Effective Teacher Language

8/13/2019 Effective Teacher Language

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Effective Teacher Language

RUNNING HEAD: EFFECTIVE TEACHER LANGUAGE

The Effect of Teacher Language on Creating a Productive Learning Environent and !ha"ing

the Identitie# of Chi$dren in the E$eentar% C$a##roo

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A'#tract

(% ca"#tone e##a% focu#e# on the i"ortance of effective teacher $anguage in the

c$a##roo and it# affect on #ha"ing "o#itive #tudent identitie#) !"ecific $anguage* tone* attitude*

and 'ehavior that focu# on "o#itive$% reinding* redirecting* and reinforcing #tudent# are

e##entia$ factor# that inf$uence the inte$$ectua$ and eotiona$ deve$o"ent of a chi$d) Fir#t* I +i$$

focu# on $earner# and $earning '% e,"$oring ho+ theorie# concerning the deve$o"ent of chi$dren

corre#"ond +ith the $anguage teacher#- u#e in the c$a##roo) Interaction# 'et+een chi$dren and

adu$t# fundaenta$$% #ha"e and o$d chi$dren-# identitie# a# $earner#) Po#itive* caring $anguage

+hich #trengthen# individua$# and 'ui$d# a counit% create# a #afe and "roductive $earning

environent) !"ecifica$$% I focu# on the i"ortance of the teacher-# tone and 'ehavior +hich

not on$% #erve a# a ode$ for a""ro"riate 'ehavior* 'ut a$#o e"ha#i.e# genuine intere#t and

concern for the +e$$/'eing of each individua$) In curricu$u and in#truction* I ca$$ u"on

re#earcher# +ho#e finding# e"ha#i.e the i"ortance of in#tructing chi$dren u#ing reinding*

redirecting $anguage) Fina$$%* % "a"er focu#e# on a$ternative* authentic a##e##ent +hich

a$$o+# #tudent# to "re#ent 0no+$edge through different $earning #t%$e# and oda$itie#) Through

"o#itive feed'ac0 and o'#ervation teacher# #hou$d e"ha#i.e the "roce## of $earning rather than

the fina$ outcoe of a te#t)

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Dia$ogue2connect# u# to each other and he$"# to aintain caring re$ation#hi"#) It a$#o

"rovide# u# +ith the 0no+$edge of each other that for# a foundation for re#"on#e in

caring) Caring 3acting a# a carer4 re5uire# 0no+$edge and #0i$$ a# +e$$ a# characteri#tic

attitude#) 6e re#"ond o#t effective$% a# carer# +hen +e under#tand +hat the otherneed# and the hi#tor% of thi# need2Continuing dia$ogue 'ui$d# u" a #u'#tantia$

0no+$edge of one another that #erve# to guide our re#"on#e# 3Nodding#* &771* ") 184)

Language i# one of the o#t e##entia$ too$# 0no+n to an) It connect# u# to "eo"$e

ha$f+a% around the +or$d* "roduce# count$e## different dia$ect#* and give# individua$# the

o""ortunitie# to not on$% #ha"e the $ive# of other#* 'ut e,"re## the#e$ve# free$%) In % $ife*

dia$ogue i# an e$eent that continue# to o$d and #ha"e the "er#on I +ant to 'e) A# a %oung*

eager e$eentar% #tudent* I found %#e$f con#tant$% #ee0ing ver'a$ a""rova$) 9ind +ord# fro

"arent#* "rai#e fro teacher#* and of cour#e co"$ient# fro "eer# +ere of e,tree i"ortance

to e) Ho+ever* I did not rea$i.e the i"ortance of $anguage unti$ I graduated fro e$eentar%

#choo$) (% third grade teacher* (r#) (e##ec* har"ed on #"ecific +ord# and "hra#e# #he fe$t +ere

i"erative in the huan $anguage) 6hen a#0ed Can I go to the 'athroo;< #he +ou$d re#"ond

