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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
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
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
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.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” 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, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
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.
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...
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
Chisholm, M Ines. (1999). The Journal of Educational Issues of Language Minority Students. v 14 43-68
As a teacher language is the most important tool in order to support student learning. The book Elementary Classroom Management by Kerry Williams discusses how language is an important tool to use “language can be a powerful vehicle for activating thought, and as teachers we need to be aware of the role it is playing” (ref pg. 196). The use of words and tone that the teacher uses to the students is significant in the behaviour of students. For example if a student is displaying
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.
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
Every day, we use spoken language in order to communicate as well as to express our opinions on certain topics. The manner in which we communicate and use paralinguistic features varies according to the context of the situation. Moreover, spoken language is affected by our idiolect as well as our sociolect. We can relate these ideas to the setting of the school classroom. In a classroom, teachers primarily, use spoken language for bonding in order to establish or maintain personal relationships with students. In addition to that, teacher use spoken language to exchange information to develop students’ understanding and knowledge. Furthermore, teachers use spoken language for power in order to gain control over the classroom. Transcript A, B, C and D are detailed examples of how these concepts are adapted in the different classroom environments. However, there is evidence to support that the theories of spoken language can also be challenged.
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.
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
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)