Embedded Files
Teachers communicate with students for several independent, but related, purposes. First, they convey that teaching and learning are purposeful activities; they make that purpose clear to students. They also provide clear directions for classroom activities so that students know what to do; when additional help is appropriate, teachers model these activities. When teachers present concepts and information, they make those presentations with accuracy, clarity, and imagination, using precise, academic language; where amplification is important to the lesson, skilled teachers embellish their explanations with analogies or metaphors, linking them to students’ interests and prior knowledge. Teachers occasionally withhold information from students (for example, in an inquiry science lesson) to encourage them to think on their own, but what information they do convey is accurate and reflects deep understanding of the content. And teachers’ use of language is vivid, rich, and error free, affording the opportunity for students to hear language used well and to extend their own vocabularies. Teachers present complex concepts in ways that provide scaffolding and access to students.
Danielson, C. 2013
Artifact 3a-1
Artifact 3a-1
GMT20211206-151838_Recording_1920x1030.mp4Writing Conference
Writing Conference
Writing conferences are a time when communication with a student is absolutely key. While the student guides the purpose of the conference, the teacher must be clear and concise about what skill is being taught to the student. This is due in part to the brevity of the conference, but it is also a result of allowing the student you are working with to share what they have been working on as a writer and what they would like to work on. To begin a writing conference, the teacher asks the student an invitation question in order to determine where the conference will go for that day and then, based off of the student’s response, the teacher will teach a writing skill to the student. My time holding writing conferences was invaluable to me because they taught me to be an extremely clear communicator with my students. Everything that I discussed with my student had a purpose and was explained in terms that the student could understand and replicate himself. As I held writing conferences, I made an effort to use purposeful language to give my student clear examples of what good writers do to engage the reader.
Artifact 3a-2
Artifact 3a-2
Summer School Feedback
Summer School Feedback
In summer school, I am teaching in a second grade class. Our class struggles with their writing and reading abilities fairly significantly. As a result, my co-teachers and myself try to model good writing/sentence fluency as often as possible. When we collect papers from our students, we take the time to write feedback on their work to accomplish a few different purposes. Firstly, we want the students to see that we care about and read their work. Secondly, we want them to see examples of language/writing that is error free and expressive. In this artifact, we have written responses to the student’s interest inventories. These inventories provide a double fold advantage for us as teachers because they allow us to see the student’s interests and design lessons that match the student’s interests and they allow us to further develop a relationship with our students by responding to their interests with enthusiasm in our comments. While this artifact may not deal heavily with communicating content to students, I still believe that it is an important aspect of communicating with students.
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