+itting$%* Can %ou;< After a +hi$e the "u..$ed face# +ent a+a% and each of u# a$+a%# a#0ed*

(a% I "$ea#e go to the 'athroo;< !he taught e the i"ortance of the +a% %ou #a% thing# and

the dra#tic change one +ord cou$d a0e)

The ne,t %ear % fourth grade teacher* (r#) Lin#cott* e,"$oited an a$ternative u#e of

$anguage in the c$a##roo) Con#tant$% deeaning the c$a##* "ointing out the fau$t# of

individua$#* and #"ecifica$$% te$$ing e that I needed to #to" 'eing a 0no+/it/a$$< +a# a dai$%

occurrence) The 'u# ride hoe in fourth grade induced cr%ing and running into the ar# of %

other fee$ing $i0e a he$"$e## fai$ure at #choo$) It +a# at thi# oent I rea$i.ed the i"act

$anguage can have on #ha"ing the identitie# of chi$dren and the i"ortance of carefu$$% crafting

%our +ord#* e#"ecia$$% in the c$a##roo)

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A# an a#"iring teacher* it i# % de#ire to in#ti$$ 0no+$edge* va$ue#* and a #en#e of #e$f/

+orth in each individua$ that enter# % c$a##) During % tie at Pea'od%* "articu$ar teacher#

and #ituation# have infu#ed #ii$ar characteri#tic# in e through in#"iring conver#ation# and

c$a##e#) The u#e of thought/"rovo0ing "ro=ect# and in#ightfu$ e,"erience# are va$ua'$e in diver#e

c$a##roo #etting#) >ne teacher in "articu$ar +e$coed e to a ne+ #choo$ and ne+ to+n +ith

o"en ar#) !he too0 e in* ade e fee$ #afe* and encouraged e to e'race % ne+

#urrounding# and gro+ to the 'e#t of % a'i$it%) Thi# teacher +a# % nurturer and e,e"$ifie#

+hat I 'e$ieve a$$ teacher# #hou$d e,hi'it) Teacher# are nurturer# +ho#e i##ion i# to deve$o"

the +e$$/'eing of chi$dren) Regard$e## of the age* it i# the re#"on#i'i$it% of a teacher to "$ant a

#eed in each chi$d at the 'eginning of their educationa$ career#) 6ith tie* $ove* and care the#e

#eed# #hou$d 'egin to #"rout characteri#tic# of 0no+$edge* inte$$igence* confidence* and

deterination) It i# the teacher-# re#"on#i'i$it% to a0e #ure that the #eed# are a'$e to gro+ and

f$ouri#h in their #etting) The 'e#t +a% to en#ure the care of each #eed i# through counication)

It i# the re$ation#hi" and counication I have e,"erienced 'et+een "rofe##or# and #tudent#

over the "a#t %ear that a$$o+# e to foru$ate % o+n o"inion a'out the +ord# I +i$$ uti$i.e in

% o+n teaching "rofe##ion)

>ver the "a#t #i, onth#* % "re#ence in t+o #"ecific c$a##roo# ha# great$% inf$uenced

% thought# a'out the ro$e and #"ecific dutie# of the teacher* ore #"ecifica$$%* % thought# on

teacher $anguage) Teacher $anguage refer# to the u#e of +ord#* "hra#e#* and tone to he$" #tudent#

engage in active $earning and create "o#itive #e$f/identitie#) It incor"orate# a#"ect# of

authenticit%* directne##* faith in chi$dren* action* and 'revit% 3Denton* 1??@4)

In % fir#t "racticu "$aceent* % teacher gra''ed her #tudent-# attention '% %e$$ing or

#creaing) !he fre5uent$% threatened the +ith ca$$# hoe to "arent# or 'ehaviora$


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con#e5uence# #uch a# #i$ent $unch)< Her coon "hra#e# inc$uded* Bou 0no+ %ou are never

going to get an%+here in $ife if %ou act $i0e that< and If %ou do not get 'ac0 in %our #eat in t+o

