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Talking, Listening, and Teaching
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Talking, Listening, and Teaching
A Guide to Classroom Communication

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August 2009 | 120 pages | Corwin
'This book demystifies the verbal magic that helps turn a classroom into a learning community with lively and engaging discourse. Teachers will find the instructional elements for orchestrating dialogue that gives students an appropriate and potent voice in the teaching and learning environment' - Neal A. Glasgow, Teacher, San Dieguito Union High School District, CA, Author, What Successful Teachers Do

Boost student participation and learning by fostering effective communication in your classroom!

Talking, Listening, and Teaching demonstrates how important it is for teachers to understand and monitor classroom communication patterns and resolve problems that may hamper students' learning. Using examples from real classrooms, the author explains

- How classroom talk is different from communication outside the classroom

- How to gather and analyze data about classroom talk

- What type of questioning generates good discussions

- Why and how to give feedback to students

- How nonverbal communication impacts the classroom

This insightful guide to classroom communication, featuring provocative 'Thinking About Your Own Classroom' questions, is ideal for teacher study groups and benefits all educators who wish to effectively manage this important aspect of teaching and learning.

 
Preface
 
Acknowledgments
 
About the Author
 
1. Talking, Listening, Teaching: Understanding Classroom Communication
Mary's Class: An Illustration

 
What Is Communication?

 
What Is Classroom Communication?

 
Talking and Listening

 
A Framework for Understanding Classroom Communication

 
Studying Communication Patterns

 
Reflecting on Classroom Communication

 
 
2. I Treat Them All the Same: Supporting Classroom Communicative Competence
"I Treat Them All the Same"

 
What Is Classroom Communicative and Interactional Competence

 
Home and School Communication Differences

 
Gender Differentiation

 
Communication Apprehension

 
Reflecting on Classroom Communicative Competence

 
 
3. You Talk Like a Teacher: Collecting and Analyzing Classroom Communication
Basic Classroom Communication Structure

 
Variability in Classroom Communication Structure

 
How to Examine Classroom Communication Patterns

 
Reflecting on Classroom Communication Data

 
 
4. Why Don't They Do What I Ask? Developing Effective Classroom Participation
A Bad Beginning

 
Organizing Effective Classroom Participation

 
Teacher Talk

 
Reflecting on Effective Classroom Participation

 
 
5. What Is 2+2? Examining Teachers' Questions
Informant Questioning Strategies

 
Types of Teacher Questions

 
Ways of Directing Questions

 
Characteristics of Good Teacher Questions

 
Characteristics of Unproductive Questions

 
Teacher Wait-Time

 
Reflecting on Teachers' Questions

 
 
6. OK! Good! Exploring Teacher Feedback
Purposes of Teacher Feedback

 
Teacher Feedback Strategies

 
Unproductive Teacher Feedback

 
Reflecting on Teacher Feedback

 
 
7. Two Heads Are Better Than One: Utilizing Learner Groupings
Turn Allocation in Whole-Class Grouping

 
Small Groups/Pairwork

 
Making Groups Work

 
Reflecting on Learner Groupings

 
 
8. I See What You're Saying: Recognizing Nonverbal Communication in the Classroom
Functions of Nonverbal Communication

 
Types of Nonverbal Communication

 
Teachers' Use of Nonverbal Behaviors in the Classroom

 
Reflecting on Nonverbal Communication

 
 
9. Professional Development: Reflecting on Classroom Communication and Interaction
Reflective Practice as Professional Development

 
Thinking About Your Own Classroom

 
Reflecting on Classroom Communication and Interaction

 
 
References
 
Index

"This text speaks to an aspect of teaching that is often neglected in teacher preparation programs and in fact may not be on the radar of practicing teachers. As someone who designs and delivers professional development to practicing teachers, I can see a great deal of use for the ideas in this book. Experienced teachers often find that district-designed, one-size-fits-all PD is not particularly helpful, but this book has the potential to take each and every teacher from where they are right now and contribute to their professional growth."

Michele Cheyne, Clinical Faculty, Science Teacher Education
University of Pittsburgh

"This book demystifies the verbal magic that helps teachers turn a classroom into a learning community with lively and engaging discourse. It provides teachers with the instructional elements necessary to orchestrate dialogue into a powerful learning tool. The book helps teachers empower students and give them an appropriate and potent voice in the teaching and learning environment."

Neal A. Glasgow, Teacher, San Dieguito Union High School District, CA
Author, What Successful Teachers Do

"The author is clearly an experienced teacher who has taken an in-depth look at the topic of communication in the classroom."

Sandra Moore, English Teacher
Coupeville High School, WA

Sample Materials & Chapters

Preface

Chapter 1


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ISBN: 9781412962698

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