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Being able to speak clearly and well is highly salient for classroom teachers. The preservice university curriculum needs to provide sequential activities and experiences for prospective teachers. This paper suggests the various situations in which this might be done. The paper first notes that the university instructor needs to model good speaking habits and patterns and should also encourage students to present ideas accurately and with clarity in discussion settings. It next gives examples of student-led groups which become an inherent part of each class and might well serve as a model to classmates: panel discussions, oral reports, explanations of teaching aids constructed for the teacher education class, committee work in class to solve a relevant problem in teaching, questions raised by students pertaining to concepts and generalizations discussed in class, and brainstorming. The paper also finds that field experiences in preservice education can provide valuable experiences for preservice teachers. It states that oral communication is important when teaching students in the public school setting. (NKA)

Descriptors: Communication Skills, Elementary Secondary Education, Learning Activities, Preservice Teacher Education, Preservice Teachers, Speech Communication, Speech Skills, Teacher Role, Teaching Skills











Author: Ediger, Marlow

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7036&id=ED477849



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