Communication in the class room
And so we start weaving the tapestry of our community. Verbal communication exists when a teacher tells students information they need to know. C, what do you think it is?
Slowly, I gain their trust by being fair, listening, and always allowing them to speak.
But it may also represent a deliberate choice by the student—a message to the teacher and to classmates. As a classroom, we would discover each other through the books that we chose to read, the answers that we gave, and the things that we chose to share.
Type of communication teacher has in classroom
After reading, I sit quietly waiting for a reaction, holding my words until someone speaks up to share their thoughts. I listen, interject when needed, and thank them at the end. Teachers and students interact with one another in many different contexts, and use all three of these types of communication. Written communication is writing directed at a specific audience, such as report card comments or student assignments. Class participation leads to increased learning for the entire class. We have to give them tools, such as blogs or other social media communities, that let their voices be heard outside of our walls and let others react to their thoughts. A confident student is less likely to second guess his answers on tests, and a self-assured student is more likely to speak up in class. She holds a Bachelor of Arts in journalism and communications from Pepperdine University. As a classroom, we would discover each other through the books that we chose to read, the answers that we gave, and the things that we chose to share. I knew that with middle school and our minute time limit, what we did in the first week of school had to really make an impact for them to accept this as our classroom, not just mine. There are also times when they develop their own skills as teachers—for example, by reading and reflecting, or by attending professional development seminars or workshops—which may involve communication, but not in the sense discussed in this chapter. As I ask for their suggestions and fill our whiteboard with them, it amazes me how many rules students think that schools need for them to behave. Put away your spelling and find your math books.
In fact, many hope that we're the teacher who will see them for who they are or are trying to be. Authored by: Kelvin Seifert and Rosemary Sutton.
On that very first day, I did two things that I hoped would make them believe that they'd be part of something genuine this year. The students speak.
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