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This reflection discusses the importance of teacher talk, including giving clear instructions and using positive praise. It provides examples of how a teacher gave step-by-step instructions for an activity and used both public and private, specific and non-specific praise when students were behaving well or completing tasks. The reflection also notes that clear instructions help students understand what to do and positive praise encourages students. It discusses how negative praise can make students feel angry or confused, while positive praise makes them feel happy and motivated to improve.

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41 views8 pages

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This reflection discusses the importance of teacher talk, including giving clear instructions and using positive praise. It provides examples of how a teacher gave step-by-step instructions for an activity and used both public and private, specific and non-specific praise when students were behaving well or completing tasks. The reflection also notes that clear instructions help students understand what to do and positive praise encourages students. It discusses how negative praise can make students feel angry or confused, while positive praise makes them feel happy and motivated to improve.

Uploaded by

api-282000456
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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TP (5):

This reflection is about:


{teacher talk- instruction & positive reinforcement}.

Firstly:

Table1. Giving instructions-(talk during one whole activity or lesson):

Teacher talk at the beginning of the activity


Starting the activity:
How does the teacher get
the childrens attention?

step by step: (write the exact words the teacher used)

Giving instructions for the


activity :

step by step: (write the exact words the teacher used)

-In the morning my MRS used ring the bell to get students attention.
Moreover, she prefer to change the style of how she can get attention
every day so, sometime she clap her hands. In this two ways students
understand they should be focus to their teacher.

- MST say :(okay, today we will draw the number( eight). Then we
will start to color it in different colors).

teacher talk during the activity


What does the teacher say? step by step:
- Every day their teacher has new activities. For instance, the activity
told they should follow the shapes in the order so triangle then square
after that circle. MTS told students listen carefully we will follow the
shapes first triangle second square and the third one is circle okay!!

How do the children


respond?

step by step:
- The understand what they should do exactly. They said okay.

How does the teacher stop


the children during what
they are doing? What does
the teacher say?

step by step:
- She claps her hands and say okay everybody listen to me please !!

Misbehaviour
What was the learner
doing?

- For example, Hoda was played and she didn't focus with teacher and
shy try to talk to other students.

What did the teacher say?

step by step:
- She said I like the way of Mohammed attention well done
Mohammed.

How did the child


respond?:

-In the same time she looked to her friend and she being to be quiet
and good listener.

teacher talk at the end of the activity


How does the teacher stop
the children during what
they are doing? What does
the teacher say?

step by step:

How do they respond?

step by step:
- They understood that they should to clean the table of the stuff that
they had it and concentrate with teacher by siting quietly .

- She ring the bell and she say time is up, and she sing a song about
the time.

Secondly:

Table2. Teacher talk praising the student(s):

Examples

When the child(ren)..

The teacher said

Type of praise
(Public/private/ nonspecific /specific /
conditional /
unconditional)

- look at the example

...put his things away


tidily and quickly

...well done, Ali, you put


your things away very
quickly and nicely.

Private/ specific/
unconditional

First.

... sit quietly please.

..good job,Karim and

Public/non-specific/

Gazy you are good

unconditional

students.
Second.

...can you read

.. Well done,

Public/ specific/

stories .

everyone I can you

unconditional

see you are good


listener because you
read story.
Third.

...try to draw oval.

Good job , Lily, you

Private/specific/

draw a hug oval. I

conditional

hop you can do it


tomorrow.
Fourth.

...walk in line.

Well done, all of you

Public/specific/

are good students you unconditional


are walking in the
line good.
Fifths.

...sit as a circle.

Okay, good

Public/ non-specific/
conditional

Finally:

- This table about (negative praise):

Example:
Dont run!

Postive way to say it:


Please walk!

- Don't scream!!

- Please be quiet!

- Don't move!!

- Please stop!

- Don't hit!!

- Please be friendly!

- Don't cry!!

- Be happy!

Questions
about teacher talk:

1D i s c u s s t h e i m p o r t a n c e o f t e a c h e r t a l k ( g i v i n g
c l e a r i n s t r u c t i o n s a n d u s i n g p o s i t i v e p ra i s e )

- As we know it is important for teacher to give


students clear instructions and using positive
p ra i s e f o r m a n y r e a s o n s . F i r s t l y, i t w i l l b e e a s y
for students to understand the instructions
step by step. In addition, by clear instructions
s t u d e n t s t h e y c a n f o l l o w s t e p s i n c o r r e c t w a y.
S e c o n d , t h e p o s i t i v e p ra i s e m a k e s t u d e n t s t o
improve their skills and they will feel excited
about it.

2-

Discuss what will be easy for you and what


will be difficult for you about using positive
p ra i s e a n d g i v i n g c l e a r i n s t r u c t i o n s .
I n p o s i t i v e p ra i s e : I b e l i e v e t h a t i t w i l l b e
easy to my when I want to improve students
skills. Because, probably all kids like when
y o u p ra i s e t h e m . H o w e v e r, i t w i l l b e d i f f i c u l t
to me in one situation, when they cannot
comfortable with it.
-giving clear instructions: - it will be easy in
t h e d ra w i n g b e c a u s e I c a n e x p l a i n s t e p s
clearly and easily to understand it. On the
other hand, in the subjects. That is mean,
there are many steps to do it and children
c a n n o t c o n c e n t ra t e a n d r e m e m b e r i t . T h e y
still have not big memory to remember a lot
of things.

3-

Discuss what happens when a teacher does not


g i v e c l e a r, s p e c i f i c , s t e p b y s t e p i n s t r u c t i o n s .
- Students have small ability to get a lot of
i n f o r m a t i o n . S o w i t h n o c l e a r, s p e c i f i c , s t e p b y
step instructions will confuse what they should
do in instructions. Also, they will not exited
with their teachers.

4 D i s c u s s a t i m e w h e n y o u r e c e i v e d n e g a t i v e p ra i s e
from someone. How did it make you feel? Did
your behaviour improve?
- I n f o u r w e e k s a g o I g o t n e g a t i v e p ra i s e f r o m m y
friend. We were in classroom,and we worked as
group to design boxes. She didn't like my work
and she screamed. I shocked and I felt angry in
that time.I didn't know what my fault and I asked
my self why she was shout what
happened..!!.with that I couldn't improve my
skills.

5 D i s c u s s a t i m e y o u g o t p ra i s e d f o r s o m e t h i n g
you did well. How did it make you feel?
W h e n I w a s i n g ra d e n i n e I h a t m a t h e m a t i c s
because I couldn't deal with difficult questions.
T h e n , w i t h p ra c t i c e I i m p r o v e d m y s k i l l s i n i t
and my teacher was glad. I remember that she
a l w a y s p ra i s e d m e . G o o d j o b A t i q a k e e p g o i n g .
S h e E n c o u ra g e d m e i n h e r s u b j e c t a n d I f e l t
happy and excited to get all the answers right.

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