{"id":344,"date":"2016-03-28T21:22:14","date_gmt":"2016-03-28T21:22:14","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/educationalpsychology\/?post_type=chapter&p=344"},"modified":"2016-03-28T21:22:14","modified_gmt":"2016-03-28T21:22:14","slug":"chapter-summary-8","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-educationalpsychology\/chapter\/chapter-summary-8\/","title":{"raw":"Chapter Summary","rendered":"Chapter Summary"},"content":{"raw":"Because communication in classrooms is more complex and unpredictable than in many other situations, it is important for teachers to understand its unique features and functions. It is helpful to think of classroom communication as serving a mixture of three purposes at once: content talk, procedural talk, and behavior control talk. It is also helpful to recognize that classroom communication has elements that are not only verbal, but also nonverbal and unintended.\r\n\r\nTo be effective in using verbal communication, teachers need to use appropriate instructional strategies related to content, such as using advance organizers, relating new information to prior knowledge, and organizing new information on behalf of students. It includes strategies that assist students to communicate, such as inquiry learning and cooperative learning. To communicate well about procedures and about the behaviors expected of students, teachers need a variety of management techniques. To be effective in using nonverbal communication, teachers need to use appropriate eye contact, allow ample wait time between speaking turns, and be aware of the effects of social distance on students.\r\n\r\nStructures of participation influence communication by facilitating particular patterns of speaking and listening, while at the same time making other patterns less convenient or disapproved. Four common participation structures are lectures, questions-and-answers, classroom discussions, and group work.\r\n
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Further Resources<\/h3>\r\n