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B. Classroom Discourse

This learning outcome focuses on affective teacher talk and student talk in the classroom.

B. Classroom Discourse

Throughout the semester, I had the opportunity to engage in classroom discourse through my lessons, activities and work periods. When I deliver lessons, I made sure to project my voice in a strong and firm tone to ensure that students could hear me clearly throughout every lesson. To have students engage in various topics across the lessons, I would use a mixture of different strategies spread across lessons such as sticky notes, four corners, pair work, group discussions and whole class discussions. By using a variety of strategies, I could ensure that every student was able to participate in the lessons and contribute their thoughts whether they preferred to offer their thoughts orally, visually or in written formats. When I notice that some students are answering the same questions, I would change my approach by rewording my question, connecting the question to a real-life concept that is similar to the topic of the lesson to help and/or give students more time to slow down and think before answering. I would always encourage students to ask questions when they are confused on a concept, and I made sure to take time to check in with the students to ensure they understood what they learned. For students with IEPs, I gave them opportunities to work in the resource room if they felt like they needed a quieter space, have movement breaks or use headphones while doing classwork if it helped them focus better. I also encouraged students to work together through activities or class worksheets so students were able to support one another and teach each other what they have learned. Overall, I valued the insights students had on the topics we discussed in class such as their thoughts on current issues whether it was the use of managing paper and plastic waste, invasive species, and the importance of geography as a subject.


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