Vocabulary:
Evidence-based practices: instructional approaches that are based on an extensive base of research.
Expansion: a language instructional technique in which the adult takes a child's utterance and repeats it using a higher-level language model.
Functional approaches: intervention methods that identify skills that the children need in order to be successful n their present environment or in one that they will soon be entering.
Intervention: intensive instruction usually delivered after a period of time in which the individual has been expose to instruction.
Naturalistic approaches: instructional approaches that utilize the natural environment as the basis for language instruction.
Learning strategies: instructional approaches that teach students to use a strategy to solve problems and carry out tasks.
Parallel talk: a language instructional technique in which the adult verbalizes action taken by the child.
Restating and rewording: a language instructional technique in which an adult acknowledges what the child has said and provides alternative models for communicating the same information.
Self-talk: a language instructional technique in which the adult verbalized what action he or she is doing as she or he does it.
Concepts:
In order to enhance classroom communication by creating a physical setting that promotes talk, create activities that encourage students to interact, and teachers should provide opportunities for children to use language for different purposes and audiences.
To enhance communication among preschoolers teachers can do story time, snack time with a weekly theme, and outdoor activities. Teachers can prompt language by using interesting materials, assistance, and sill situations. Information regarding reading books, teachers should read and reread certain types of books, make book reading apart of the daily schedule, and encourage parents to read to their children at home.
In an elementary classroom setting teachers should use these techniques in enhancing language development in the classroom: have examples of students work hung up around the classroom, choose books that have a connection with the students so that they stay engaged, do show and tell to develop oral language skills, and use themed units to capture students attention.
Secondary classrooms should have a period of the day that focus on study skills. During that time students can work on academic organization, work on critical thinking, listening skills, and oral language practice. DISECT is used to decode words. D-discover the context I-isolate the prefix S-seperate the suffix E-examine the stem C- check with someone T-try the dictionary.
Collaboration is key when trying to promote classroom-based language and communication instruction.
Collaboration is very important when the instructional team, the IEP team, and other planning teams all work together to help the student.
Notes:
While I am a teacher it is going to be crucial for me to communicate well with my students, parents and coworkers. If there is no communication then that will make the classroom disorganized and impact the students poorly. I also thought about how when I am going to have my own classroom I must remember that language is the building blocks for students to learn. If they do not possess accurate language then that will have a negative impact on them in the future.
Websites:
1. http://oic.id.ucsb.edu/international-ta-handbook/language-communication-skills-classroom/improving-communication-classroom
This website on instructional development gives suggestions on how teachers can improve communication in the classroom. It stresses that you must get to know and understand your students.
2.http://www.teachermatters.com/classroom-management/roles-of-the-teacher/communicating.html
This website describes the different kinds of communication that a teacher can use in the classroom. This would be helpful to a new teacher when he or she doesn't know what way would be the best way to communicate with the student.
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