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2400 week 3 2400 week 3 Presentation Transcript

  • Education as CommunicationWinter 2011
    Week 3
    (Outline only)
  • Week 3: Plan
    1. Review of the previous class
    2. Key concept for today: classroom management
    3. Signs in classroom communicationand classroom management
    4. Application: Analysis of the mockumentary Summer Heights High
    5. Practice seminar & seminar assignment
    6. Charting Educational Landscapes (CED) project: Q/A
    8. Summary and intro to Week 3
  • Key concept: Classroom Management and Discipline
    Write down what you mean by classroom management and discipline. What is the relationship between the two. (group work)
    View slide
  • teaching as communicating in signs
    Communication is grounded in the interpretations resulting from the sending, emitting, and receiving of signs of all kinds.
    Communication has to do with our interactions with others and with how we make sense of our worlds.
    Communication extend to how we deal with people.
    In order to become a good teacher and classroom manager, one must first become a GOOD COMMUNICATOR and, it follows, a good READER AND USER OF SIGNS.
    View slide
  • Verbal signs
    Classrooms are highly verbal places, with a strong emphasis on written and especially spoken language
    Law of two-thirds (Flanders, 1963). Do you agree?
    Instructional Questioning (information and elicitation Q’s)
    Types of questions: personal, to check comprehension and knowledge, to advance the lesson, evaluation, divergent questions (creative thinking)
  • Questioning: DO’s
    Listen actively
    Give time fro student responses
    Avoid questions that can be answered ‘yes/no’
    Ask the question, then name the student
  • Questioning: DOnt’s
    Put the student down for her/his answer
    Get into the habit of repeating the answer
    Ask the inattentive student
    Use fill-in-the-blank kinds of questions
  • Questioning: encouragment
    Show respect; care about the answer (listen to it!)
    Distribute and tailor questions
    Give encouragement as well as positive statements
    Model curiosity; ask authentic questions
    Allow time for students to wonder and ask
    Encourage self-questioning and independent and joint searching for answers; do not help too much.
  • non-Verbal signs
    All elements in communication that are not essentially linguistic in nature.
    Environmental factors: school and classroom size
    Proxemics – the meaning and use of one’s social and personal space.
    Proxemicsis related to the environmental factors: different spatial configurations of desks and tables (lead to different classroom dynamics for the students and teachers present.)
    Kinesics: body movement, posture, and facial and eye behaviour.
    Q: How do you know when teachers are enthusiastic about teaching their subjects?
    Paralanguage – non-linguistic accompaniments to speech (voice volume, tempo, pitch, intensity, hesitations and pauses)
    Artefacts – manipulated objects in contact with the interacting persons (e.g., perfume, clothes, eyelassesor contact lenses, lipstick, earrings, assorted beauty aids, etc.). They should be jugded within the total context of the moment!
  • Summer Heights high
    Watch the YouTube video and analyze the intereaction/communication. Pay special attention to non-verbal factors: environmental, proxemics, kinesics, paralanguage, artefacts, etc.
    Post your comments on YouTube
  • Disciplining
    Assess the video according to the principles below from Smith (p. 101). Post the comments on YouTube
    1. Focusing principle
    2. Principle of direct instruction
    3. Monitoring principle
    4. Modelling principle
    5. Cuing principle
    6. Principle of environmental control
    7. Principle of low profile intervention
    8. Principle of assertive discipline
    9. I-message principle
    10. Principle of positive reinforcement
  • break
  • Practice seminar & seminar assignment
  • Summary and Intro to Week 4
    Key concepts for the next week: language, multilingualism
    Lecture: Multilingualism
    Language in public spaces and places: educational and pedagogical possibilities