#econd# I a going to ca$$ hoe< It #eeed the #tudent# +ere una+are of her e,"ectation# and

on$% re#"onded +hen #creaed at) Thi# c$ear$% cau#ed the to fear and re#ent their "re#ence in

the c$a##roo +hi$e #iu$taneou#$% he$"ing the create a "oor #e$f/iage) !tudent# fe$t

inade5uate and he$"$e## in the c$a##roo) The% +ere fearfu$ of u"#etting the teacher rather than

e,cited a'out $earning) The teacher +a# de#tro%ing their deve$o"ing identit% a# an inte$$igent*

in5ui#itive e,"$orer)

>n the other hand* the teacher in % fir#t #tudent teaching "$aceent uti$i.ed "ractice#

fro Love and Logic) Thi# e"ha#i.ed #hared contro$* #hared thin0ing* 'a$ancing con#e5uence#

+ith e"ath%* and aintaining #e$f/conce"t) The ru$e# inc$ude u#ing enforcea'$e 'oundarie#*

"roviding choice# +ith $iit#* and a""$%ing con#e5uence# +ith e"ath% 3Fa%* ) Fa%* C)*

1??14) (% teacher focu#ed on encouraging the chi$d through o"en/ended 5ue#tioning* "o#itive

reinforceent#* and creating a #afe environent +here #tudent# fe$t $i'erated to #"ea0 free$%) %

o'#erving the difference# 'et+een the u#e# of teacher $anguage in the contra#ting #etting#* I

rea$i.ed the i"ortance of #"ecific $anguage in the c$a##roo and direct action# of the teacher

+ith regard# to it# affect on #ha"ing #tudent#- identitie#)

(% co"rehen#ive e##a% +i$$ addre## $earner# and $earning* the $earning environent*

curricu$u and in#tructiona$ #trategie#* and a##e##ent in the content area of teacher $anguage in

e$eentar% education) !"ecific $anguage* tone* attitude* and 'ehavior that focu# on "o#itive$%

reinding* redirecting* and reinforcing #tudent# are e##entia$ factor# that effect the inte$$ectua$

and eotiona$ deve$o"ent of a chi$d) The "ur"o#e for thi# "a"er i# to e,aine ho+ teacher#

uti$i.e the#e factor# in the educationa$ fie$d and the effect the% have on a chi$d-# inte$$ectua$ and


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of the chi$d through a#tering #0i$$#) The four ain idea# inc$ude #e$f/regu$ation* "rivate

#"eech* the .one of "ro,ia$ deve$o"entJ#caffo$ding* and coo"erative $earning 3!$avin* 1??4)

Un$i0e Piaget* there are no $eve$# to 'e acco"$i#hed< or te#t# to "a##) Deve$o"ent and

gro+th #o$e$% de"end on a chi$d-# a'i$it% to co"rehend and interna$i.e inforation +ith regard#

to re$ation#hi"# 'ui$t aong#t individua$# and interaction# +ith $anguage in #ociet%)

Shaping Positive Attitudes

6hen #tudent# enter a c$a##roo on the fir#t da% of #choo$* it i# i"erative that teacher#

under#tand the idea of ho+ chi$dren deve$o"* not on$% to get to 0no+ their #tudent#* 'ut to a##i#t

each chi$d-# =ourne% to+ard# identif%ing the#e$ve# a# a $earner) Teacher# need to under#tand

the +ord# the% u#e affect ho+ that chi$d change# and gro+# inte$$ectua$$% and eotiona$$%) Fir#t

and foreo#t* $anguage in the c$a##roo i# a +a% to identif% each uni5ue individua$ and ce$e'rate

their difference#) Teacher# u#t 0no+ their $earner# and 'ui$d re$ation#hi"# in order to en#ure

teacher $anguage i# avai$a'$e for "ractice) Thu#* if a teacher doe# not 'ui$d a re#"ectfu$* tru#ting

re$ation#hi" +ith each #tudent* the chi$d +i$$ have no concrete rea#on to $i#ten to the teacher)

