The Importance Of Communication In The Classroom

After reviewing the classroom case study of 10 year old Jimmy who is a fifth grader having issues academically succeeding in school. His teacher Ms. Merkle believes he has the ability to succeed, but needs some help with staying focused and on task.

In setting up my classroom for a child who has a partial hearing loss, I would first make modifications and accommodations so that the child who has partial hearing loss can learn at their best. I would make sure the child is seated in the front of the room and I would keep my door shut during instruction, to minimize other noises. I would also use supplemental audio technology in conjunction with induction loop systems, remote microphones, and FM systems. FM systems will help a child with partial hearing loss by helping the child hear speech better when they are in noisy environments. A remote microphone will deliver a speech signal from the microphone to other audio devices such as a hearing aid, and a cochlear implant so that the child can

I will informally assess the students during two parts of the lesson. During the discussion, I will assess if the students show an awareness of what causes conflicts. Do they offer situations? Do they share from experience? Are students nodding to agree or disagree with their peers’ statements? I will also

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

For the past twelve years, COM 434 Radio/TV Practicum has gone through many changes, but the learning that goes on in the classroom and in the television studio remains the same. The Calumet Roundtable is a unique class, giving students a real world experience in the field of television production. The organizational communication of this course has shifted throughout the semester each teaching individuals various lessons: having inadequate note for your superior or talent is going to affect the outcome; hiding information from your supervisors is never a beneficial thing because it reflects negatively on them; abusing your power is unethical for personal gain; and every leader has different personality and unique managing styles. Considering

As a student experiencing formal education for over 15 years, writing essays, research papers and narrative stories presents itself as nothing new. Every student has a specific writing method ingrained in his or her brain and after years of practice, very little thought goes into creating a formal literary piece. The Lunsford humanizes the methodology of producing quality writing and it characterizes a piece of writing into something more than just a class assignment. Rhetorical situations delve into the complexity of communication through writing. Surrounding the context of a piece of writing there is a topic that needs to be clearly stated, an opinion to be portrayed, and an audience to be thought about. An appropriate topic for a writer to elaborate on is one that either puzzles or interests them. This allows the writer to be engaged in his or her writing and provide a method of effective communication. The opinion on the topic allows the writer to be individual and portray the

Imagine a classroom full of students. The projector is buzzing, students are writing, the computer is whirling, the lights are flickering. In the back, two kids a whispering. The walls are covered in bright posters. The lesson is on the board in three colors, and someone is blowing their nose. Most students can block out all these distractions, and pay attention to the lesson. For someone with autism, all this sensory input could cause overload. The student may have trouble looking the teacher in the eye or staying in their seat without fidgeting. They may not understand subtle non-verbal language, such as how teachers will nod at a student to call on them. When Temple Grandin was born in 1974, disabilities were often misunderstood.

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.

The classroom communication in the middle school classroom is a rich environment that has been cultivated by the teacher. This is obvious because the teacher has chosen to use Lit Circles with a book of choice. Book choice in middle school is important because it creates a level of interest that cannot be recreated if the book is just given to read. Because these students chose the book, they are more inclined to participate in reading, responding, and their learning. The teacher has used the roles in the Lit Circle to teach expectations and procedures. These roles are all equal and there is no role that is more important or easier than the other, therefore all students are held to same (high) standard. Roles can be easily switched, but every

In 2005 at Martin Luther King Jr. Elementary School in Louisville, Ky I walked into the Behavioral Disorder classroom headed up by Mr. Miracle. He was an attractive older man with gray temples and salt pepper strands throughout his fully filled head. He had a smile that was tired but genuine and Paul Newman blue eyes that shined. He had been a Special Education teacher for over 20 years and he was exhausted. His disposition convinced me that working with special needs children was not going to a long-term plan if I wanted any sort of happily ever after. The classroom consisted of seven students, who were the picture of diversity via race, socioeconomics and cognitive ability. Their diagnosis ranged from conduct disorder to autism spectrum disorder.

In year 2006, my daughter was arguing in the house, yelling unnecessarily. As a parent and an educator, I took the opportunity to talk to her and explain how she should behave and stay in good standing with others in the family. She just blasted without any reasons, screaming at me, expressing that she is old enough to take care of herself, she does not need my advice; and she was very furious for no reasons. I tried to tell her that what she was doing was wrong, unnecessary and inappropriate, I am her father and I deserve respect; but she would not listen, she took the phone and called the police regardless. When the police came she told lies that I had assaulted her. In reality, there was no act of violence nor any act of assault at all.

For my Field Experience, I chose to observe at Krahn Elementary, which is a part of the Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students, which range from average to below average learners and a student with ADHD and another with autism. For most of my

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

Design shapes the world we live in and often influences the ways in which we behave in certain settings. From a young age, we are taught to behave according to certain social standards, and one of the primary methods with which we display these behaviours is through communication. From birth, humans must learn to communicate to get what they want and express their emotions. Although a lot of basic communication skills are taught at home, further development is taught at school to ensure certain standards are met so that young children will grow up to successfully fit in among society. These standards do not just exist on the curriculum level, but extend beyond that to the very space in which the curriculum is taught: classrooms are designed to be the ultimate learning environment, stimulating learning on every level. The design of a classroom can influence the way that children interpret information given to them, as well as the way that they apply their knowledge afterwards.

As mentioned prior, students in middle school are going through significant changes. This means that there must be a clear path of communication between the parents/guardians and the educator. Parent-teacher conferences are a great way for parents to be involved in the learning environment. Through these conferences, parents can learn how their adolescent is performing in class. These conferences not only address academic progress, but also behavioral needs. It is common for students to act up for attention or to look cool in the middle grades. With parent-teacher conferences, the parent(s) can be made aware of any negative behaviors that need to be addressed. Another approach is a school newsletter, which I personally really like. Within the newsletter can be important upcoming dates, shout-outs, and relevant information. I really enjoy the idea of newsletters being sent home versus emailed. This is because I have students who do not have internet access at home. It is not fair for those students and parents to miss out if they do not have internet access. The communication line between parents/guardians and the educator is critical in the middle level. It is crucial for me to fulfill my role as an educator and communicating with the families. If I push this topic to the side, it is my student who suffers. It is not fair to my student to suffer if I do not perform my job the proper way.