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Ensuring positive teacher student interactions
Teacher-student interaction
Ensuring positive teacher student interactions
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A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Walsh (2011) also claims that in language classrooms, teachers control patterns of communication, they are able to interrupt whenever they like, take the floor, hand over a
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Enrich counted numbers of speech acts that are utterances and parts of utterances with distinct meanings (ibid). Chaudron (1988) reports that a proportion for teacher talk similar to Enright’s was observed in a comparison between one sixth grade of French immersion class and one core grade French class in Canada by Bialystok, Frohlich and Howard (1978). In this study the number of teachers and students moves was counted. The results indicated that 68.8% of the moves were the moves of French immersion teacher, and 61.3% were the moves of the core French teacher.Although Chaudron (1988) review on TTT and STT was comprehensive, but Ellis (2008) reports that after that studies which investigate and review the amount of teacher talk and student talk in language classrooms have been rare. While,the amount of teacher talk has a crucial impact of learning
Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press. Burroughs, N. F., Kearney, P., & Plax, T. G. (1989). Compliance-resistance in the college classroom. Communication Education, 38, 214–229.
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic.
We need to adapt our verbal communication accordingly to the different situations. Working on a learning activity it is important that the children are focused and that we deal with any distractions
The Interactionist Perspective focuses on the primary role of sociocultural interaction in children’s development of language knowledge. This perspective contends that children acquire language through their attempts to communicate with the world around them. This perspective encourages teachers to focus on providing many social interactions in which oral and written language are used. Teachers should provide students with many “talking: opportunities, so children can begin to understand the ways in which language functions. Adults play an important role as they support children’s language development by serving as an expert who often creates conditions that make for effective communication. Adults can use the zone of proximal development by
In her article “Schools Weak on Strong Silence”, Adi Bloom describes that there are two types of silences present in schools, weak and strong. The terms “weak” and “strong” are used to describe the classroom environment created by the way teachers utilize silence. Weak silence, also referred to as negative silence, is used by teachers for the purpose of maintaining control over students. Teachers use this type of silence to keep order in their classrooms, and to show authority. Weak silence is used as a tool to benefit teachers. Generally, a teacher’s attitude toward silence stems from their own personal experiences. The influence of these experiences is apparent in the way they use silence in their classrooms (Waite, 2013). As a result of the encounters students have with weak silence in their classrooms, students learn to associate silence with fe...
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.
Chisholm, M Ines. (1999). The Journal of Educational Issues of Language Minority Students. v 14 43-68
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
... otherwise the object of classroom learning is defeated. Furthermore, people adapt their language in order to match the specific context of the situation, which is often done unintentionally. Students may use non fluency features such as fillers when they are answering questions as there may be a gap in their understanding which teachers are able to pick up on. In addition to that, teachers may adapt the manner in which they speak to change the impression they want to make. For example, teachers may speak with an assertive tone in order to show authority, as opposed to speaking in a more polite tone to build a positive relationship. It appears that it is mainly teachers who consider their language as they of more conscious of their speech than students, this could be because adults, in general, are more aware about the effect their speech can have on their audience.
Andrew Sampson states that total proscription of mother tongue is detrimental to some extent, suggesting that code switching of mother tongue and English, under a good strategy of control, is useful for academic needs and even communicating purposes by concluding, “The results of this study suggest that code-switching is not necessarily connected to learners’ ability level and rarely signals an unwillingness to communicate in L2, but rather serves communicative classroom functions such as expressing equivalence, discussing procedural concerns, floor holding, reiterating concepts, and forming group relationships” (302). Code-switching not only improves the learner’s proficiency in English, but also allows the students to learn. In most cases, English language is meant for English-speaking students’ at level L2 or L3. Therefore, teachers should help non-native English-speaking students to code-switch in their communications. Code switching would improve the learner’s ability to identify his or her mistakes and correct those mistakes while she or he continues to learn English. At the same time, if possible, the teachers might use code switching to illustrate particular concepts and subjects. In other words, the teachers themselves can use the learner’s L1 or any other language to explain concepts or offer examples on the subjects in the learner’s L1. However, the teachers should avoid using oversimplified English words and vocabularies. This is because such approach would not help the learner to perfect his or her English
Language isn’t intentionally taught, but more picked up as the child grows up; “we do not learn words from dictionaries, we take them from conversations that subsequently shape our understanding of the world” (Thompson, 2009). Because of this, educators need to give time for children to practice their language skills. That doesn’t happen when children are doing skill-and-drill exercises over a concept, but rather when they are playing with their peers. Early educators can help facilitate this language development by introducing and teaching children new words and phrases.
The last stage of this activity allows the students to interact with their groups by receiving different vocabulary words to piece together in the right order. At this age period, some children have not mastered the technique of turn taking and listening while others are talking. By implementing “Tearing Into Vocabulary”, the children are learning effective ways to communicate with their peers and to effectively use new words in simple/complex sentences. When communicating with their peers, they also gain knowledge on how to properly respond, take turns speaking and paying attention instead of diverting their attention to outside distractions. Along with learning new conversational techniques, these children can also incorporate their improved mental lexicon since usually during these ages they tend to use words that they do not know the meaning of and tend to use them into their sentence to come off sophisticated in their speech. By implementing “Tearing Into Vocabulary”, this activity can help these children to effectively present the most accurate and appropriate way to conduct and maintain conversations with adults, peers, and teachers.
At Mrs. McGraw’s class room, the environment was welcoming, this setting motivates students to be engage in the instructions that are being presented to them, and the teacher uses various resources to demonstrate the lesson taught. The classroom is formed of twenty-six students, fourteen boys and eight of twelve of them are Ells, with their primary language being Spanish, Vietnamese, and Asian. Mrs. McGraw (kindergarten teacher) has been instructing ELLs for many years, therefore, it is evident that all students feel comfortable and happy to participate on the lesson being taught by the professor. As well as the students engaging in the lesson that is being presented to them, the teacher uses various resources to demonstrate the lesson taught. The classroom is well organized and has many visual aides to help students with their brain development as well as the teacher’s use of the right tone of voice which is essential to capture the students’ interest. The teacher rewards students with stickers after completing the activity, this motivates them because if the students has all 5
Language plays an important in our lives, for children this is a critical time for them to learn how they can use language to communicate effectively from the when they learn through school and into adulthood. While a child goes through school they are exposed to Standard English, but there are diversities that appear in the classroom for example culture plays a part in language development. Gee and Hayes (2011) stated that there are many things that language can be including; a set of rules, a cognitive experience, a social tool or an object, but overall language is something that changed based on culture and social context. Acknowledging and accepting diversity in the classroom in relation to language and language learning is important
Teachers of young children have a difficult task – to be a model, provider, and facilitator in promoting language learning and literacy. These roles can be very challenging to achieve. The teacher needs to be sensitive to the individual child’s needs – when to supply information and when to hold it back; when to talk and when to listen. The teacher’s attitude towards the child’s speech is critically important. In this way, a teacher can maximize the child’s language development. (Machado, 2014)