According to ohn#ton 31??4 $anguage i# not ere$% re"re#entationa$ 'ut it i# a$#o con#titutive

eaning that it ha# the "o+er to actua$$% create rea$itie# and encourage uni5ue identitie#)

La'e$ing a chi$d '% #a%ing Bou are #o #art< i# e,tree$% different fro #a%ing Bou are #o

thoughtfu$)< >ne $a'e$# the chi$d a# "eranent$% e,i#ting at an inte$$ectua$ #tate that a% not 'e

a'$e to change* +hi$e the other offer# a co"$ient geared to+ard# the affective "er#"ective)

It i# the idea that teacher# u#e $anguage to 'ui$d "o#itive attitude# that ena'$e# chi$dren to

#ucceed in the c$a##roo) Focu#ing on direct and authentic $anguage that encourage# the chi$d to

thin0 inde"endent$% and creative$% rather than #i"$% #earching for the correct an#+er 'ui$d# a

#en#e of autono% and a "o#itive identit%) !ho+ing faith in chi$dren-# a'i$itie# and #trength#

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ean# ta0ing the tie to recogni.e and ac0no+$edge the thing# the% are doing +e$$) !"ecific

o'#ervation# and coent# #ho+ a chi$d that not on$% do +e have confidence in the a# a

"er#on* 'ut +e a$#o have confidence in their a'i$it% to thin0 and #o$ve "ro'$e# for the#e$ve#

3Denton* 1??4) >nce again it i# nece##ar% to 'e #"ecific and direct +hen #ha"ing a chi$d-#

attitude) In#tead of #a%ing I $i0e the +a% %ou did that "icture< %ou give encouraging and o"en/

ended #u""ort e,"$aining* I noticed %ou are tr%ing $ot# of different co$or# and it $oo0#

'eautifu$)< In#tead of 'ui$ding the chi$d-# identit% through their de"endence on %our a""rova$*

%ou are deon#trating ho+ %ou have noticed their #trength# and "er#i#tence in the c$a##roo)

Focu#ing on deve$o"ing a chi$d-# attitude through u#ing e,"$icit $anguage a$$o+# u# a# teacher#

to he$" the chi$d gro+ +ithout hindering their inde"endence)

Intrinsic Motivation through Praise and Feedback

6hen di#tri'uting "rai#e and feed'ac0 it i# once again i"ortant to 'e c$ear and direct

+ith %our +ord#) 6a%# to "rai#e a chi$d inc$ude #a%ing $e## and a#0ing ore) Rather than

#i"$% te$$ing a chi$d the% did a good =o'K a#0 the to e,"$ain +hat the% have done* or +h% the%

have added that detai$) Thi# o"en# a conver#ation that a$$o+# the #tudent to fee$ "roud of their

+or0* +hich #ha"e# "o#itive attitude#* and a$$o+# the to ref$ect on their +or0 rather than

#i"$% acce"t a co"$ient 3(i$$er Tove%* &774) A# teacher#* +e give either fi,ed "rai#e or

a$$ea'$e "rai#e) Fi,ed "rai#e focu#e# on inte$$igence a# a trait that e,i#t# +hi$e a$$ea'$e "rai#e

high$ight# the "o##i'i$it% of change and "rogre## in $earning 3VanDe6eghe* 1??84) In our

$anguage a# a teacher* +e u#t e"ha#i.e a$$ea'$e "rai#e '% focu#ing on 'ui$ding a chi$d-#

confidence through "o#itive feed'ac0) Rather than high$ighting fau$t# and di#tri'uting 'ad

grade#* +hich #ugge#t# that the% have fai$ed 'ecau#e the% are du'* +e u#t encourage a chi$d

to continue "ro'$e #o$ving +hich +i$$ 'ui$d their confidence in their o+n a'i$itie#)


