3A: Communicating with Students
This component focuses on communication with each student. Since teachers teach in a classroom full of children, it is important to establish a relationship by having excellent communication. A teacher is the one the students look at, so a teacher must know how to clearly give directions and explain what they say so the students can comprehend and learn from it.
It is important because directions are said all the time during class time. Conveying the lesson, the teacher must be clear so the direction, instructions, or explanations can be given and understand. With the clear directions, students will know what they need to do. Not only speaking appropriate word choices to the certain age, teachers need to make their words interesting to engage their students; knowing interests can help make the lesson interesting. If they need to, scaffolds should be given to help struggling students.
It is important because directions are said all the time during class time. Conveying the lesson, the teacher must be clear so the direction, instructions, or explanations can be given and understand. With the clear directions, students will know what they need to do. Not only speaking appropriate word choices to the certain age, teachers need to make their words interesting to engage their students; knowing interests can help make the lesson interesting. If they need to, scaffolds should be given to help struggling students.
Elements:
- Expectations for learning
- Directions and procedures
- Explanations of content
- Use of written language
Examples of Artifacts:
Remind:
It keeps students and parents updated. A teacher can remind their students about homework, field trip, or just clarifying something said in the class. It is great for communication. |
Rubric:
Creating clear rubrics will help communication because a clear rubric will tell each student what is required of them. |
Discussing hours free:
Letting students know that the teacher is free to talk to them is very important. Informing when they can come talk will encourage students to go and ask questions when direction may confuse them. |
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.