Class Room Communication

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Importance of Classroom communication.

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  • PEN-I Barefoot PP_May_30_02 课堂交流 西德尼 百尔福德 副教授 罗彻斯特理工大学 (RIT) 国家聋人工学院 (NTID)
  • PEN-I Barefoot PP_May_30_02 培训主题: 课堂交流的重要性 做好课堂交流多样化准备的一些措施 处理好课堂交流多样化的一些措施 [ 休息 ] 把措施方法运用于具体交流情况中 结业课题
  • PEN-I Barefoot PP_May_30_02 课堂交流的重要性
  • PEN-I Barefoot PP_May_30_02 聋人学生交流可能是多种多样的 语言 方式 个体文化背景 性别 情感影响 身体影响
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02 利用学生交流实力调动学生学习积极性 使用他们最强的语言
  • PEN-I Barefoot PP_May_30_02 交流顺畅时: 学习变得轻松 目的更易达到 学习向广度发展 师生关系更密切 学生对大学教育整体有比较好的感受
  • PEN-I Barefoot PP_May_30_02 挑战 怎样去创造一种课堂环境 , 在这种环境里师生对课堂交流有统一认识 , 并共同参与管理来达到促进学习的目的
  • PEN-I Barefoot PP_May_30_02 做好课堂交流多样化准备的一些措施
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02 措施之一:总结、发展你自己的交流技能和知识 . 手语流利程度 口语流利程度 使用书写语言帮助学生提高学习的能力 各国文化知识及跨国交流技能 助听器 , 电蜗助听器和其它辅助技术知识
  • PEN-I Barefoot PP_May_30_02 措施之二:开课前了解每个学生的交流特点 . 读写特点 手语方式及流利程度 说听能力 文化背景 助听器使用情况 能否使用辅助技术
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02 处理好课堂交流多样化的一些措施
  • PEN-I Barefoot PP_May_30_02 措施之一:开课前做一个保证交流成功的初步计划 此计划根据你初步了解到的学生交流技能和需求而定
  • PEN-I Barefoot PP_May_30_02 措施之二:总结课堂交流动态 找出学生间交流的同、异处 审视你对学生的初步了解是否准确
  • PEN-I Barefoot PP_May_30_02 措施之三:总结写作样品 收集学生写作,包括非正式写作 ( 如电子信件、聋人电 话等 ) 样品 比较写作交流和其它方式交流的清晰度 决定是否需要辅导或其它帮助
  • PEN-I Barefoot PP_May_30_02 措施之四:让学生描述他们的交流情况 通过问卷让学生描述他们的交流优势和需要 问学生怎样看待课堂动态 问学生怎样才能使交流更有效
  • PEN-I Barefoot PP_May_30_02 措施之五:按需要调节课堂环境 调节光线 , 座位 , 音响等 为弱视者调节视觉展示
  • PEN-I Barefoot PP_May_30_02 措施之六:制定交流规则、方针 向学生解释这些规则能帮助大家共同学习 通过集体讨论制定交流方针 定期让学生审视一下交流现状,必要时对规则 , 方针作适当调整
  • PEN-I Barefoot PP_May_30_02 措施之七:用技术支持交流 利用媒体教学 电子邮件和其他方式的电脑交流 ( 学生与学生,学生与教师 )
  • PEN-I Barefoot PP_May_30_02 措施之八:特殊调节 给予学生充分的时间去完成任务 单独与学生会谈 向学生推荐辅导及其它有益于他们的辅助性活动
  • PEN-I Barefoot PP_May_30_02 把措施方法用于具体交流情况中
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02
  • PEN-I Barefoot PP_May_30_02 结业课题
  • PEN-I Barefoot PP_May_30_02 课题一 : 例举 4 种 TUT 课堂交流多样化行为 , 并描述这种行为的优点和问题 . 1.______________________________. 优点 问题 2.______________________________. 3.______________________________. 4.______________________________.