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Through "rai#e and feed'ac0 that encourage# intrin#ic otivation* teacher $anguage he$"#

create "o#itive attitude# and #ha"e identitie# of $earner# in the c$a##roo) Ho+ #tudent# "erceive

their teacher-# a'i$it% to counicate effective$% i# a direct re"re#entation of #tudent#- intrin#ic

otivation 3Noe$#* C$eent* Pe$$etier* &7774) (an% tie#* #tudent# enter #choo$ intrin#ica$$%

otivated 'ecau#e the% are e,cited a'out $earning and curiou# a'out the +or$d the% $ive in)

Ho+ever* a# tie goe# '% thi# fee$ing #$o+$% diini#he#) A# teacher#* the $anguage +e u#e in

our c$a##roo# #hou$d incite the curio#it% of %oung chi$dren and create an inert "a##ion for

e,"$oration) (ani"u$ating our +ord# in a "o#itive +a% re#u$t# in intriguing a chi$d-# curio#it%)

Let-# #ee ho+ an% co$or +ord# +e can find< or Ho+ an% different c$oud #ha"e# can %ou

#ee in the #0%;< a$$o+# u# to #"ar0 a chi$d-# intere#t '% #i"$% changing our +ord#) In#tead of

deanding that a chi$d +rite the nae# of a$$ the co$or# or identif% the nae# of c$oud# and

#ha"e#* %ou are teaching +ith the u#e of "$a%fu$ gae# that he$" the #ee $earning a# an

en=o%a'$e and e,citing ta#0 rather than a deanding chore 3(ar#ha$$* &7@4)

Language otivate# the chi$d inherent$% and e"ha#i.e# "erforing for no other rea#on

than to fee$ good a'out %our#e$f and the #ati#faction of co"$eting the action 3Noe$#* C$eent*

Pe$$etier* &7774) Focu#ing the attention on the chi$d and acco"$i#hing the ta#0 #i"$% for their

o+n "$ea#ure encourage# intrin#ic otivation) Finding +a%# to intrigue the chi$dren +ith %our

+ord# and engage# the in $earning) In Dr) Hof+o$t-# !CED 81?* +e di#cu##ed the i"ortance

of the $earning c%c$e) The fir#t "ha#e* e,"$oration* e,"$ain# that the =o' of the teacher i# to u#e

e,citing* authentic* engaging $anguage to gra' the #tudent-# attention and #"ar0 their intere#t)

De#cri'ing a di#a#trou# "ro'$e in the environent that on$% the #tudent# can he$" #o$ve* or

"o#ing a conundru the chi$dren u#t inve#tigate he$"# create curio#it% +ithin the $earner) It i#

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+ith carefu$$% "$anned +ord# that +e can he$" #ha"e the#e e##entia$ characteri#tic# in gro+ing

$earner#)

Li0e V%got#0%* I 'e$ieve chi$dren-# inte$$ectua$ and eotiona$ deve$o"ent i# de"endent

on interaction# +ith "eer# and e#"ecia$$% adu$t#) In "ractice* I fee$ that it i# nece##ar% to

recogni.e the i"ortance of %our ro$e a# not on$% a teacher* 'ut a$#o entor* guide* and ro$e

ode$) Ever%thing #aid in the c$a##roo i# going to #ha"e and o$d the %oung ind# of our

#tudent#) A# I antici"ate % fir#t %ear in the c$a##roo* I under#tand the i"ortance of %

$anguage in #ha"ing "o#itive identitie# and encouraging $ife/$ong $earning) eing incredi'$%

o'#ervant and voca$ a'out each individua$ #tudent i# nece##ar%) Noticing that !a$$% "ut forth a

