{"id":343,"date":"2016-03-28T20:46:19","date_gmt":"2016-03-28T20:46:19","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/educationalpsychology\/?post_type=chapter&p=343"},"modified":"2016-03-28T20:46:19","modified_gmt":"2016-03-28T20:46:19","slug":"the-bottom-line-messages-sent-messages-reconstructed","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-educationalpsychology\/chapter\/the-bottom-line-messages-sent-messages-reconstructed\/","title":{"raw":"The bottom line: messages sent, messages reconstructed","rendered":"The bottom line: messages sent, messages reconstructed"},"content":{"raw":"As we have explained in this chapter, teachers and students communicate in multiple, overlapping ways. Communications may often be expressed in words\u2014but not necessarily and not completely. They may be organized into lectures, questions, discussions, or group projects. They tend to be expressed in particular language registers that we have called simply teacher talk and student talk. All things considered, communication obviously serves a wide range of teaching and learning tasks and activities, from stimulating students\u2019 thinking, to orchestrating classroom routines, to managing inappropriate behaviors. It is an intrinsic part of the parts of teaching that involve interaction among class members.\r\n\r\nNote, though, that teaching consists of more than interaction among class members. There are times when teachers prepare lessons or activities, for example, without talking to students or anyone else. There are also times when they develop their own skills as teachers\u2014for example, by reading and reflecting, or by attending professional development seminars or workshops\u2014which may involve communication, but not in the sense discussed in this chapter. It is to these other parts of teaching that we turn in the next chapter.\r\n
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Exhibit 1: Year one: Kelvin's lecture notes<\/h3>\r\n

Nature and Purposes of Children\u2019s Play<\/h4>\r\n
    \r\n\t
  1. Introduction to topic: What do we mean by play?\r\n
      \r\n\t
    1. excess energy<\/li>\r\n\t
    2. seeking stimulation\u2014relieve boredom<\/li>\r\n\t
    3. escape from work<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
    4. Six qualities defining play\r\n
        \r\n\t
      1. intrinsic motivation<\/li>\r\n\t
      2. attention to the process, not the product<\/li>\r\n\t
      3. non-literal behavior\u2014make-believe<\/li>\r\n\t
      4. no external rules<\/li>\r\n\t
      5. self-governed<\/li>\r\n\t
      6. active engagement<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
      7. Implications for teaching\r\n
          \r\n\t
        1. devise activities with play-like qualities<\/li>\r\n\t
        2. learn by watching children playing<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/div>\r\n
          \r\n

          Exhibit 2:\u00a0Year three: Kelvin\u2019s question-and-answer notes<\/h3>\r\nNature and Purposes of Children\u2019s Play\r\n
            \r\n\t
          1. Introduction to topic: What do we mean by play? [First ask 1\u20132 students for their own answers to question.]<\/em>\r\n
              \r\n\t
            1. excess energy [Ask: What evidence is there for this?] <\/em><\/li>\r\n\t
            2. seeking stimulation\u2014relieve boredom [\u2026or for this?] <\/em><\/li>\r\n\t
            3. escape from work<\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
            4. Six qualities of children\u2019s play [Invite students\u2019 definitions, but keep them brief.]<\/em>\r\n
                \r\n\t
              1. intrinsic motivation<\/li>\r\n\t
              2. attention to the process, not the product<\/li>\r\n\t
              3. nonliteral behavior\u2014make-believe<\/li>\r\n\t
              4. no external rules<\/li>\r\n\t
              5. self-governed<\/li>\r\n\t
              6. active engagement [Can you think of examples and\/or counterexamples of each quality?] <\/em><\/li>\r\n<\/ol>\r\n<\/li>\r\n\t
              7. Implications for teaching\r\n
                  \r\n\t
                1. devise activities with playlike qualities [What activities have you already seen as a student teacher?] <\/em><\/li>\r\n\t
                2. learn by watching children playing [How could you do this? Invite suggested strategies from students.]\u00a0<\/em><\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/div>\r\n
                  \r\n

                  Exhibit 3:\u00a0Year eight: Kelvin\u2019s discussion notes<\/h3>\r\n

                  Nature and Purposes of Children\u2019s Play<\/h4>\r\n