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Talking, Listening, and Teaching - Book Cover Look Inside

Talking, Listening, and Teaching

A Guide to Classroom Communication

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

This insightful guide demonstrates how important it is for teachers to understand and monitor classroom communication patterns and resolve problems that may hamper students' learning. The author presents provocative "Thinking About Your Own Classroom" questions, provides examples from real classrooms, and illustrates:

  • 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

Full description


Talking, Listening, and Teaching - Book Cover Look Inside
Product Details
  • Grade Level: K-12
  • ISBN: 9781412962698
  • Published By: Corwin
  • Year: 2009
  • Page Count: 120
  • Publication date: September 11, 2009
Price: $28.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

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Description

Description

"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.


Key features

  • Clear, non-technical explanations of common classroom communication patterns
  • Concise, accessible demonstrations of how to code and analyze classroom transcripts
  • Examples drawn from real classrooms, at all grade levels and content areas
Author(s)

Author(s)

Thomas S. C. Farrell photo

Thomas S. C. Farrell
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).
Table of Contents

Table of Contents

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

Reviews

Reviews

Quote by Michele Cheyne, Clinical Faculty, Science Teacher Education, University of Pittsburgh: "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."
"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
Quote by Neal A. Glasgow, Teacher, San Dieguito Union High School District, CA, Author, What Successful Teachers Do: "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."
"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
Quote by Sandra Moore, English Teacher, Coupeville High School, WA: "The author is clearly an experienced teacher who has taken an in-depth look at the topic of communication in the classroom."
"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

    Other Titles in: Classroom Management & Student Behavior | Communication | Teaching Methods & Learning Styles

    Price: $28.95
    Volume Discounts applied in Shopping Cart

    Review Copies

    Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.