throughout the lesson just in case something has been answered, or if a new idea were to appear. Moreover the students are also allowed to use their writing journal for note taking during this story. This allows the students to go back in their journals to recall events and important
During the conference calls, we discuss the outline for the next getting ahead session, thoughts and concerns regarding a previous Getting Ahead session, and ways to make the workshop more effective.
Audacity could be used as a way to improve a student's ability to read expressively by listening to themselves reading a passage then determining where expression is needed. It could also be used to create learning reviews with a voiceover for students that need refreshers on content, these could be uploaded to YouTube for students to view at home if needed. Audacity could also be used when discussing the topic of soundwaves because it shows the actual wave a sound it has recorded makes, this would allow students to experiment with pitch and volume and see how it affects the soundwave.
Once each partner had completed their stories, they would draw a picture on their whiteboard of three important details from the other person’s story labeling them one, two, and three. In the article Best Practice for ELLs: Peer-Assisted Learning, it stated that having English Language Learners work with their peers helps develop vocabulary, syntax, and comprehension strategies. Once all students have completed this part of the activity, each student would share their partner’s story recalling details from their whiteboard. Allowing English Language Learners to demonstrate their comprehension through visualization, artwork, and retelling helps the student make connections to the content. Once each student has shared the details, the class would then have to decide what the main idea of the story is. The class would discuss the correct and incorrect answers and their reasoning behind choosing the main
Utterances (1)-(5) are very direct, clear, and unambiguous. These utterances are purposed to be effective delivered. Additionally, the teacher has more power than the students, so this strategy must be commonly used though the occurrence in only four times in thirty minute discussion. Utterances (1), (2), (4), and (5) are used for their function to give command to the students, while utterance (3) seems to be used to disagree with the student directly to prevent misconception.
Cooper, P. Simonds, C (1999). Communication for the Classroom Teacher. 6th ed. Needham: Allyn & Bacon. p1-2.
I’ve never been in a classroom setting that expected us to discuss our writing assignments. Such as discussing our journals to the class and in the assigned groups in every class. I was skeptical of the idea first, but now I have learned to appreciate the class and group discussion idea. Besides sharing our reactions and ideas, I have developed more personal relationships with my classmates from this. Being closer to my classmates enables me to have engaging and enjoyable conversations with
Public speaking is one of the most under rated skills learned in school, yet is one of the most valuable. The way you communicate shows a lot about you, and can influence other’s opinions of you. In every profession communicatiis important. Good communication skills, no matter what you plan to do in life, will help you out greatly and improve your chances against a harsh job market. I am majoring in Business Administration and Law, and communication is one of the biggest parts of business and law, yet communication is hardly ever taught in business classes for my major. I think that a communications class like public speaking, for example, should be not just for a college class, but taught in high school and middle school as well. I believe several classes would allow anyone to become an expert speaking. The only way to fully learn public speaking is to get up in front of people and talk to them. One can not learn public speaking from a book.
Another concern that some students might have is communication. Some students might not need to have a teacher in front of them and teach the course material to them, to whereas some students might need the te...
Furthermore, I feel that doing this paper and presentation will give my classmates what they need to communicate properly in their future jobs. It is very important because without it we would be lost.
To facilitate or participate in any classroom activities requires the use of oral language. Talk is significantly important because "language that is heard must be understood before the language that is read can be decoded and understood" (McCandlish, 2012, pg. 9). Specifically, Halliday (1975) categorised language into seven different functions each with its own purpose, allowing students to comprehend that language like writing has different genres and can be formal or informal, depending on the audience, context or purpose.
Communication lessons have enabled me be able to differentiate between various types of speech. I can tell the difference between persuasive, informative, and narrative speech. With such knowledge it has become easier to evaluate the kind of speeches delivered and classify them accordingly. Moreover, it is easy to tell the objective of the speaker whether it is to educate, to persuade, to motivate or to