$ot of effort on her art+or0 and a#0ing her to e,"$ain ho+ #he dre+ tho#e 'utterf$ie# to the c$a##

encourage# a "o#itive #e$f/iage for her) It a$#o re$a%# % confidence in her a# a #tudent)

Letting #tudent# 0no+ that %ou care a'out each one of the and 'e$ieve the% have the "o+er

+ithin the to 'ecoe e,ce"tiona$ #tudent# i# ho+ +e he$" create #tudent#- identitie#)

Li0e+i#e* the u#e of "rai#e and feed'ac0 i# a$#o critica$ a# a fir#t %ear teacher) In % o+n

e,"erience* I a ore $i0e$% to te$$ #tudent# the% are a$+a%# doing a good =o' rather than 'eing

e,"$icit) It i# i"ortant to te$$ #tudent# e,act$% +hat the% are doing +e$$ and a#0 the to ref$ect

on their o+n +or0 #iu$taneou#$%) Recogni.ing #tudent#- achieveent# +hi$e deterring the

fro $oo0ing to %ou for a""rova$ i# the ain goa$) Fo#tering a #en#e of curio#it% and intrigue

a'out #choo$ i# another +a% I +i$$ craft % $anguage to intrin#ica$$% otivate #tudent#) In#tead

of a#0ing chi$dren to read cha"ter five in their #cience 'oo0* I +ant to ta0e the on a =ourne%

through the #o$ar #%#te a#0ing the to "onder +hat cou$d have "o##i'$% ha""ened to P$uto;

6a# it #to$en; Did it di#a""ear; A#0ing the to 'ecoe #cienti#t# re#"on#i'$e for di#covering

the an#+er# to %#teriou# 5ue#tion# 0ee"# education en=o%a'$e a# the% gro+ o$der)

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Learning Environent

Tone and Attitude

A# "art of 'ui$ding the ca#e for #ho+ing ho+ teacher $anguage* tone* attitude* and

'ehavior high$ight the i"ortance of the $earning environent in the c$a##roo* I +i$$ ca$$ u"on

ane Ne$#on* i Fa%* and Char$e# Fa%) In +hat +a%# doe# teacher $anguage #"ecifica$$% effect

the creation of a c$a##roo environent and counit%; Are there #"ecific +a%# to en#ure that

+e fo#ter #tudent# $earning; Ne$#on 31??14 focu#e# on the i"ortance of creating a #afe

environent +here the teacher i# a nurturer and #tudent# co$$a'orate +ith teacher# on deci#ion#)

Thi# #afe environent in#"ire# #tudent-# e,citeent of $ife and $earning rather than induce fear

of hui$iation and fai$ure) oth tone and attitude are e##entia$ co"onent# +hen creating a #afe

and +e$coing environent for %our #tudent#)

Ne$ Nodding# 3&7714 'e$ieve# that individua$ #trength# #hou$d 'e cu$tivated in an

environent of caring* not one of co"etition) !"ecific idea# are caring for the #e$f* for the

inner circ$e* for #tranger# and di#tant other#* for the huan/ade +or$d* and for the +or$d of

idea#) Her i##ion i# to #ho+ that education created through caring* "o#itive attitude# "roduce# a

ore effective $earning environent) (ode$ing a +ar* caring tone #ho+# %our #tudent# the

acce"ta'$e +a% to ta$0 to one another in the c$a##roo) 6hi$e there i# o#t certain$% a tie for a

ore #tern voice* it i# i"ortant at the 'eginning of the %ear to #et goa$# and e,"ectation#) The

#"ecific tone of voice $et# our #tudent# 0no+ ho+ +e are fee$ing even ore than the actua$

+ord#) For e,a"$e* if +e #a%* Bou are a$$ going to get a$ong< in a atter/of/fact 0ind of voice*

it defeat# the "ur"o#e of e#ta'$i#hing friend#hi" in the c$a##roo) Chi$dren are "articu$ar$%

re#"on#ive to the different tone# of our voice #o it i# i"erative to atch the tone of our voice to

the o'=ective our +ord# are tr%ing to conve% 3Denton* 1??4)

