Creating pathways to developing a “teacher self” Betsy Parrish Hamline University Suzanne Gilchrist McCurdy SPCLC & Hamline University

Following the workshop, you will be able to… articulate how teacher language, teacher-learner interactions, teacher presence and classroom environment affect learning. reflect on your strengths and areas for growth regarding teacher language and teacher-learner interactions (e.g. instructions and transitions language, questioning techniques, checking questions, etc.). observe for and evaluate the effects of teacher presence and classroom environment on learning.

Impetus and research Own observations of impact of teacher language on learner outcomes Classroom as social context in its own right (Waring, 2014; Walsh, 2002)

My “teacher self” was born in 1982 I’m a teacher!

Your teacher-self Bossy Betsy/Sell it Suzanne On an index card, describe your current teacher-self and the teacher-self you hope to realize. Keep this card for later in the session.

Video: Vocabulary Input Watch and note: What is the teacher doing to: 1)Command the classroom 2)Check learning 3)Interact genuinely with learners typical.html

Commanding the classroom Position yourself strategically Work the classroom/float aggressively Have high expectation for student participation Build routines Elicit input from all learners Monitor volume and tone of voice Use clear, concise, and direct language (“Please come to the board.” vs. “Do you think you’d like to come to the board.”)

Checking Learning Use genuine, wh-, and follow-up questions Allow learners to demonstrate understanding Provide opportunities for maximum st-st interaction Monitor Choose your tasks wisely Insist on authentic responses (“Tell me more.” vs “Tell me in a full sentence.” Use wait time; don’t answer your own questions

Authentic language Model /demonstrate Use genuine questions and responses Promote meaningful student interactions Personalize questions Use language vs talk “about” the language Insist on authentic responses (“Tell me more.” vs. “Tell me in a full sentence.” Avoid echoing Avoid tour guiding (e.g. “Now I’m going to give you a handout.”) Stage instructions: Just do it!

What made the instructions in Betsy’s second version of instructions more effective?

Effective Instructions Authentic language Modeling Written and oral instructions Staged instructions Additional points?

Revisit your “Teacher-self” Return to your index card: What are 2-3 things you learned today that will help you find your ideal “teacher self”?

Thank you for coming!