  • PEN-I Barefoot PP_May_30_02 课题二 : 举出两个在管理课堂交流方面你准备改变以往做法的例子 . 1. 2.
  • PEN-I Barefoot PP_May_30_02 课题三 : 参照发下的大纲 , 制订一个改进课堂交流管理的个人计划 . 请在周五把你的课题报告交给西德尼百尔福德 . 未经本人同意你的报告不会拿来给他人分阅 .
  • PEN-I Barefoot PP_May_30_02 制订课堂交流管理计划指南 / 大纲之一 : 我要在哪些方面改变以往的做法 这些改变怎样能 : 帮助我的学生 ? 帮助我的大学 / 所 / 系 ? 帮助我自己 ?
  • PEN-I Barefoot PP_May_30_02 制订课堂交流管理计划指南 / 大纲之二 : 要改变以往的做法 , 我需要 : 从学生方面了解什么 ? 从文献方面了解什么 ? 从其他教师方面了解什么 ? 从行政领导方面了解什么 ? 从其它方面了解什么 ?
  • PEN-I Barefoot PP_May_30_02 制订课堂交流管理计划指南 / 大纲之三 : 做这些改变我需要哪些资源 ? 资金 材料 他人的专长 其它方面
  • PEN-I Barefoot PP_May_30_02 制订课堂交流管理计划指南 / 大纲之四 : 执行这些改变我需要采取什么步骤 ? 什么时候实施这些改变 ? 怎样总结实施这些改变后的效果 ?
  • PEN-I Barefoot PP_May_30_02
  • Class Room Communication

    1. 1. Classroom Communication Professor. P. IBRAHIM
    2. 2. Main Topics <ul><li>The Importance of Classroom Communication </li></ul><ul><li>Strategies to Prepare for Classroom Communication </li></ul><ul><li>Strategies for Responding to Classroom Communication </li></ul><ul><li>Strategies to Specific Communication Situations </li></ul>
    3. 3. The Importance of Classroom Communication <ul><li>How effective we are as </li></ul><ul><li>teachers is directly related </li></ul><ul><li>to how effectively we </li></ul><ul><li>communicate. </li></ul>
    4. 4. In struction depends upon communication Communicating effectively can help instructors have a “presence” in the classroom that motivates students and facilitates learning
    5. 5. Instruction depends upon communication <ul><li>We may send unintentional messages if we are unaware of our body language </li></ul>
    6. 6. Instruction depends upon communication <ul><li>New technologies present new opportunities for communicating with students. </li></ul>
    7. 7. Students value learning with their communication strengths <ul><li>While technology can make communication easier and more convenient, students generally value the opportunity for personal contact and conversation with the instructor as well. </li></ul>
    8. 8. When Communication is Effective… <ul><li>Learning is easier </li></ul><ul><li>Goals are more likely to be met </li></ul><ul><li>Opportunities emerge for expanded learning </li></ul><ul><li>Students and faculty connect better </li></ul><ul><li>More positive perceptions influence the overall school/college experience </li></ul>
    9. 9. The Challenge <ul><li>To create a classroom environment where communication issues are openly recognized and managed in a way that promotes learning. </li></ul>
    10. 10. Strategies to Prepare for Classroom Communication <ul><li>Tips for Effective Presentations </li></ul><ul><li>Plan ahead. Be well organized & prepared </li></ul><ul><li>Observe the teachers you admire. </li></ul><ul><li>Know your audience. </li></ul><ul><li>Express ideas clearly & explicitly </li></ul><ul><li>Gain & keep attention. </li></ul><ul><li>Remember messages are verbal, visual and vocal </li></ul>
    11. 11. Plan mini lectures rather than full length of a period or an hour. <ul><li>First 5 min. </li></ul><ul><li>____ </li></ul><ul><li>____ </li></ul><ul><li>____ </li></ul><ul><li>Conclusion </li></ul>
    12. 12. Strategy 1: Assess and develop your own communication skills and knowledge <ul><li>Plan ahead. To convey ideas or concepts effectively to your students, you need to have a clear goal for each class and a plan for how to reach that goal. Rehearse it well in advance. </li></ul><ul><li>Spoken language proficiency </li></ul><ul><li>Ability to adapt written language to promote student learning </li></ul><ul><li>Knowledge of audio visual teaching aids and latest technology </li></ul>
    13. 13. Strategy 2: Practice. Practice. Practice. <ul><li>You may feel awkward talking to yourself in front of the mirror or reciting your lecture in the shower. Yet the best presentations are the result of disciplined practice. Professors who have been teaching for 30 years still set aside two hours just before class to practice their lecture, mastering the ideas and the gestures before they enter the classroom. </li></ul>
