Write down all the ways you think a teacher could "help their pupils to express themselves".
- Create an environment in which pupils do not fear ridicule
- Appear interested and receptive to their thoughts and opinions
- The Think-Pair-Share technique, allowing students to formulate their thoughts before having to express them
- Ask a variety of questions, including open and searching questions to elicit developed responses
- Allow pupils thinking time before asking them for an answer, and allow them time to think of their own questions
- Organise debates and discussions on a reasonably frequent basis (depending on the subject)
- Praise and reward contributions to the lesson
- Offer both written and spoken creative exercises so that all pupils can express themselves
NOTE: I was unable to upload the picture of my cube. It is in my PDP
Brooks et al. (2003) discusses different types of teach and pupil talk. What different types of talk were present in the video clips shown; were any missing?
Cognitive: Presenting the curriculum (Italian verbs), asking questions to get an answer (more crops and more income)
Procedural: Explaining or demonstrating games and activities; setting time limits; responding to questions; offering praise; organising groups
Managerial: None seen in the clips
Talk between pupils served numerous purposes within the video, such as co-operating in games, producing ideas in groups and sharing ideas to produce good pair work (designing an army)
Write down the possible advantages and disadvantages of different versions, with a particular focus on how different layouts might affect teacher-pupil and pupil-pupil communication
Pupils sat in rows/pairs – If students are in rows/pairs, it makes it easier for the teacher to see whether everybody is paying attention/getting on with their work or not. Furthermore, it makes it easier for the teacher to talk at the front as all chairs are pointing towards him/her. It makes pair work very easy but it makes group work very difficult. Students would have to move tables to work in larger groups.
Pupils sat in groups – This is perhaps the ideal set-up for most language lessons as it facilitates group work and easily allows pupils to work with different people around the table. Pupils are more likely to get their questions answered by someone on the table and won’t have to ask the teacher immediately. Furthermore, pupils can bounce ideas off each other and discussions will be more valuable. However, pupils will be facing numerous different directions and it is more difficult for teachers to see them and talk to them together. Furthermore, there may be more possibilities for disruption if there are more pupils on a table.
Pupils sat in a horseshoe shape – This may be a very good set-up for smaller classes. It is very easy to hold debates and discussions as everybody can see each other and the teacher. The teacher is able to see everything that is going on and resolve any behavioural issues. It takes the best of the rows and groups system but is only suitable for small classes.
Different types of listening
Skim listening is apparent when the teacher doesn’t acknowledge the pupil’s response in any meaningful way. The teacher may also be fiddling with pieces of paper for the next part of the lesson or looking distractedly around the classroom.
Survey listening may be apparent when the teacher appears pensive or perhaps seems ready to pose further questions for a pupil to elucidate their thinking. They may also make encouraging noises for the students so that they would go on explaining their point.
Search listening may be apparent when the teacher appears less interested in the content of what the student is saying and only seems to pick up on one piece of information. They may also interrupt students once they have given the required answer. Search listening is, however, more focussed than skim listening, and the teacher may also listen attentively for certain key words in the response.
Study listening may appear the same as survey listening as the teacher is not only looking for an answer, but also trying to identify any misconceptions. Therefore, the teacher may again appear pensive, slower and more eager for the pupil to continue talking.
Open and closed questions that will challenge pupils – Subject: Ideal Town
Closed Question 1: What does ‘ma ville idéale’ mean in English?
Justification: There is only one answer (my ideal town) and some students will not find this at all challenging; however, some may find it difficult to remember and the lesson cannot progress until everybody understands the topic. With a question like this, the teacher shouldn’t accept an answer until the vast majority of the class have their hand up.
Closed Question 2: Why is ‘serait’ used in the phrase ‘ma ville idéale serait propre’
Justification: There is only one answer (it is the conditional, which is used for hypothetical situations) but it still asks pupils to fully understand a grammatical point.
Open Question 1: Qu’est-ce qui manque á Coventry?
Justification: This open question has numerous possible responses (depending on what students feel Coventry lacks) and it not only challenges their French but also asks them to reflect on their town and how it might be better for them
Open Question 2: Comment serait votre ville idéale?
Justification : There are multiple answers to this question, and it gives pupils the chance to think about what makes a good town and what their ideal town would be like.