3.5 Use effective classroom communication
My Student Teacher Handbook that I composed as an aid while on teaching practicum outlines a broad range of verbal and non-verbal strategies that I have successfully implemented in the classroom. The following excerpts from my practical reports indicate my proficiency in this area.
“His questioning skills were impressive; he asked pertinent questions to assess understanding and draw information from students… His practice of checking in with individual students as they were working was impressive.”
“Peter has become comfortable with delivering and facilitating information over the five week teaching practicum, and therefore has been able to develop good relationships with the students. He knows each by name, and recognises their strengths and weaknesses. He moves around the classroom effectively, and assists students if they are having difficulties. His confidence and ability to effectively deliver instructions and explanations has also improved over this time and he is now effective in delivering information or setting up tasks and experiments in all situations. Peter has put in place mechanisms to include all students in group discussions to keep them actively engaged. He has adapted his teaching style to ensure his lessons are aimed at the students’ language level and cognitive abilities. His manner with the students is firm but fair, and he has worked on his voice modulation to gain the attention of the class.”
“His questioning skills were impressive; he asked pertinent questions to assess understanding and draw information from students… His practice of checking in with individual students as they were working was impressive.”
“Peter has become comfortable with delivering and facilitating information over the five week teaching practicum, and therefore has been able to develop good relationships with the students. He knows each by name, and recognises their strengths and weaknesses. He moves around the classroom effectively, and assists students if they are having difficulties. His confidence and ability to effectively deliver instructions and explanations has also improved over this time and he is now effective in delivering information or setting up tasks and experiments in all situations. Peter has put in place mechanisms to include all students in group discussions to keep them actively engaged. He has adapted his teaching style to ensure his lessons are aimed at the students’ language level and cognitive abilities. His manner with the students is firm but fair, and he has worked on his voice modulation to gain the attention of the class.”