    14. 14. Strategy 3: Observe and Talk with teachers you respect. <ul><li>Typically, we learn to teach by watching those around us. Watch carefully the instructors you regard as exemplary. What do they do that makes them so good? Seek them out and speak with them about how they prepare and the techniques that work best for them. </li></ul>
    15. 15. Strategy 4: Be observed or Get yourself recorded on video. <ul><li>Feedback is essential to continuous improvement; even seasoned teachers benefit from having a colleague watch them teach and offer feed back. Particularly if you are new, it can be helpful to practice your presentation ahead of time with a trusted friend and get feedback from him or her. As you progress, have them come to your class, or tape yourself and analyze the results later. </li></ul>
    16. 16. Strategies for Responding to Classroom Communication <ul><li>Engaging your Audience </li></ul><ul><li>Plan mini-lectures rather than lecturing for the full class. </li></ul><ul><li>Use multiple presentation techniques. </li></ul><ul><li>You should know your students’ capabilities. </li></ul><ul><li>Frequently check the understanding of your audience. </li></ul><ul><li>Avoid reading your presentation. </li></ul><ul><li>Ask your students to frame questions. </li></ul><ul><li>Moving around the class room can convey energy and enthusiasm on your part. </li></ul><ul><li>Use your sense of humour. </li></ul>
    17. 17. Strategy 1: Begin each course with a preliminary plan for communication success <ul><li>Base the plan on your preliminary knowledge of students’ communication skills and needs </li></ul>
    18. 18. Strategy 2: Informally evaluate classroom communication dynamics <ul><li>Look for communication similarities and diversity among students </li></ul><ul><li>Determine if your preliminary understandings of students were accurate </li></ul><ul><li>Determine if student patterns appear to be assets and/or challenges </li></ul>
    19. 19. Strategy 3: Evaluate writing samples <ul><li>Collect academic writing and informal writing (e-mail.) </li></ul><ul><li>Compare written communication clarity with other communication modes </li></ul><ul><li>Determine if writing tutoring or other support is needed </li></ul>
    20. 20. Strategy 4: Ask the students to describe communication <ul><li>Use questionnaires for self-description of communication strengths and needs </li></ul><ul><li>Ask students what they are seeing in the classroom dynamics </li></ul><ul><li>Ask students what they would like to do to make communication more effective </li></ul>
    21. 21. Strategy 5: Adjust the classroom environment as needed <ul><li>Adjust lighting, seating, acoustics, etc. </li></ul><ul><li>Adapt visual presentation. </li></ul>
    22. 22. Strategy 6: Establish communication rules and guidelines <ul><li>Remind everyone that communication is highly valued in the classroom </li></ul><ul><li>Explain how rules can help students learn together </li></ul><ul><li>Use group discussion to develop communication guidelines </li></ul><ul><li>Set limits on rules and accommodations as needed </li></ul><ul><li>Periodically ask students to assess communication and adapt guidelines as needed </li></ul>
    23. 23. Strategy 7: Use technology to support communication <ul><li>In-class media </li></ul><ul><li>E-mail and other computerized interaction (student-student and student-faculty) </li></ul>
    24. 24. Strategy 8: Make other special accommodations <ul><li>Allow more time on task </li></ul><ul><li>Meet with students individually </li></ul><ul><li>Refer students to tutoring and other support activities </li></ul>
    25. 25. Applying Strategies to Specific Communication Situations <ul><li>Using Technology to Communicate </li></ul><ul><li>E-mails. </li></ul><ul><li>Group SMS. </li></ul><ul><li>Electronic Bulletin Boards. </li></ul><ul><li>Discussion Groups. </li></ul>
