Creating pathways to developing a “teacher self”

Betsy Parrish

Hamline University

Suzanne Gilchrist McCurdy

SPCLC & Hamline University

Following the workshop, you will be able to…

articulate how teacher language, teacher-learner interactions, teacher presence and classroom environment affect learning.

reflect on your strengths and areas for growth regarding teacher language and teacher-learner interactions (e.g. instructions and transitions language, questioning techniques, checking questions, etc.).

observe for and evaluate the effects of teacher presence and classroom environment on learning.

Impetus and research

Own observations of impact of teacher language on learner outcomes

Classroom as social context in its own right (Waring, 2014; Walsh, 2002)

My “teacher self” was born in 1982

I’m a teacher!

Your teacher-self

Bossy Betsy/Sell it Suzanne

On an index card, describe your current teacher-self and the teacher-self you hope to realize.

Keep this card for later in the session.

Video: Vocabulary Input

Watch and note: What is the teacher doing to:

1) Command the classroom

2) Check learning

3) Interact genuinely with learnershttp://mlots.org/wendy/wendyvideo/wendyflash/wendytypical/wendytypical.html

http://www.newamericanhorizons.org/training-videos

Commanding the classroomPosition yourself strategically

Work the classroom/float aggressively

Have high expectation for student participation

Build routines

Elicit input from all learners

Monitor volume and tone of voice

Use clear, concise, and direct language (“Please come to the board.” vs. “Do you think you’d like to come to the board.”)

Checking Learning

Use genuine, wh- , and follow-up questions

Allow learners to demonstrate understanding

Provide opportunities for maximum st-st interaction

Monitor

Choose your tasks wisely

Insist on authentic responses (“Tell me more.” vs “Tell me in a full sentence.”

Use wait time; don’t answer your own questions

Authentic language Model /demonstrate

Use genuine questions and responses

Promote meaningful student interactions

Personalize questions

Use language vs talk “about” the language

Insist on authentic responses (“Tell me more.” vs. “Tell me in a full sentence.”

Avoid echoing

Avoid tour guiding (e.g. “Now I’m going to give you a handout.”)

Stage instructions: Just do it!

What made the instructions in Betsy’s second version of instructions more effective?

Effective Instructions

Authentic language

Modeling

Written and oral instructions

Staged instructions

Additional points?

Revisit your “Teacher-self”

Return to your index card:What are 2-3 things you learned today that

will help you find your ideal “teacher self”?

Thank you for coming!