INTASC Standard 6: Communication Lakisha Gantt Jessica Kolling Miriam MarekEDU 521-Foundations of Education March 23, 2012
Principle #6The teacher uses knowledge ofeffective verbal, nonverbal, andmedia communicationtechniques to foster activeinquiry, collaboration, andsupportive interaction in theclassroom.
Central Claims of INTASC 6● Communication is both verbal and nonverbal ○ Communication has visual, auditory, and kinesthetic components such as (but not limited to) eye contact, physical proximity, and tone of voice● The most effective communicators make use of a variety of media and technology to enrich learning opportunities
Central Claims of INTASC 6● Educators must communicate effectively AND teach students to be effective communicators ○ Teachers must determine the most clear and effective way to communicate key information to students ○ Teachers must be sensitive of gender and cultural differences when communication information ○ Educators must teach students to communicate effectively in mainstream society as doing so empowers scholars to become self-advocates ○ Educators must teach students that communication encompasses both speech and writing
Central Assumptions of Communication ● It is the teacher’s role to model effective communication that aids learning ○ Students learn how to communicate and how to receive communication in the classroom ● Teaching effective communication will support other important skills learned in school such as writing and public speaking ● Effective communication techniques does take a “one-size-fits-all” ○ Effective communication is sensitive to the varied expectations from gendered and cultural differences
Central Assumptions of Communication ● Technology is an essential component of modern communication in the classroom ● Using technology in the classroom will enrich learning ● Teachers have access to a variety of media and technology tools that will enrich learning ● Students have the ability to access and manipulate a variety of media and technology tools that will enrich their learning
Central Assumptions of Communication ● Using technology in the classroom is the most effective means of communicating with students ● Teaching students to access new technology is empowering and supports both written and spoken communication
Value Assumptions ofCommunication● Communication is a key component of any classroom, and it is necessary to foster a certain type of communication for a well-run classroom, regardless of grade level, age, and background of the students● It is the teacher’s responsibility to set norms and model proper forms of communication because the way students communicate in a classroom has the power to create or destroy classroom culture.
Value Assumptions ofCommunication● Teachers should have a working knowledge of the theories of communication and language acquisition to better support students in the classroom● There are many modes of communication, and teachers should employ many different modes to reach all of their students and different ways. They should also be able to switch modes smoothly and frequently to meet the needs of all students
Value Assumptions ofCommunication● Students of different cultures, genders, socioeconomic status, and background/life experience have different means of communicating● It is the classroom teacher’s job to ensure that all students feel comfortable expressing their thoughts in the classroom and are understood
Value Assumptions ofCommunication● An effectively communicating classroom is one in which students are asking questions, working with their peers, and helping each other, all while using many forms of communication to relate to each other and express ideas● Communication should be positive, appropriate for the situation, and respectful● Positive, appropriate communication is the responsibility of all members of the classroom community.
Identifying Descriptive Assumptions● The teacher assumes roles that extend beyond the classroom that includes other responsibilities.● The teacher recognizes the importance of verbal and nonverbal communication because when nonverbal communication is in use it can make a calmer and discreet environment. Verbal communication can make a calm or exciting environment.● The teacher understands the role of language in learning as it is the key to verbalize why we take the action we take.
Identifying Descriptive Assumptions● Teachers understand that cultural and gender differences can affect communication in the classroom because culturally the students may be at odds as they may not understand what you are saying because of their race, their socioeconomic status my stand in their way of getting what they need for school, or even making it to school at all. And gender differences meaning you just can’t speak to a little girl the way you speak to a little boy as little girls are treated differently than little boys by their own family.
Identifying Descriptive Assumptions● The teacher is a thoughtful and responsive listener as he/she gives his/her input, experience, and example of how to deal with issues as they relate to personal/home problems and school related problems.
Classroom Practice● Communication● As a classroom teacher I recognize that nonverbal communication works very well in my classroom as we use sign language for many transitions.● Communication plays a big role in my classroom as social development is the key to learning in a preschool setting. Students learn how to speak to one another.
Classroom Practice● As a teacher I value many ways in which people seek to communicate and encourage many modes of communication in the classroom by using pictures, facial expressions, sign language, writing on paper, technical means like tape recorders, and verbal communication. In my classroom I support and expand learner expression in speaking, writing, and other media by having afternoon meeting’s that consist of students speaking about their personal life experiences and free expressional writing in their journals.
Classroom Practice● As a classroom teacher I use a variety of media communication tools, including audio- visual aids and computers, to enrich learning opportunities. I do this by using music, manipulatives, verbal and non- verbal communication, poems, and books.
Classroom Practice● Nonverbal classroom management techniques: without disrupting the flow of the lesson, the teacher can correct student misbehavior and them back on track through: ○ Proximity: teacher stands near the student to communicate the need for correction ○ Using hand signals to indicate to a student or group the need for correction ○ Signaling when a student receives a formal warning ○ Using eye-contact to silently communicate the teacher’s feelings and need for correction
Classroom Practice● Nonverbal coaching and encouragement during presentations: to help those students who struggle speaking in front of the class, the teacher can: ○ Use gestures to remind the student to project their voice or slow down when talking ○ Give updates on the time they have left ○ Give positive praise and encouragement through hand signals and eye-contact ○ Use written cue cards with reminders for the student
Classroom Practice● Varying verbal communication: code/language switching for ELL students● Teachers of students who are non-native English speakers can use that student’s native language in instruction so that they can use their background knowledge to build new knowledge in a new language
Classrom Practice● EXAMPLES: ○ Vocabulary instruction: first in Spanish, then have Spanish-speaking students translate it to English for the native English speakers ○ New skills/concepts: have the Spanish-speaking students explain it in Spanish first, then teach the class in English what they just said ○ This recognizes and celebrates the diversity of the classroom, allows for freer communication, and an exchange of ideas in many modes