creating pathways to developing a “teacher self” betsy parrish hamline university suzanne...
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Creating pathways to developing a “teacher self”
Betsy Parrish
Hamline University
Suzanne Gilchrist McCurdy
SPCLC & Hamline University
Following the workshop, you will be able to…
articulate how teacher language, teacher-learner interactions, teacher presence and classroom environment affect learning.
reflect on your strengths and areas for growth regarding teacher language and teacher-learner interactions (e.g. instructions and transitions language, questioning techniques, checking questions, etc.).
observe for and evaluate the effects of teacher presence and classroom environment on learning.
Impetus and research
Own observations of impact of teacher language on learner outcomes
Classroom as social context in its own right (Waring, 2014; Walsh, 2002)
Your teacher-self
Bossy Betsy/Sell it Suzanne
On an index card, describe your current teacher-self and the teacher-self you hope to realize.
Keep this card for later in the session.
Video: Vocabulary Input
Watch and note: What is the teacher doing to:
1) Command the classroom
2) Check learning
3) Interact genuinely with learnershttp://mlots.org/wendy/wendyvideo/wendyflash/wendytypical/wendytypical.html
http://www.newamericanhorizons.org/training-videos
Commanding the classroomPosition yourself strategically
Work the classroom/float aggressively
Have high expectation for student participation
Build routines
Elicit input from all learners
Monitor volume and tone of voice
Use clear, concise, and direct language (“Please come to the board.” vs. “Do you think you’d like to come to the board.”)
Checking Learning
Use genuine, wh- , and follow-up questions
Allow learners to demonstrate understanding
Provide opportunities for maximum st-st interaction
Monitor
Choose your tasks wisely
Insist on authentic responses (“Tell me more.” vs “Tell me in a full sentence.”
Use wait time; don’t answer your own questions
Authentic language Model /demonstrate
Use genuine questions and responses
Promote meaningful student interactions
Personalize questions
Use language vs talk “about” the language
Insist on authentic responses (“Tell me more.” vs. “Tell me in a full sentence.”
Avoid echoing
Avoid tour guiding (e.g. “Now I’m going to give you a handout.”)
Stage instructions: Just do it!
Effective Instructions
Authentic language
Modeling
Written and oral instructions
Staged instructions
Additional points?
Revisit your “Teacher-self”
Return to your index card:What are 2-3 things you learned today that
will help you find your ideal “teacher self”?
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