3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication
Strong communication skills are important to the management in a classroom. One of the teaching staff advised that the majority of my communication with my students should be nonverbal. Strong verbal communication is significant as well, while you should show your students the rules and classroom lessons they need to know.
Behavior Charts
There was a behaviour system in place whilst I was on prac. It was a jewel system where the student would receive jewels for behaviour handing in work on time and being ready with everything on hand to start learning. This continued throughout the term. The jewel rewards were recorded in a book and in week 9 the points were added and students choose prize items from a selection on show.
Towards the end of my prac I introduced a new behaviour management system. I used a 100 chart. The chart hung near the white board and throughout the day I would place students names on the numbers commencing at one. I explained to students that the chart was used to spot behaviour. Students had to try and get as many names as possible on the chart throughout the day to become the winner for the day.
Verbal Communication
Daily Greetings Communication
This was a daily routine in the classroom 13 . It set the tone for the day and it assisted students to learn to mirror polite behaviour. It was also used for transitioning from one period to the next as classes were streamed and there would be a a different set of students stepping in and out of the classroom for their year level. I felt that students were cared about if the teacher cheerfully greeted them daily. I believe that this motivated students in the classroom.
I have used verbal communication
Demonstrate a range of verbal and non-verbal communication
Strong communication skills are important to the management in a classroom. One of the teaching staff advised that the majority of my communication with my students should be nonverbal. Strong verbal communication is significant as well, while you should show your students the rules and classroom lessons they need to know.
Behavior Charts
There was a behaviour system in place whilst I was on prac. It was a jewel system where the student would receive jewels for behaviour handing in work on time and being ready with everything on hand to start learning. This continued throughout the term. The jewel rewards were recorded in a book and in week 9 the points were added and students choose prize items from a selection on show.
Towards the end of my prac I introduced a new behaviour management system. I used a 100 chart. The chart hung near the white board and throughout the day I would place students names on the numbers commencing at one. I explained to students that the chart was used to spot behaviour. Students had to try and get as many names as possible on the chart throughout the day to become the winner for the day.
Verbal Communication
Daily Greetings Communication
This was a daily routine in the classroom 13 . It set the tone for the day and it assisted students to learn to mirror polite behaviour. It was also used for transitioning from one period to the next as classes were streamed and there would be a a different set of students stepping in and out of the classroom for their year level. I felt that students were cared about if the teacher cheerfully greeted them daily. I believe that this motivated students in the classroom.
I have used verbal communication
- Counting down from 5 to get students attention
- Used a select range of questioning technique
- Changed voice level when the situation arises
- Talking to students as a whole class
- Content delivery and class discussions
- Talking to students individually
- Knowing student names
- Asking specific questions
- Checking on progress
- Address poor behaviour
- Acknowledge good behaviour
- positive gestures, posture and positioning
- appropriate facial expression and eye contact
- proximity, removing the distraction out of student hands
- Addressing the noise level when it becomes elevated
- positive gestures, posture and positioning
- appropriate facial expression and eye contact
- proximity, removing the distraction out of student hands