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

To align with the Danielson Framework's Domain 3a, I'll focus on clear and effective communication in my lesson plan and interactions. I'll state SMART objectives using age-appropriate language, address students by name, and ask open-ended questions to encourage critical thinking. My instructions will be clear and concise, supported by PowerPoint slides highlighting key concepts. I'll scaffold complex information, promote peer discussions, and use precise language with relatable examples. After teaching, I'll reflect on effective moments and areas for improvement, adjusting my approach to enhance my communication skills and prepare for student teaching challenges. This practice will build my confidence and competence in delivering engaging, responsive instruction.