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!ii$ar to Ne$#on-# "hi$o#o"h%* i and Char$e# Fa% 31??14 have created their o+n

"hi$o#o"h% +hich e"ha#i.e# the i"ortance of #etting $iit# +ith enforcea'$e #tateent# +ithin

the $earning environent and 5uic0 and ea#% "reventative intervention# that he$" #tudent# o+n

and #o$ve their "ro'$e#) Thi# i# i"erative +hen creating an environent +here #tudent# +i$$

interact and gro+ throughout the %ear) The 5uic0e#t +a% to $o#e "o+er +ith %our #tudent# i# '%

te$$ing the +hat to do and acting a# the authoritative* a$$/0no+ing "o+er in the c$a##roo)

6ith enforcea'$e #tateent# #uch a# I a##ign fu$$ credit to #tudent# +ho co"$ete their "a"er#"en/ended

5ue#tioning i# a for of teacher $anguage that tran#fer# acadeic re#"on#i'i$it% fro the teacher

to the #tudent 'ui$ding on #i"$e o'=ective# to ore co"$e, thought#) Uti$i.ing effective o"en/

ended 5ue#tion# a$$o+# the teacher to a##i#t the chi$d in deve$o"ing and uti$i.ing higher order

thing #0i$$# to #%nthe#i.e and eva$uate inforation 3!$avin* 1??4)

The re#"on#e# fro chi$dren guide further in#truction and #hou$d ove the conver#ation

for+ard) According to 6a$#$e% A$$ington 31??4 teacher# u#e their 0no+$edge of $iterac%

deve$o"ent to decide +here to go ne,t* +hen to intervene and +hen not to* and ho+ to ode$

and e,"$ain #trategie# in +a%# that chi$dren can a0e their o+n inference#) The "ur"o#e of

o"en/ended 5ue#tion# i# to a##i#t %our chi$dren +ith deve$o"ing their o+n co"rehen#ion

#trategie# and 'ecoing inde"endent thin0er#) 6or0ing +ithin the .one of "ro,ia$

deve$o"ent and 0no+ing ho+ 5uic0$% to ove fro #i"$e to co"$e, 5ue#tioning i# re$iant

on #tudent#- re#"on#e#)

E'edded 5ue#tion# are another for of o"en/ended 5ue#tion# that offer# e,tra #u""ort

for #trugg$ing reader# +ho need "ractice in thin0ing their +a% through +hi$e reading 3Fordha*

1??4) E'edded 5ue#tioning he$"# 'ridge the ga" 'et+een the #trategie# the% can u#e to

deve$o" 5ue#tion# a# +e$$ a# he$" encourage #e$f/onitoring #0i$$#) It i# the teacher-# =o' to

guide #tudent# under#tanding +ith 5ue#tion# de#igned to he$" the thin0 ore effective$%

3Fordha* 1??4) !erving a# a guide he$"# deve$o" #e$f/efficac% and a #en#e of urgenc% +ithin

each individua$ #tudent that he$"# 'ui$d confidence a# a reader and a $earner)

In % o+n e,"erience I rea$i.e the i"ortance of 5ue#tioning 'oth 'ehaviora$ and

acadeic in#truction in the c$a##roo) efore attending Vander'i$t* % "hi$o#o"h% of teaching

focu#ed on teacher# a# a$+a%# #+eet* caring* and 0ind to their #tudent#) That eant never rai#ing

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their voice* a$+a%# a#0ing "o$ite$%* never "uni#hing a chi$d or a0ing the fee$ 'ad) 6hi$e

uch of % "hi$o#o"h% #ti$$ ho$d# #trong* I found that the +a% I +a# actua$$% "utting %

