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Books > Social sciences > Education > Teaching skills & techniques
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Micro-Reflection on Classroom Communication - A Fab Framework (Hardcover)
Loot Price: R1,510
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Micro-Reflection on Classroom Communication - A Fab Framework (Hardcover)
Series: Reflective Practice in Language Education
Expected to ship within 12 - 17 working days
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Traditional concerns with classroom communication have centered on
questions such as who talks more, whether the interaction is
teacher-centered or student-centered, whether participation is
restricted to a few or available to all, what kinds of questions
teachers ask (display or referential), and what kinds of feedback
they give. These indicators provide a simple and useful way of
capturing classroom communication in distributional and categorical
terms. Less attention has been devoted to observing and
understanding the quality of this communication-whether it
facilitates learning regardless of, for example, who talks more.
Based on over a decade of fine-grained analysis of video-recorded
ESL classroom interaction, this book offers one way of seeing and
gauging the quality of classroom communication beyond distributions
and categories. In particular, by parsing detailed transcripts of
actual classroom interaction, it invites reflective conversations
on how three principles of skillful classroom communication may be
practiced in the micro-moments of classroom interaction: (1)
fostering an inviting classroom environment, (2) attending to
student voices, and (3) balancing competing demands (FAB).
Attention to the moment-by-moment complexity of the classroom also
allows teachers to learn and practice the skill of noticing, the
first step in an iterative cycle of noticing, reflecting, and
practicing. That is, along with reflecting on what happened in a
classroom, teachers must also learn to notice what is happening in
the moment. The goal is to cultivate a mentality of
micro-reflection-one that sensitizes teachers to the
consequentiality of every move they make as they make them in the
simultaneity and sequentiality of second-by-second classroom
interaction.
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