Communicative Classroom
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This document discusses effective communication skills for teachers. It emphasizes using interactive teaching methods like pair work, group work, asking questions to elicit student responses, and incorporating technology. Good communication involves clear instructions, active listening, appropriate body language, and making students feel comfortable participating. The document provides tips for areas teachers may want to improve like involvement of students and use of collaborative learning tools. Overall it promotes developing strong language and interaction skills to engage students in the learning process.
Communicative Classroom
- 2. nagaRAJU the intentional or unintentional exchange of thoughts, messages, or information between two or more living beings through conventional or unconventional signals, linguistic or non- linguistic forms, and through spoken or other modes. is effective only when the receiver understands the sender's message exactly as it is intended to be. Effective Communication
- 3. nagaRAJU Pair up with an unknown or less known participant Speak to each other for 3+3 minutes • Use ONLY English • Do not write, 1 Name & Qualifications 2 Best Teaching Experience 4 Achievements & Awards 5 Big Goals in Life Know a Colleague
- 6. nagaRAJU Primary Skills Receptive 1. Listening 2. Reading Productive 3. Speaking 4. Writing Sub Skills 5. Grammar 6. Vocabulary 7. Pronunciation 8. Non-verbal 9. Collocation 10.Usage Language Skills
- 7. nagaRAJU Do I speak / write good English? How good is my grammar? How adequate is my vocabulary? Do I use right collocations? How fluent is my language? Is my pronunciation accurate? Do I use a variety of structures? Know Your Trouble Spots
- 8. nagaRAJU Rewrite the Dialogue “Do you think Is It a English class,” asked a deaf toll boy. Know, I am thinking its an english class.” Spoke a second deaf boy. “I see, I have been thought it was one English class.” said the first won. “Do you think Is It a English class,” asked a daef toll boy. “Know, I am thinking its an English class.” Spoke a second deaf boy. “I see, I have been thought it was one English class.” said the first won. “Do you think it’s an English class?” asked a tall, deaf boy. “No, I think it’s an English class,” answered the second deaf boy. “I see. I thought it was an English class,” said the first one.
- 10. nagaRAJU Body Language Posture (e.g., head up and alert, leaning forward) Gestures (e.g., keeping arms uncrossed) Facial expression (e.g., smiling warmly) Eye contact (e.g., making appropriate eye contact) Active movement (e.g., moving around) Physical distance (e.g., not very far, not very close)
- 11. nagaRAJU Body Language Volume (e.g., pleasant, audible volume) Tone (e.g., confident, assuring tone) Modulation (e.g., avoid high pitch) There are four ways, and only four ways, in which we have contact with the world: what we do, how we look, what we say, and how we say it. - Dale Carnegie
- 12. nagaRAJU Know Your Trouble Spots Do I have trouble maintaining eye contact? Do I cross / wring my hands / arms / legs? Do I smile too much or too little? Do I droop / stoop / slouch? Is my tone /voice timid / rude / inaudible? Do I move about energetically or remain stationary?
- 13. nagaRAJU Recall Recall Recall a teacher who had very effective communication skills. Write Make notes of that teacher’s language skills, the materials used, the teaching methods employed and the efforts to involve students in the learning process. Reflect Consider how much effort this teacher put in to make the teaching-learning process effective and enjoyable. Consider how far the success of this teacher is based on the way he or she managed to communicate with the class. Share Narrate to the class briefly
- 15. nagaRAJU Make things simple Acknowledge & appreciate Inspire & encourage Draw & hold attention Entertain Never give up Effective Teaching
- 17. nagaRAJU Decrease Teacher Centred Teaching Time Increase Student Centred Learning Time Recall after 24 hours
- 19. nagaRAJU Interactive Classes 1. Physical setting 2. Collaboration 3. Effective instructions 4. Questions & responses 5. Eliciting 6. Activities & Games
- 21. nagaRAJU
- 22. nagaRAJU Think of advantages of pair work Form pairs Share your ideas with partner Share with class Pair Work
- 23. nagaRAJU Greater opportunity for Application Learners gain confidence/overcome fear Real time feedback/response Peer learning Cooperation – a life skill Pair Work - Advantages
- 24. nagaRAJU THINK – make notes form PAIRS SHARE with Partner SHARE with Class Pair Work - Steps
- 25. nagaRAJU
- 26. nagaRAJU Form groups Discuss advantages of group work Arrive at consensus Share with class Group Work
- 27. nagaRAJU More student participation time More listening time More fun Exchange of ideas Seeing others’ point of view Improved social skills Improved problem solving skills Group Work - Advantages
- 28. nagaRAJU Teacher loses control Noisy classes Confusion Students don’t perform the task Some students don’t participate Group Work - Problems
- 29. nagaRAJU Teacher supervises Specific roles to group members Productive noise Errors - inevitable in the learning process Increase the learners’ confidence Cooperation is a useful life skill Solutions
- 30. nagaRAJU Explain the activity Arrange the groups Set time limit Give example/demonstration Move & Monitor Follow up Discuss the activity Group Work Tips
- 31. nagaRAJU
- 32. nagaRAJU Precise Repeated Easy to follow Short Simple Demonstrated Good Instructions
- 33. nagaRAJU
- 34. Ask, Don’t Tell(use pictures, gestures, hints etc) nagaRAJU Eliciting
- 35. nagaRAJU
- 36. nagaRAJU Questions Do I ask a variety of questions? Do I let students think & formulate? Do I show interest in their answers? Do I involve other students? Do I appreciate good answers? Do I ask follow-up questions (instead of ridiculing bad answers)?
- 37. nagaRAJU Yes/No Information Close-ended Open-ended Teacher initiated Student initiated Factual Inferential/ Experiential LOT HOT Rhetorical/ Leading Thought-provoking Types of Questions
- 38. nagaRAJU Let students think and formulate Do not interrupt Show interest in answers Involve other students Ask follow-up questions Do not discourage students Responding to Answers
- 39. nagaRAJU
- 40. nagaRAJU
- 41. nagaRAJU Using Technology Realia Models Photographs, Charts Slideshows Video Clips, MultimediaLegibility & clarity (2f/2c & 6l/6w Rules); Ease of use; Appropriacy; Reusability; Not distracting
- 42. nagaRAJU Know Your Trouble Spots Do in involve students? Do I employ collaborative learning tools? Do I organize activities and games? Do I give short, simple, precise instructions? Do I ask questions and do I elicit? Do I accept individual differences?
- 45. nagaRAJU This slideshow is available at www.authorstream.com/tag/lionnagaraju www.slideshare.net/lionnagaraju m nagaRAJU Teacher Trainer & Soft Skills Trainer lionnagaraju@gmail.com
Editor's Notes
- #2: Getting students to interact with you or with each other on an educational basis is one of teachers' greatest challenges. Even if students are interested in the subject, they're often shy or afraid of putting their thoughts out there for the entire class. If you can slowly build their confidence before making them share with the class or interact, you will have an easier time getting them comfortable with themselves and their thoughts.
- #3: Let’s begin with an icebreaker.
- #4: Let’s begin with an icebreaker.
- #14: Let’s begin with an icebreaker.
- #18: Students in the interactive classes are many times as engaged as their counterparts in the traditional class.
- #22: What is it? How is it done? Have you ever used it?
- #26: By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
- #42: Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs. Activity: Which ones do you prefer and why? Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs.