communication – Holly Gemmell UWS ITE ePDP

After watching the video with my partner Julia, we compared our notes which were closely aligned. We observed that the teacher spoke at a suitable volume and pace while using language appropriate to the age and stage of children in the group. We recorded areas of improvement, he struggled to get the class’ attention and lacked positive body language; this could be improved by standing up demonstrating more authority over the class. The teacher therefore has areas of improvement in the non-verbal communication category although he did maintain eye contact with pupils. We both realised how important it is to reflect on personal and peers teaching practice as you can improve from watching back on yourself.

I was surprised that in the video the teacher did not stand up, I felt this gave the class a more relaxed feel and this is possibly why he struggled to gain the children’s attention. My partner had the same notes about the body language of the teacher due to the lack of standing up therefore there was a lack of engagement with the class.

I did not find this study task difficult; I found the task very useful and interesting as the video was a practice to observe a fellow teacher in a classroom environment. I will take this experience of observation forward to placement which will assist personal reflection and peer observation.

I am clear about the difference between feedback and judgement. Feedback is the foundation of improving teaching skills and is more positive than negative. It consists of improvements and suggestions you can take on board to enhance your teaching. Judgement in my opinion is more critical and negative which can lead to the person receiving it having low self-esteem and possibly decreasing their confidence.

The suggestion that I would take from this task to my forthcoming placement would be to ensure that I take feedback constructively to progress my teaching practice and improve my skills.

I am looking forward to placement as I enjoy being in a classroom environment. I have had many positive experiences in schools which I have helped in and all the teachers are very appreciative of assistance. I am looking forward to observing a variety of various aspects of teaching and observing lessons in a wide range of classes.

Reference List:

TED Talks Education (2013) BILL GATES: Teachers need real feedback[Online] Available at: https://www.ted.com/talks/bill_gates_teachers_need_real_feedback#t-70065

Behaviour2Learn (2011) Behaving With Cowley – Classroom Routines[Online] Available at: https://www.youtube.com/watch?v=4v5UVdyu8Y4&feature=youtu.be

EDCHAT (2013) Relationships for Learning – Effective Feedback [Online] Available at: https://www.youtube.com/watch?v=sWBW_cbP86Q&feature=youtu.be

‘Finding out about others: the skill of questioning’ Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. Chapter 5

The main aim of chapter 5 is to highlight the importance of questions within communication. Hargie also focuses on the types of questions and how they may be asked depending on a specific situation and what kind of response the questioner requires.

There are a few main themes within this chapter. Hargie highlights that questioning children enhances their learning process and answers their curiosity. “It is very important for the child’s development that parents take time to answer these questions.” (Cook, 2009) Some students did not want to answer questions in class as they were worried they would get a pessimistic response from their class peers – Tizard et al. (1983) conducted an experiment to prove this. I agree with this conclusion from Tizard et al. as I was hesitant as a pupil to ask a question in class in case it was a silly question or my peers thought I was not coping with the work.

Hargie compares several types of questioning with doctors and patients and explains how the questioner (doctor) has more control over the conversation. The respondent may feel under pressure to answer the question as the questioner may already know the answer. Brashers et al. (2002: 259) discovered that doctors ask the most questions and patients contribute with explanations. It was found that when patients did ask questions the doctor was wearisome and uncomfortable. I agree with this as some doctors in the working profession may feel intimidated by a patient asking questions. But, I also disagree as any personal experience I have had the doctor has always been willing to answer any of my questions with a sufficient explanation.

Hargie discussed the advantages and disadvantages of open and closed questions by comparing them. Closed questions usually have a correct response whereas open questions, the response is left open and the respondent is in more control of the conversation. This is a substantial claim as closed questions keep the respondent on the topic of the question while open questions can be answered in more detail and are more likely to veer from the topic. They are also more time consuming as the respondent’s answer tends to be longer.

Overall, by reading this chapter my knowledge of questioning has expanded and I now have further understanding of the importance of questions in everyday situations. In teaching practice, I will ensure I answer each child’s question carefully with a full explanation and ensure they understand before moving on.

Reference List
‘Finding out about others: the skill of questioning’ Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5^th ed. London: Routledge.

Situated Communication Study Task – Feedback

BA1 – Situated Communication Independent Study/Reading Task