Communicating

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Communicating

Clear communication is vital for student learning, even more so in the subjects of math and science.  It is essential for students to learn to speak mathematically and scientifically clearly and with accurate vocabulary.  This is especially true as learning the “why” behind solving problems becomes a higher focus in 6th grade, a student’s first experience in a secondary grade level.  One of the best ways for students to learn to communicate well when explaining themselves mathematically and scientifically is by observing their teacher do the same on a daily basis.  As I teach, I am highly aware of the way I am saying things.  What words am I using as I discuss a math operation?  Are they accurate to what we are doing?  Do they clearly explain my why behind our solution?  Am I qualifying my answers with the correct units?  I need to be a daily reinforcer of precise mathematical and scientific terms.

Nonverbal skills are another critical component of teaching, even more than verbal communication.  According to studies conducted by Diane Menke Pence, a Graduate Intern at Eastern Illinois University Department of Counseling and Student Development, “Up to 85% of communication is nonverbal.”  Mastering Nonverbal Communication in Teaching Relationships  So, my body language, facial expressions, eye accessing cues, attending skills, such as visual/eye contact, vocal qualities, verbal tracking and selective attendance, all come into play while working with my students.  What I don’t say can be even more powerful than what I do say!  Do students view me as committed to their learning? Am I meeting them where they are with regards to their interests, age, and backgrounds?  Am I sincere in my willingness to help them succeed?  Do I put effort into my work so that they can see that their learning is valued?

In my teaching, I always foster active student inquiry and higher-order thinking and problem solving.  It is particularly important to bring math and science concepts into real world situations that my students can encounter.  Otherwise, students tend to see these subjects as useless except for those going into a math or science field of study later in life.  In addition, I work to frame questions so that my students must reflect upon their understanding of what we are learning, not just spit back answers to me.  Obviously with math, there is a time for practicing the solving of algorithmic problems, but making sure to always incorporate some form of a higher level, reflection questioning is appropriate and necessary. 

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