"hi$o#o"h% in "ractice +a# ineffective) (an% tie# I +ou$d a#0 chi$dren to #it 5uiet$% and

threaten to ta0e tie off fro rece## 'ut never actua$$% fo$$o+ through for fear the% +ou$d not

$i0e e) I +a# a$#o con#tant$% a#0ing chi$dren to do thing# re"eated$%) (% $anguage dra#tica$$%

changed after % e,"erience in EDUC 871 and #econd #tudent teaching "$aceent) I* a$ong

+ith "rofe##or# and c$a##roo teacher# fre5uent$% uti$i.ed "hra#e# #uch a# 6hat i# the

a""ro"riate 'ehavior +hen co$oring< and !ho+ e +hat %ou need to 'e doing right no+): The Love and Logic Pre## Inc)

Fordha* N)6) 31??4) Crafting 5ue#tion# that addre## co"rehen#ion #trategie# in content

reading)'ournal o# Adolescent ( Adult )iteracy* 734* 87?/87@)

Gee* )P) 3&774) !ocia$ Lingui#tic# and Literacie#: ideo$og% in Di#cour#e#) London: Fa$er

Pre##)

Gute0* G)L) 31??4) Phi$o#o"hica$ and Ideo$ogica$ Voice in Education) o#ton* (A: Pear#on

Education* Inc)

ohn#ton* P) 31??4) Choice 6ord#: Ho+ out Language Affect# Chi$dren-# Learning) Port$and*

(E: !tenhou#e Pu'$i#her#)

Lind5ui#t* T) 31??14) !eeing the 6ho$e through !ocia$ !tudie#* 1 ndedition) Port#outh* Ne+

Ha"#hire: Heinean)

(ar#ha$$* H)H) 3&7@4) (otivationa$ !trategie# of Three Fifth/Grade Teacher#) The "lementary

School 'ournal* 314* &8/&?)

1


27/27


(i$$er* E)* Trove%* R) 3&774) (otivation* Achieveent* and Te#ting) Ca'ridge* (A:

Harvard Co$$ege)

(ue$$er* P)N) 31??&4) Lifer#: Learning fro At/Ri#0 Ado$e#cent Reader#) Port#outh* NH:

Heineann)

Ne$#on* ) 31??14) Po#itive Di#ci"$ine in the C$a##roo) Ne+ Bor0: Rando Hou#e Inc)

Nodding#* N) 3&7714) The Cha$$enge to Care in !choo$#: An A$ternative A""roach to Education)

Ne+ Bor0* NB: Teacher# Co$$ege Pre##)

Noe$#* 9)A)* C$eent* R)* Pe$$etier* L)G) 3&7774) Perce"tion# of Teacher#- Counicative

!t%$e and !tudent#- Intrin#ic and E,trin#ic (otivation) The Modern )anguage 'ournal*

83i4* 18/8)

Reiche$* A)G) 3&774) Perforance A##e##ent: Five Practica$ A""roache#) Science and

Children* 81314* 1&/1

!$avin* R)E) 31??4) Educationa$ P#%cho$og%: Theor% and Practice) o#ton* (A: Pear#on

Education* Inc)

VanDe6eghe* R) 31??84) Re#earch (atter#: !tudent# Vie+# of Inte$$igence* Teacher# Prai#e*

and Achieveent) The "nglish 'ournal* 78314* @?/@)

6a$#$e%* !)A)* A$$ington* R)L) 3&774) No Muic0 Fi,: Rethin0ing Literac% Progra# in

Aerica# E$eentar% !choo$#) Language and Literac% !erie#) Ne+ Bor0 Cit%* NB:

Teacher# Co$$ege Pre##)

6ert#ch* ) 31??4) Fro !ocia$ Interaction to Higher P#cho$ogica$ Proce##: A C$arification and

A""$ication of V%got#0%-# Theor%) +uman Development* &3&4* /@7)

1@

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Effective Teacher Language