The document discusses the importance and purpose of various types of statements used in an educational context, emphasizing clarity and guidance for both teachers and students. It categorizes statements into descriptive, overt, covert, and guiding types, underscoring the need for effective communication and feedback strategies. Additionally, it highlights the role of reflection and summarization in enhancing the learning experience for students.

1. Using Statements
Kate Simonton, Brittney Hartung, & Tyler Pownell
SPED 438 Spring 2015

2. Purposes of Statements
 The purpose of statements is to state the
purpose or goals in our classroom and on
assignments, among other activities
throughout the school year. Statements give
our students accurate and concrete
information that is expected. We will clearly
state our goals, purpose, and outcomes
based on our clear directions to an effective
classroom and learning environment.
http://faculty.washington.edu/ezent/imwps.htm

3. Statements That Provide
Information
http://www.ndsu.edu/fileadmin/gradschool.ndsu.edu/Graduate_Fair_presentations/Statement_of_Purpose_information.pdf

4. Descriptive Information
 Be descriptive, tell what you know, answer
questions, and research. By researching you
are telling your audience the information that
is known to be true. As teachers we are
constantly sending out information for them
to take in and learn. Create a learning
environment where children get involved and
ask questions. We want our students to take
control over their own learning. By being
descriptive and showing them information
this way, we will be more successful and
engage our students.

5. Overt Information
 Open and observable information. This
information can be a-found any where.
When we give over information we are
giving our students specific information
that we want them to use in assignments
and our classroom.

6. Covert Information
 Information that is not open or
shown. This kind of information is helping
students draw out answers from
something they already know. We often
times give hints to our students without
openly giving them the answer.

7. Guiding Statements
 Guiding your students to the answer is one of the
hardest aspects of teaching. The teacher hopes to
guide their students to the answers instead of simply
letting the students minds absorb the information. I
want to challenge my students to truly learn the
information instead of looking in a book or hearing it
from me.
 Being able to learn how and when to give students
information is very difficult. We are trying to teach
students how to use prior knowledge to gain a better
understanding and giving them answers will not help.
We must be able to give them the steps and first bit
of knowledge to let them learn their way.

8. Statements That Seek information
 Inflection: Being cautious in our
inflections will help reduce the confusion
that could potentially happen in our
classroom.
◦ As an educator we must be aware of our body
language and how our voices impact our actual
statement. In the classroom we must be able
to determine whether we are joking, asking a
question, or many other aspects that could
lead to confusion.
https://www.youtube.com/watch?v=_8UYCo7-fqY

9. Statements That Seek information
Cont.
 Commands can be also viewed as
directions given. These need to be clear
and precise so that the student
understands what is being asked of them.
Some commands may be 2-3 step
directions and that may be a struggle for
some special education students as they
may need smaller step
directions/commands.

10. Statements That Seek information
Cont.
 Indirect questions help the learner make
connections and allows for understanding
of events, for example, "Do I understand
you correctly..." or "I would like to know
what would happen if..." When using this
type of interrogative questioning you

11. Statements That Confirm or Clarify
Information
 Paraphrasing is using your own words to
express someone else’s message or ideas.
◦ https://www.youtube.com/watch?v=BVrGMShu
ABI

12. Statements That Confirm or Clarify
Information Cont.
 Reflection
◦ Teachers learn to be successful teachers by doing.
Teachers have to constantly think was that
successful, what could I do to improve this lesson,
and their students. Reflection benefits both the
teachers and the students. Students can learn a
subject by trial and error just like the teacher can.
Reflection can be done in the classroom by having
students think about the materials that were
covered and allow them to think of what they might
need to work on to better themselves

13. Statements That Confirm or Clarify
Information Cont.
 Summarizing
◦ It is important for teachers to summarize the
material learned. I believe that students learn
better when information is reviewed, repeated
or summarized. It is important to ask
comprehensive questions and by doing so, this
will help in summarizing by assigning
homework/ projects. In my classroom I will
have the students provide me a short
statement of the main points of the material.
This also will show comprehension.

14. Statements That Confirm or Clarify
Information Cont.
 Checking
◦ Checking that the students understand the
information or the main point is what is most
important. This can be done by simply asking
questions in class, student homework and quizzes.

