‘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.
Tabla de materias
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
Sobre el autor
Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).
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