    26. 26. Electronic Bulletin Boards & Discussion Groups. <ul><li>You and the students are able to follow discussions on various topics more easily because the conversations are organized by theme. </li></ul><ul><li>Students may be encouraged to participate in discussions on-line because they can choose those areas that are most interesting to them or most helpful to their learning. </li></ul>
    27. 27. Using Technology to Communicate <ul><li>Use e-mail to interact with students. E-mail is among the most basic of technologies used to communicate with students, and it has at least two benefits. </li></ul><ul><li>Students may find it helpful to write carefully and think-through a question rather than ask you directly in class or office hours – and they can do so at any time of day or night. </li></ul><ul><li>Written communications with students provide you with a record of interactions, something that can be useful if you are having problems with students. </li></ul>
    28. 28. Limitations <ul><li>Of course, technology does not address all communication needs. Students value opportunities to have personal interactions with their teachers. And to be an effective teacher, you must be skilled at communicating in many different ways. However, when used properly, technology can augment what you do in the classroom to enhance communication. </li></ul>
    29. 29. Final Project <ul><li>You can go for frequent self assessments </li></ul>
    30. 30. Project Item 1 <ul><li>List 4 ways in which communication can be improved in classrooms. Describe how this can be both a value and a challenge. </li></ul><ul><ul><li>1_______ Value? Challenge? </li></ul></ul><ul><ul><li>2 </li></ul></ul><ul><ul><li>3 </li></ul></ul><ul><ul><li>4 </li></ul></ul>
    31. 31. Project Item 2 <ul><li>Describe 2 things you would like to do differently in the management of communication in your courses. </li></ul><ul><ul><li>1 </li></ul></ul><ul><ul><li>2 </li></ul></ul>
    32. 32. Project Item 3 <ul><li>Develop a personal plan for improving your communication management in one of your courses. You may use the outline (handout) as an optional guide. </li></ul><ul><li>Exchange your project report with your trusted colleagues for mutual evaluation. </li></ul>
    33. 33. Guide to Developing a Communication Management Plan <ul><li>What do I need to do differently? </li></ul><ul><li>How will these changes benefit: </li></ul><ul><ul><li>My students? </li></ul></ul><ul><ul><li>My school/college/program/department? </li></ul></ul><ul><ul><li>Me? </li></ul></ul>
    34. 34. Guide to Developing a Communication Management Plan (2) <ul><li>To make these changes, what do I need to learn: </li></ul><ul><ul><ul><li>From students? </li></ul></ul></ul><ul><ul><ul><li>From the literature? </li></ul></ul></ul><ul><ul><ul><li>From other faculty? </li></ul></ul></ul><ul><ul><ul><li>From my administration? </li></ul></ul></ul><ul><ul><ul><li>Other? </li></ul></ul></ul>
    35. 35. Guide to Developing a Communication Management Plan (3) <ul><li>To make these changes, what resources will I need? </li></ul><ul><ul><ul><li>Budget </li></ul></ul></ul><ul><ul><ul><li>Materials </li></ul></ul></ul><ul><ul><ul><li>Others’ expertise </li></ul></ul></ul><ul><ul><ul><li>Any Other </li></ul></ul></ul>
    36. 36. Guide to Developing a Communication Management Plan (4) <ul><li>What steps will I take to implement the changes? </li></ul><ul><li>When will I implement the changes? </li></ul><ul><li>How will I evaluate the effectiveness of the changes? </li></ul>
    37. 37. I wish you great success in your future classroom communication. <ul><li>Thank you for learning with me in this workshop. P. Ibrahim </li></ul><ul><li>[email_address] </li></ul>

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