Talking, Listening, and Teaching: A Guide to Classroom Communication / Edition 1

by Thomas S. C. Farrell

Overview

Using examples from real classrooms, this insightful book demonstrates how gathering and analyzing data about patterns in verbal and nonverbal classroom communication can boost the learning process.

Product Details

ISBN-13:	9781412962698
Publisher:	SAGE Publications
Publication date:	08/12/2009
Edition description:	New Edition
Pages:	106
Product dimensions:	5.90(w) x 8.90(h) x 0.40(d)
Age Range:	3 Months

About the Author

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

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

Editorial Reviews

"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

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

Sandra Moore

"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