3a:Communicating with Students

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

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Writing Conference

This was a Writing conference that I was able to do with a student that was in kindergarten. I chose this artifact because of evidence that clearly shows I communicated with this student in a way that was personable and professional. I began the writing conference by asking a question about what she learned in class and showed genuine interest in what she chose to share. I also was able to facilitate the discussion with Cora by using questions for her to consider about her own writing. I asked her three questions: 1. Where do you think you did well on your writing? 2. Is there anything that you think would make it better? 3. Where do you think you could improve in your writing? By maintaining a discussion with Cora through clear communication, together we were able to develop goals that she and I both felt were appropriate for her growth as a developing writer.

Artifact 3a-2

Miss Chapman

Reflection Journal for Day #1

Presentation of Who I Am/Reflection

At the beginning of each practicum, I have had the opportunity of sharing with the students a bit about who I am. This semester I created a PowerPoint for students to see pictures as we participated in a discussion together. This PowerPoint consisted of facts about where I grew up, things I love and dad jokes that I enjoy as well as like to share with others. I think that this artifact was a great way for me to communicate with students and foster an opportunity for students to feel comfortable with me. After presenting to the students a bit about who I was, I had many students come up to me after to share their silly dad jokes with me. When I plan for lessons, I still tend to share a dad joke or two to help children to find the joy and laughter in learning.

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