15. Giving Verbal Feedback -
Characteristics of Effective
Interpersonal Feedback
 Descriptive Feedback
◦ Not Evaluative or Advisory: the use of written words or verbally
communicating with students information/tips about prior work
that will help them improve their understanding/work.
 Helpful tip: Try using two different colored highlighters. One is for
good information/thoughts the other is for areas that need work.
 Specific Feedback
◦ Not General: This method is typically used during an activity,
performance, or group work. The teacher gives specific feedback to
the students as the misconception/problem arises which allows for
immediate action to be taken.
 Ex: “Great job with executing the correct molarity of that chemical
solution but next time please make sure to use protective eyewear.”

16. Giving Verbal Feedback -
Characteristics of Effective
Interpersonal Feedback
 Feedback Directed Toward Changeable Behaviors
◦ The feedback must be directed towards things the student can
change. It is important to focus the feedback on changeable
behaviors because if not the student will not put in effort to
make the appropriate changes.
 Ex: If James has ADHD it is not acceptable for the teacher to constantly be
telling James to sit down or to stop fidgeting because he simply can not
change this behavior. Instead the teacher must try to accommodate to James
by having an area where he can stand and do his work or allow him to sit on a
big exercise ball so that he can bounce while sitting down at his desk.

17. Giving Verbal Feedback-
Characteristics of Effective
Interpersonal Feedback
 Concise Feedback
◦ Concise feedback is a must because it is easier to
understand due to the lack of wordiness or usage of
technical terms. Students must first be able to understand
the feedback before they can implement it.
 Ex: “ Please provide more detailed examples for number 5 and
6.”
 Feedback Checked to Ensure Clear Communication
◦ It is best to ask the receiver to repeat what they think you
said to them. By having the student paraphrase or
summarize the information it ensures they understood what
you said or can ask questions to clear up any confusion.
 Ex: “Bobby, now that we have talked can you tell me why this
explanation is not complete?”

18. Giving Verbal Feedback - Guidelines
for Giving Effective Feedback
 Solicited Feedback: Not Imposed
◦ To give effective feedback the receiver must be prepared to hear it,
without this the message will likely not be understood or accepted.
Also, as teachers you must draw questions/answers out of
students by prodding them with questions that help lead them to
where they need to be.
 Ex: Mrs. Thomas was walking around and stopped at Tiffany’s desk to see
how she was doing. She noticed Tiffany wasn't doing well so she asked
her a few questions to get Tiffany back to where she needed to be.
 Direct Feedback: Not Indirect
◦ The feedback must be concise and specific to the task(s) at hand.
The receiver must be given clear and concise feedback so that they
can make the appropriate changes needed to fix the problem.
 Ex: “Great use of resources and connecting big ideas. There were some
problems with grammar and format (paragraph structure). Please make
the proper grammatical changes and turn in for partial credit.”

19. Giving Verbal Feedback - Guidelines
for Giving Effective Feedback
 Culturally Sensitive Feedback
◦ It is important to understand the receiver's background/culture so the feedback is
sensitive to their feelings and beliefs. When working with someone of unknown
background/culture it is best to try and talk to colleagues to figure out the best way to
communicate with the individual or before giving feedback chat a little with the
individual to get an idea of how to convey the message appropriately.
 Ex: Mr. Smith asked Mike why he never looked him in the eyes when they spoke, to which
mike replied,” It was how he was taught to talk to authority figures”. This helped Mr. Smith
understand that Mike was not ignoring Mr. Smith when he talked.
 Well-Timed feedback
◦ The timing of feedback is very important to how effective the feedback is used. The
receiver must be ready to hear the feedback, as well as, have the right support system
(depending on the type of feedback). Timing of feedback is important though because
ill timed feedback can cause more damage than good.
 Ex: Tommy’s coach told him he had the worst attitude right after the game was over. This
did not go over well because Tommy was already frustrated with his performance and
thought the coach was being a jerk.
http://leadership.uoregon.edu/resources/exercises_tips/skills/giving_effective_feedback
https://hr.fiu.edu/index.php?name=feedback_coaching
http://www.montclair.edu/media/montclairedu/centerforstudentinvolvement/Effective-Feedback-1.pdf