Linguistic Strategies for Classroom Management
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- Date Submitted: 05/25/2012 02:10 PM
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CLASSROOM MANAGEMENT
Linguistic Strategies to Influence With Integrity
The two groups of students under discussion in this assignment are in their late teens/early twenties and all have moderate learning and/or behavioural difficulties resulting in poor literacy levels as well as limited verbal and non verbal communication skills.
In the first group there are twelve students who all display varied and extreme attention seeking behaviour with the additional management problem of poor motivation. The second group is larger with 14 in the class and while disruptive behaviour is not such a significant problem, getting the group focused and willing to tackle the work is a routine primary aim. Prior educational learning had 'taught' both groups that they were "poor learners" with resultant low self esteem and low expectations of achievements possible so this was another area to be addressed.
It was important that a high level of control was established not only in the context of teaching strategies deployed but in order to maintain the health and safety of the students. Throwing missiles, objects and furniture had occurred within the smaller group in the past while verbal abuse towards other students was common practice in both classes.
For learning to occur an effective communication flow between the teacher and the students must exist.
Student Other student(s)
Teacher Diagram 1
By accepting that "The meaning of the communication is the response that you get" (1), then by changing verbal and non verbal responses to a student when unwanted behaviour is displayed, a different outcome must be the result. Displays of high authority only antagonised these students making their behaviour more pronounced so it was important to adopt strategies which could influence with integrity.
Noam Chomsky remarked that "Precisely constructed models for linguistic structure can play an important role, both negative and positive, in the process of...
Linguistic Strategies to Influence With Integrity
The two groups of students under discussion in this assignment are in their late teens/early twenties and all have moderate learning and/or behavioural difficulties resulting in poor literacy levels as well as limited verbal and non verbal communication skills.
In the first group there are twelve students who all display varied and extreme attention seeking behaviour with the additional management problem of poor motivation. The second group is larger with 14 in the class and while disruptive behaviour is not such a significant problem, getting the group focused and willing to tackle the work is a routine primary aim. Prior educational learning had 'taught' both groups that they were "poor learners" with resultant low self esteem and low expectations of achievements possible so this was another area to be addressed.
It was important that a high level of control was established not only in the context of teaching strategies deployed but in order to maintain the health and safety of the students. Throwing missiles, objects and furniture had occurred within the smaller group in the past while verbal abuse towards other students was common practice in both classes.
For learning to occur an effective communication flow between the teacher and the students must exist.
Student Other student(s)
Teacher Diagram 1
By accepting that "The meaning of the communication is the response that you get" (1), then by changing verbal and non verbal responses to a student when unwanted behaviour is displayed, a different outcome must be the result. Displays of high authority only antagonised these students making their behaviour more pronounced so it was important to adopt strategies which could influence with integrity.
Noam Chomsky remarked that "Precisely constructed models for linguistic structure can play an important role, both negative and positive, in the process of...