“He will wipe away every tear from their eyes, and death shall be no more, neither shall there be mourning, nor crying, nor pain anymore, for
the former things have passed away.”—Revelation 21:4
Humor:
Teacher: I hope I didn't see you looking at Maria's answers.
Student: I sure hope you didn't, either!
Dear visitor,
Use the language selector above to go through my whole site using any native language you speak,
then you can enjoy my YouTube channel.
اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر
الذى فى الاعلى
I register a video presentation in my YouTube channel for each page of my site.
Next,use the other world site selector above to go to the search engine site or the social media site you like.
Many
teachers, ourselves included, have found it challenging to create
opportunities for students to speak to one another in meaningful ways
about class content, but with ties to achievement, the student-centered
classroom, differentiation, and many international standard sets ,
communication and speaking skills are essential to the 21st-century
student.
Classroom Talk:
1-Engaging Pupils in Talk for successful learning.
2.
People talk when they say things to one another or have
conversation. You talk to someone when you discuss something with them.
Discussions in classroom:
The
Importance of Class Discussions. Class discussions offer students
opportunities to test their ideas and opinions against the ideas and
opinions of their peers.
It is important to set the right tone for
discussion in the classroom early on in the semester, and to establish a
rapport with your students.
What are the skills of Oracy?
Year 7 students focus on building their public speaking skills through
the four strands of the oracy
framework: physical, linguistic, cognitive,
and emotional -- a range
that helps them decide on tones of voice or
body language that will help
them effectively communicate their
message.
Why is important to participate in class?
Encouraging Class Participation. Class participation is an important
aspect of student learning. When students speak up in class, they
learn
to express their ideas in a way that others can understand.
When they
ask questions, they learn how to obtain information to
enhance their own
understanding of a topic.
The Principles:
1-Engage participants in focused discussions drawing from their
experiences.
2-Create multiple opportunities for participants to prepare.
3-Keep the conversation horizontal.
4-Focus on meaning and value active listening.
5-Align progressively more demanding dialogue with student's goals
and expectations.
Explanation:
1-Engage participants in discussions out of learners'
experiences.
A potential theme for discussion might focus critically on the gendered
roles that define women and men in their homes and communities.
Questions generated around such a theme might include, “What are the
roles of fathers and mothers in raising children?”
or “Should children be
raised equally by both parents?” Other theme-based questions may
include, “What is the difference between having only one working parent
as opposed to two?”;“What can be done to stem crime in our neighborhoods?”
2-Create multiple opportunities for participants to prepare
We
recommend that teachers encourage all participants to write their ideas
on paper first and to bring that writing to the discussion. In this
way we can be certain that all participants have something to say or, if
necessary, to read.
Pr-discussion preparation might engage students
in well-known cooperative learning practices such as think-pair-share,
three-step interview, or round-robin brainstorming.
3-Keep the conversation horizontal
The
teacher raises awareness of group dynamics and individual levels of
participation. How? For example, ask participants to identify a
contribution they made to a discussion and contributions others made to
the discussion.
Articulate questions that the discussion generated and
identify behaviors that encouraged or discouraged participation. Asking
students questions such as “What did you do to encourage a classmate to
share his opinion.
Students can also provide feedback to their teachers,
letting them know how they felt during the discussion because of their
teachers’ interventions and observations regarding their performance.
4-Focus on meaning and value active listening
Once
the dialogue begins, the focus should be on meaning making. When
students are talking thoughtfully together about something that they
care about, teachers should concentrate on understanding and helping
them clarify or elaborate their points of view.
As opposed to
correcting student language, teacher-talk might sound something like,
“Is there another way that we might think about friendships?” Dialogue
depends on both talking and good “listeners” Teachers promote
active and thoughtful listening by assigning certain students the role
of observers.
Observers might take notes on content and participant
strategies and behaviors that either stimulate or block the dialogue.
5-Align progressive dialogue that suits students' expectations
Parker
proposes two models for progressive discussion: deliberation and
seminar. Through deliberation, participants’ discussion centers on
resolving a common dilemma or controversial issue such as “Should
website providers be responsible for the quality and usage of material
on the site?” or “Which of the main tenants of democracy is more
important: freedom or equality?”
Seminar,
rather than resolving issues, attempts to expand understanding of an
idea or concept. Frequently associated
with inquiry and questioning
strategies, seminar formats challenge
students to question their own
assumptions and understandings.
Both deliberation and seminar provide
students the opportunities
to become critical consumers of their own
language acquisition through advanced, engaged discourse.
Formats for classroom dialogue
1. Gallery Walk
Develop
a set of written or visual images around a theme or concept and use
chart paper to post the images or texts on tables or on the wall. A
gallery walk structured around the theme of friendship might include
pictures or artistic renderings of friendship; quotes about friendship
such as “A friend to all is a friend to none”; or even simple words such
as enemy or friend.
2. Rating agreement/disagreement
Teachers
should choose a theme that allows for a variety of opinions some
potentially controversial. We suggest, for example, value-oriented
topics that address the lived experiences of students and encourage a
wide range of responses, e.g., a ranking activity that elicits opinions
about gendered roles in family and society; friendship; honesty, etc.