Classroom Oral Interaction

Student’s Attention. Students must learn to struggle with various attempts over time and learn from previous knowledge.

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students.

The educator and learner are both vital to the learning process in order to perform new ways that enable them to see the real world as their field of experience

When we look at the role of a teacher, trainer, assessor or tutor we find that there

In addition, it made the students feel part of the lesson which is influential in encouraging the student to read ahead and remember what they are taught so that they can be able to participate in the next class

This practice allows teachers the opportunity to gauge how much practice ELL students actually receive with speaking English in “real life”. Teachers who have participated in Shadowing programs have noted an oral deficiency in ELLs’, but have also noted that ELLs sit silently through their classes, not interacting with other students or with their teachers. Soto, an associate professor of education at Whittier College in California indicates that English-language learners spend less than 2 percent of the school day improving their academic oral language, even though it’s a critical foundation of literacy (Soto, 2014). As indicated, based on the results of this pilot program, participating teachers will plan together, how to provide more opportunities for “academic talk”, to include ELL students, during classroom activities. School administrators will also tailor, teacher development training programs to instruct teachers on how to be more inclusive of all of their students during classroom discussions and to be sensitive as to whether ELL students would benefit most by practicing the language relating to particular content areas or whether the focus should be placed more on conversational English skills (Heitin, Liana 2011). Additionally, teachers will be instructed to ensure that needed practice occurs in settings which will best facilitate ELL learner’s individual needs (e.g., some ELLs may learn better in small group discussions and others may

First off this was a very different interview based on technology because the administrator is usually the one that oversees the way technology is integrated into the school and usually isn't the one using the technology in learning aspects. Mrs. Lisa Cizmas is Fong's assistant principal she is originally from Southern California but moved to Las Vegas 32 years ago. She attended and graduated from the University of Nevada of Las Vegas with a degree in education. She has taught 14 years as an educator and the Clark County School District and this is her second year at Fong Elementary. Mrs. Cizmas believes the school's best features related to technology and learning are some of the ones and that are you deleted in the classroom for example my

This allows students the ability to identify with themselves and be introduced to new methods, in order to create a safe and positive learning environment.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

In terms of education, talk can be defined as everyday uses of spoken language and it refers to the act of both speaking and listening (Bearne, 1998). (Mercer, 1995)categorised talk in three ways; cumulative, disputational and exploratory. Cumulative talk is when pupils work together in pairs to gain a shared knowledge about a subject, disputational talk is mostly short controversial utterances in the form of a debate and exploratory helps people work together by using each other’s ideas critically. Mercer’s three categories of talk are examples of the types of talk that can be found in the classroom environment. This essay will consider will examine the importance of the talk in the classroom and the challenges of it, with specific reference to storytelling.

At the same time in order for the learning to be effective it needs to engage with the goals of the individual learner in terms of personal development or career development.

Interactions between teachers and students in regards to teacher talk is one of the most important learning tools used in the classroom. Talk moves are tools for building an environment that serves a range of productive interactional, social and intellectual learning functions in the classroom (Edwards-Groves, 2014). They are enabled and constrained by the “sayings, doings and relatings present in classrooms” and prompt responses from students (Edwards-Groves, 2014, p1). Teacher talk is a large part of how students learn, through models such as ‘Initiate, Respond, Evaluate’ (IRE). The IRE model involved the teacher asking questions and giving appropriate feedback to the student’s response to help them understand the reasons behind their response. The Scaffolding Interaction Cycle (SIC) is another important tool, which involved teachers scaffolding a students’ response to engage higher learning functions. It is important to consider Bull and Anstey’s three-style model, consisting of pedagogy of school, pedagogy of literacy lessons and pedagogy of literacy learning (Anstey and Bull, 1996). Pedagogy of school involves the teacher and the student conversing in a Q&A like manner, or a ‘guess-what’s-in-my-head’ approach taken by the teacher. The pedagogy of literacy lessons involves the students carrying out the teacher’s instructions but not making the connection to what they are learning. There is a time where these styles may be useful, but

As a teacher, one’s role and responsibility should be towards the learners’ ability to learn and for learning to be as tailored made for the individual learner.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.