Classroom Communication

The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive commu- nication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communi- cation is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction.

For new teachers starting in their first year of their teaching careers, it may be rather overwhelming to focus on seven different areas of classroom management in addition to all of the other tasks and responsibilities given to a new teacher.  This paper aims to identify the three key elements of classroom management that crucial for new teachers to understand before beginning their careers in education.

This article presents the analysis of the discourse of a novice teacher when he tries to clarify what the sign of a vector quantity is. The elements considered for the analysis are language (speech and gesturing) and reference system concept as mediators within the process of meaning-making. Our analysis shows the novice teacher has difficulties promoting the understanding of the (negative) sign of a vector quantity and its relationship with the convention used to solve problems of motion of objects. The results shown here are part of a wider ongoing research concerning discourse analysis and teaching practice in grade 11 of two teachers with different profiles, expert and novice, from the theoretical approach of semiotics–the theory of objectification.

As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.

This paper reports the findings from the study that assessed common English language errors in classroom communication of engineering teachers by conducting pre and post tests using T and Z tests. The study used four language parameters in teaching (LPT) in terms of introduction(I), methodology(M), use of technology enabled sources (TES)and non verbal communication (NVC). The study was conducted in three stages. Firstly an analysis of common errors in teaching was made in the pre test, through video recordings; secondly the teachers were trained /orientated in the effective use of classroom techniques in terms of language functions. Finally during the post test teachers lectures were recorded and found that the errors were minimized. The data was statistically analysed on the basis of testing of hypothesis. There was a significant difference noticed in the use of language functions used by the teachers in which the female teachers reported using language functions more effectively than that of male teachers. Thus, the study identifies common errors in teaching also suggesting effective techniques for classroom teaching, developing effective communication skills.

Teacher immediacy behaviors in the physical (face-to-face) classroom can improve student's interest in their own learning and their affect and/or cognitive learning while decreasing the number of disruptive student behaviors in the classroom.

This case study explored how the use of an electronic classroom communications system, called Classtalk, influenced teaching in a high school classroom. The study examined the teacher's perspective on what distinguished teaching with and without Classtalk, and her evolving understanding of the system's usefulness for her work. The study sought to uncover how the teacher evaluated and interpreted the data collected and displayed by Classtalk, and how that information informed her instructional decisions. Another goal was to detail the system's affordances and constraints,  and how it became adapted to this classroom context.

Classroom observations of 13 Classtalk sessions in two of the. teacher's physics classes took place over a 5 month period. Additional observations were made in these classes when Classtalk was not used. Interviews with the teacher were conducted over the course of the study. Classtalk-using teachers around the country and the program' s developers were also surveyed.

The findings showed that the teacher valued the Classtalk data for representing private, committed answers from all students . She thought the student response information was more useful during the class than for post-class analysis. Classtalk data reduced uncertainties about
when students had completed a task and which students held which understandings of a concept . The data therefore guided decisions about when to move class activities forward and whom to call upon during class discussions. The teacher's persistent concerns during the study centered on system stability, time demands, and classroom management. The teacher's adaptations for using Classtalk arose in response to these considerations.

The findings point to the significance of contextual factors in determining the kinds of adaptations that arise when using information technologies. These adaptations likely affect how information technologies influence teaching and learning in classrooms . Studies of classroom adaptations to information technologies counterbalance scenarios depicting technological inevitability and presumptions of
situational equivalence.

The way a teacher communicates in the classroom is studied from the perspective of the university student. The sample consisted of students enrolled in a programme at a university that follows a blended learning system making use of a resource rich learning environment of lectures, tutorials, and online resources. Adult learners on Masters’ programmes in Computing Science attending teacher led lectures in several locations (e.g., London, Hong Kong, Shenzhen) completed questionnaires describing five communication patterns. They are (a) challenging, (b) encouragement and praise, (c) non-verbal support, (d) understanding and friendly, and (e) controlling communication. Results of the data indicate that students rate communication patterns in significantly different ways. There were statistically significant relationships between both challenging and controlling communication and final course grades; challenging and encouragement/praise communication patterns were significant when data ...

Whole class discussions are a key feature of daily life in many classrooms yet evidence suggests there is much variation in the quality of talk which takes place in terms of facilitating children's learning. This paper examines children's understanding of the role and purpose of whole class discussions in supporting learning and also considers children's perceptions of their own participation in such discussions. This is based on the premise that effective learning requires children to see themselves as full participants with the right to make active contributions to classroom activities. The paper employs the use of discourse analysis based on the work of Gee (1999) and data is drawn from group and individual interviews with ‘high ability’ and ‘low ability’ children (aged 9–10 years) across three primary schools in England. The findings indicate variations between the cultural models and identities ‘high’ and ‘low ability’ pupils take on in relation to classroom talk which engenders different perceptions of its perceived purpose and benefits.