Standard Six - technical to the Affidavit Herein is place_value oriented towards Hire-ability at 1996-1997

PRINCIPLE #6:  The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

KNOWLEDGE

            There are many kinds of communication -- involving multiple processes.  Engaging students through a variety of experiences to  effectively communicate feelings and intentions should be paramount to any teaching strategy.  Using a variety of techniques, i.e. verbal, nonverbal, and media communication is essential methodology.  The teacher can use those methods to create a learning situation that encourages active inquiry, collaboration, and supportive interaction in the classroom.  As a practicing teacher, I have consistently stressed to the students that certain methods of communication will not be tolerated.  For instance, I will not tolerate one student saying “shut-up” to another, nor will I tolerate any student physically engaging another in roughness or short-tempered reactions.  I have and will always stress these two “rules” in my classroom situations.  I find that students engage in more appropriate behaviors when they have an understanding of the types of activities that foster collaboration and supportive interaction.

            The use of multimedia in crisis management is knowledge which is invaluable in the classroom environment.  I use discussions about feelings to engage the students in learning opportunities that will hopefully transfer into their personal lives.  Furthermore, the use of nonverbal communication  to indicate a transitionary time between activities is often times more effective than trying to raise my voice above theirs.  For example, if it is time to switch between Mathematics and English activities, and the students show no response to the verbal directions, I will often just sit down and fix each of the non-conformists with a stare that indicates that I am ready to move on.  As the rest of the class takes action to quiet themselves, I use verbiage to explain and reiterate the position that it is now time to move on and that transitionary phases of the day do not call for time in idle and unfettered chatter.  In this example I have used nonverbal and verbal methods of communication to affect the learning environment.   I need to have the lesson move smoothly for optimal learning to occur.  I am not past using this effective method either:  simply, I sit down and point to the classroom “rules” chart.  This nonverbal action is more than enough to rapidly re-engage the students in learning.  At the same time I have not strained myself in gaining their full attention. 

            Management aside, I recognize the relationship between these forms of communication and the power of self-expression, and identity development.

            Through techniques such as process drama and open communication of feelings with the emphasis on patience and tolerance, the students engage in meaningful learning.  Appropriately using eye contact and ignoring gender-specific differences, I believe, will foster the types of learning that I know each and every student is capable of constructing.  All students will look to their instructors for various forms of non verbal encouragement.  The seeking of this attention can work in the teachers favor if properly nurtured and competently managed.  If any student is being disrespectful and talking out during some one else’s moment, just plain not listening, the teacher can affix the student with a simple look that conveys so much more than words.  This aspect of nonverbal communication makes for a sustainable method for effectively managing the number of off-task behaviors occurring in the classroom.  Through the use of computers, telecommunication, audio and visual aids I can affect a positive and rewarding learning experience for each and every one of the students that cross into my teaching environment.  Some students, more sometimes than less, are into the technical or gaming or communication aspects of the computer world.  Utilizing knowledge in these areas of expertise can foster a common respect between teacher and student.  This situation can rapidly become infectious and the result is students monitoring student behavior as well as strengthening their own interpersonal skills.  These techniques and many others in my  repertoire will and do provide enriching learning experiences.

EXPERIENCES:

            Landis Elementary School - - Grade one.   In this experience I was fortunate enough to work with the first graders at a computer.  A program was used to teach urban students letter sounds and form metacognitive skills for learning methods of combining sounds to produce words.

            University School - - Grade six.  English/Social Studies:  “Gaia: The Living Planet” video. 

                                                                     Computer: Use of Sim Earth software as learning tool.  Based on the Gaia Hypothesis.