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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
One of ways that I intrigue my students in the lesson is to create physical representations of what we are learning. One experience of me successfully communicating with students was in teaching students about the different types of text and their purpose. We remembered the various text with PIE; a book's purpose is either to persuade, inform, or entertain. Fitting this acronym into our instruction helps our student's learn what the various purpose of texts were. With this instruction, I was able to successful implement a strategy for students to successfully learn the different types of text in a fun and rememberable way. This instruction was also helpful to lower preforming students, they had visual representations and clear instructions to retain the required information. In this scenario, we were able to have fun, show representations of the various texts, and provided clear instruction for their completion of this lesson standard.
Artifact 3a-2
Artifact 3a-2
I believe that one of the best ways that we can teach our students is to model for them ourselves. Model that we are writers, we are mathematicians, questioners, scientists, historians, researchers, and more. I also believe that we should be honest with our students. We should communicate with them in an effective way when we are honest and respectful of them. Being respectful to our students helps students to be respectful to one another. For my pre-assessment on a writing unit, I asked the students to write a story. When reading one of my student's work, I realized that she had a great skill of organization in her writing. After reading her work, I pulled her aside the next day and told her she did a fabulous job and asked her if I could share her work with the class. She gave me permission to share her work, so I did. I communicated with this student in a way that demonstrated professionalism required at school and in a caring and positive way. This interaction served as a model for the student in how to be respectful and professional with others.
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