Reflection for Communication - Luther and Nilsson

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School

University of Houston, Downtown *

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3326

Subject

Communications

Date

Feb 20, 2024

Type

docx

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Uploaded by ChefMetal9320

Name: Jared Hrozek Date: 2/12/24 Communication – Luther and Nilsson 1. Ms. Luther uses effective communication skills to make her expectations clear to students. Describe two examples of how she communicates her expectations to her students. Ms. Luther carefully conveys her objectives to her students, making sure they grasp the project by asking questions and repeating processes. She also ensures that students are prepared for the class by placing their belongings on their desks and sitting with their hands. For example, she asks the students, "What does Ms. Luther always say about math problems?" "No work equals..." Students react with "a 0," demonstrating her persistent focus until comprehension is attained. Consistent reinforcement ensures that her expectations are clear. Mrs. Luther also reviews student tweets to define assignment guidelines, reiterate instructions, and test comprehension through questions. She states, "I will know you're ready when your items are on your desk and you're sitting on your hands," establishing clear criteria for preparation. Mrs. Luther uses these approaches to effectively convey expectations, building comprehension and preparedness among her students. 2. Effective student to student and student to teacher communication is also vital in an effective classroom. Describe at least two strategies that Ms. Luther uses to encourage communication and conversation. Ms. Luther questions her students about the problems they're working on. She questions them about each phase of the problem. When she finishes the lesson, she provides the students directions for their next assignment. She questions the student about the group assignment to ensure that they grasp the directions. Ms. Luther detailed the instructions for the twitter assignment that the students were working on. She discovered they required clarification by going around and checking for understanding, which is essential in an effective classroom. She also walked around to each group to talk about the assignment and get them started. During their groupwork, she ensured that all students communicated with one another. 3. Ms. Nilsson uses technology and visual tools during her photography lesson. Explain how these tools enhance her instruction and communication of lesson objectives.

She is utilizing a visual tool to help the student understand by showing them examples and videos. Visual aids assist people in coming up with ideas. Visual aids can aid in creativity and learning. Students looked at examples from past years. The shown photo assisted the teacher in explaining whether or not the photo was taken appropriately. 4. Ms. Luther and Ms. Nilsson both use effective communication with students. How are the communication techniques of the two teachers similar and different? Explain your response using specific examples from each classroom. Ms. Nilsson communicated effectively with the students by enabling them to discuss how they finished the project. They can instruct the students and communicate with the class. They both ask students questions to keep them involved during the lecture. Ms. Nilsson let her kids teach a portion of the course by asking questions. Ms. Luther offered her students questions to assist them grasp what she was teaching and to check for comprehension. Ms. Nilsson used photographs to supplement her lesson and help students bridge any gaps that may have arisen during the lectures. Ms. Luther employed group work to assist students improve their student- to-student and student-to-teacher communication skills. Ms. Nilsson employed student-to- teacher communication during the presentation.

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