Communicating with Students
What is component 3A?
Teachers need to be clearly communicating with their students in order to reach learning objectives. When teaching, teachers should make sure the information they are providing students is clear, accurate, and concise. When appropriate, they teacher might elect to withhold information to encourage students to reason. The language a teacher uses should be understandable to the students, and should not often be outside of students' vocabulary. When it is apparent that students are not understanding, the teacher should provide appropriate scaffolding and support.
Why do you need it?
Students will struggle to learn if they are incapable of understanding their teacher. If a teacher uses a word a student does not understand, the student will likely be too embarrassed to ask for its meaning. This is why it is important to be aware of students' zones of proximal develop, and teach and communicate in a way that accommodates their needs. The teacher can also increase student engagement if how they speak and teach catches the captivates the attention of students'.
What are the elements?
Expectations for learning: It is very difficult to embark on a journey if you have no clue where you want to end up. The teacher needs to communicate expectations and learning objectives with students, so they can know what they should be focused on learning.
Directions and procedures: Students need to be provided with detailed directions and procedures. Without this, they risk getting off topic and off task. It also helps to guarantee that they are working in alignment with standards and objectives.
Explanations of content: When a teacher speaks, it should be captivating. Metaphors, analogies, and imagery can help achieve this. Scaffolding may also be necessary.
Use of oral and written language: A teacher's language should be clear and accurate. It should be within students' vocabulary to prevent confusion. The teacher should also be modeling language that they desire students' to show.
In the classroom:
*Sometimes students are better able to explain ideas to their peers than the teacher is. A teacher could ask students who understand an idea to help explain it to their classmates.
*A teacher should be aware of bands, sport teams, and other interests of students. They can then use this to engage students, through metaphors or other references to these interests.
*A teacher sometimes incorporates words unfamiliar to students' in their dialogue. However, after using an unfamiliar term, a teacher may ask for a student to guess its meaning, look up the definition, or look at content clues. This will encourage students to expand their own vocabulary.
What is component 3A?
Teachers need to be clearly communicating with their students in order to reach learning objectives. When teaching, teachers should make sure the information they are providing students is clear, accurate, and concise. When appropriate, they teacher might elect to withhold information to encourage students to reason. The language a teacher uses should be understandable to the students, and should not often be outside of students' vocabulary. When it is apparent that students are not understanding, the teacher should provide appropriate scaffolding and support.
Why do you need it?
Students will struggle to learn if they are incapable of understanding their teacher. If a teacher uses a word a student does not understand, the student will likely be too embarrassed to ask for its meaning. This is why it is important to be aware of students' zones of proximal develop, and teach and communicate in a way that accommodates their needs. The teacher can also increase student engagement if how they speak and teach catches the captivates the attention of students'.
What are the elements?
Expectations for learning: It is very difficult to embark on a journey if you have no clue where you want to end up. The teacher needs to communicate expectations and learning objectives with students, so they can know what they should be focused on learning.
Directions and procedures: Students need to be provided with detailed directions and procedures. Without this, they risk getting off topic and off task. It also helps to guarantee that they are working in alignment with standards and objectives.
Explanations of content: When a teacher speaks, it should be captivating. Metaphors, analogies, and imagery can help achieve this. Scaffolding may also be necessary.
Use of oral and written language: A teacher's language should be clear and accurate. It should be within students' vocabulary to prevent confusion. The teacher should also be modeling language that they desire students' to show.
In the classroom:
*Sometimes students are better able to explain ideas to their peers than the teacher is. A teacher could ask students who understand an idea to help explain it to their classmates.
*A teacher should be aware of bands, sport teams, and other interests of students. They can then use this to engage students, through metaphors or other references to these interests.
*A teacher sometimes incorporates words unfamiliar to students' in their dialogue. However, after using an unfamiliar term, a teacher may ask for a student to guess its meaning, look up the definition, or look at content clues. This will encourage students to expand their own vocabulary.
Resources:
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 05 Nov. 2017].
Teaching. (2015). [image] Available at: https://commons.wikimedia.org/wiki/File:MFPL_teaching.jpg [Accessed 5 Nov. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 05 Nov. 2017].
Teaching. (2015). [image] Available at: https://commons.wikimedia.org/wiki/File:MFPL_teaching.jpg [Accessed 5 Nov. 2017].