Razo and Jackson
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School
University of Houston, Downtown *
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Course
3326
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by ChefMetal9320
Name: Jared Hrozek
Date: 02/12/2024
Communication – Razo and Jackson
1.
When questioning students, it is important for teachers to use “wait time” for student responses. Describe how Ms. Razo uses wait time to assist students communicate their understanding. Ms. Razo's classroom management skills shine via her effective use of the "wait time" technique, a strategy that promotes deep student engagement and serious thinking. By providing a thoughtful pause after addressing questions, Ms. Razo provides her students with invaluable room to examine their thoughts before responding. This deliberate pause serves as more than simply a little respite; it stimulates further elaboration. As students consider the question, their first comments develop into more detailed, sophisticated explanations. Ms. Razo's usage of wait time goes beyond conventional education; it fosters a classroom culture that values individual expression. Recognizing the range of students processing rates, Ms. Razo promotes inclusivity by accommodating varied reaction times. Her commitment to offering adequate opportunities for all students to contribute demonstrates her determination to creating an environment in which every voice is respected, establishing a culture of empowerment and meaningful learning experiences.
2.
Ms. Jackson uses strategies to provoke and guide discussions with her students. Share at least two examples of how she uses former learning to guide her students into new learning. Ms. Jackson uses a highly engaging teaching style that captivates her students from the start.
Each new topic or lesson is introduced with an intentional connection to students' existing knowledge and experiences, resulting in a smooth transition and a solid foundation for learning.
She also uses open-ended questions are central to her method, which she uses strategically to encourage critical thinking and creativity in her students. Ms. Jackson's questions spark vibrant discussions and stimulate the investigation of multiple perspectives, ultimately creating a profound understanding of the subject. Her instructional abilities are demonstrated by the palpable passion she instills in her students, inspiring them to actively participate in their own learning path. Ms. Jackson's comprehensive approach not only improves understanding but also
fosters a school climate teeming with intellectual curiosity. Another thing I noticed is she uses reiteration in her lesson resulting in the students thinking back on what she had said in previous lessons.
3.
Ms. Jackson uses a variety of ways to have students communicate what they have learned. Describe at least two examples in detail. Ms. Jackson's facilitation skills emerge as she conducts exciting discussions in the classroom
with grace. Students in her inclusive environment feel emboldened to express themselves and get insights from their peers, promoting a collaborative attitude of reciprocal learning. Her approach centers on the development of critical thinking skills and a thorough understanding of
the subject matter. Ms. Jackson promotes student growth by actively listening and providing targeted criticism, pushing them to polish their thoughts and go deeper into the content. Thought-provoking follow-up questions encourage students to apply their knowledge in novel ways. If clarification is required, Ms. Jackson assures it for everyone, resulting in a unified understanding. By facilitating these engaging exchanges, she fosters individual ideas while also creating a collective awareness for diverse viewpoints. Ms. Jackson's mentorship ensures that each student participates in important discussions, enriching their educational path with vital insights and engaging exchanges.
4.
Ms. Razo and Ms. Jackson both use effective communication strategies to assist students to arrive at the correct answer, without outwardly giving the correct answer. Give specific examples from each classroom and explain how each promotes student learning.
In her classroom, Ms. Razo masterfully implements the Socratic questioning technique to urge her students to think critically and autonomously in search of answers. This strategy entails asking insightful, open-ended questions that encourage pupils to reflect and reach logical conclusions. Ms. Razo's approach encourages the development of analytical and problem-
solving skills, which are essential assets in both academic and professional activities. In contrast, Ms. Jackson uses a more interactive technique to help her students to the proper answers. Engaging them in thought-provoking debates, she expertly guides them toward a greater understanding of the subject matter. Her skillfully constructed questions inspire students to challenge their beliefs and biases, resulting in more informed interpretations. Ms. Jackson develops critical thinking abilities, which are essential for success in today's dynamic environment, by encouraging this reflective process. Both educators use different techniques to attain a common goal: supporting student learning and progress. Their methods encourage meaningful discussions, which enrich the learning experience and prepare students for future success.
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