Bettering Oral Communication Through Body Language

   

Picture Source

   Body language between student and teacher is highly important for oral communication. If a teacher cannot connect with a student or vice versa, then no sense of engagement can be created. When a teacher presents poor body language with their students, this can be problematic and impact their learning. Students strive in positive environments, where oral communication plays a large factor in their learning.

Picture Source

   Eye contact is a a crucial aspect of communication, which promotes comfort and a sense of purpose. Students can tell alot by how a teacher orally communicates with their eyes. Eyes are windows to one's emotions and insecurities. Students will struggle communicating orally to a teacher, who can not demonstrate proper eye contact. Students require a space of safety and trust to be able to communicate effectively at school.

 

Video Source

   In this video, an example of poor eye contact is expressed. The speaker in the video talks about an observation in a classroom full of ESL students. She expresses a situation, where a teacher did not make proper eye contact with any of their students while orally communicating. This negatively impacts student learning. The speaker strongly expresses how eye contact is one of the most important elements in oral communication.

Picture Source

   Body language can also be how you present yourself physically to the class. If you are not directed toward your audience, oral communication will be weak. Fidgeting, shaking, swaying are all distractive behaviours, which do not benefit effective communication. As educators, we need to be strong in our own oral communication in order for our students to grow in theirs. Setting a good example, and being a positive role model is needed in our teachers for student success.

Picture Source

   Body language plays into one's attitudes while orally communicating. If a teacher shows that they are upset or frustrated with their class, students will not want to engage in communication. It is difficult to approach someone who does not care about what they speak. This can be seen before oral communication is gauged, which is setting poor connections before information is even delivered. Examples can be how the body is turned to the audience, where the arms are placed, and the facial expressions the speaker indicates. This only creates an insecure learning setting so promoting a positive body posture, positive emotions, and open arms are key to successful oral communication.

Video Source

   This video shows some great tips to improve your body language toward your audience as a speaker. The man in the video is a world-class public speaker, providing skills which would improve your oral communication. Keeping your body open, and welcoming your hands in front of your body are some skills you can utilize to better oral communication.


 


 



Picture Source

   Personally as a singer, my job is to orally communicate a message through song to the audience. Everything that I have expressed in my blog encircles how I must present myself to the audience. Good posture, positive attitude, open arms, and eye contact are key to a successful performance. I would recommend for those that have a difficulty orally communicating to sing as an exercise. As a developing teacher, I may use this idea in future classroom practices to help with student communication skills.

Picture Source

   Let us make connections to the Grade 8 Ontario Language Curriculum! This blog expresses the third overall expectation of oral communication, "reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations" (page 138, Ontario Ministry of Education). The specific expectation 2.5 of oral communication, "identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning," (page 140, Ontario Ministry of Education) ties in well with this overall expectation and blog too. Individuals can use my blog to improve these expectations, giving them both ideas and points of reflection toward their own oral communication skills.

As educators, we must be strong in our oral communication skills for both our students and ourselves. Teachers are role models, and must set a good example for students. This blog houses good tips for students to improve upon their oral communication, promoting success in and around the classroom.

Writing Strand: The Greats

The Greatness in Writing

   Great writers and their literature have strongly influenced the world. Their writings have evolved  into what it has become today. The beautiful thing about teaching language in the classroom is that the teacher can utilize these great writers and incorporate their works into lesson plans. By studying and reading their writings, students have only improved their abilities. In my school experience, teachers have always encouraged me to pick up a book and read. They have always been open to suggesting works that would interest and influence one's writing.

                               Image Source

   Let's take a look at the Ontario language curriculum and search for some expectations that we could use in the grade 5 classroom. While students analyze the works of writers to strengthen their own. This can relay into the following overall expectation, "reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process" (Ontario Government, page 100). By students reflecting upon great works presented in the classroom, students will be able to strengthen their areas of writing. Specific expectations that can be used are in section four, "Reflecting on Writing Skills and Strategies" (Ontario Government, page 102). The two I have selected from this section are:

4.1 Metacognition: "identify what strategies they found most helpful before, during, and after writing and what steps they can take to improve as writers" (Ontario Government, page 102)

4.3 Portfolio: "select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choices" (Ontario Government, page 102)

                                Image Source

Now let's look at some great writers and their works to brainstorm lesson plans, encompassing writing strands. I have chosen three to explore in this blog.

Moby Dick by Herman Melville

Image Source
"This now-famous book about a man's hunt for the great whale is considered one of the greatest American novels ever written. Moby Dick is heavy on symbolism, but is also famous for the detailing of the whaling industry in the 19th century and its many different narrative styles and structures." (OEDb, 2019)- Quote Source

Students can read 'Moby Dick' while focusing on the various, iconic narratives throughout the novel. As a learning activity, students can create a character who does not exist in the actual story and write a narrative. The goal is to expand their writing style, while still being enveloped in Melville's world.


The Complete Works of William Shakespeare

Image Source
"William Shakespeare is often considered the greatest writer in the English language and the greatest dramatist in all of history. The characters, stories, and language have taken hold of readers for hundreds of years and have greatly contributed to shaping modern culture. Shakespeare's complete works have been translated into every major language and are still enjoyed around the world." (OEDb, 2019)- Quote Source

Students can write reflections on how Shakespeare's writing is influential to them. How the understanding of his writing style can build toward their own. Lastly, what they found most useful in his style of writing, which they could add to their own.

The Old Man and the Sea by Ernest Hemingway 

Image Source
"As all the novels Hemingway published in his life, The Old Man and the Sea typically reflects his unique writing style. The language is simple and natural on the surface, but actually deliberate and artificial. Hemingway’s style is related to his experience as a journalist. The influence of his style is great all over the world."
(Yaochen Xie, 2008)- Quote Source

Hemingway's iceberg writing technique greatly influenced, 'The Old Man and the Sea." Students can study this writing style by reading the novel, and writing their own stories through inspiration of the book.



                               Image Source

Reading can foster great writing. By analyzing readings, great writing can be understood and influenced. I hope my blog has expanded your thinking on teaching writing in the classroom. Students can grow as writers through the many greats that came before them.

Reading Blog: Poetry Meets Reading Comprehension

The world of poetry has always fascinated me as a reader. The way information can be portrayed and how words can be brought to life on the page. Readers are able to develop different perspectives and build upon reading comprehension skills. I have a fond memory of my grade school days, where a teacher introduced me to a Robert Burns poem, ‘A Red, Red Rose.’

"O my Luve's like a red, red rose

That’s newly sprung in June;

O my Luve's like the melodie

That’s sweetly play'd in tune.

As fair art thou, my bonnie lass,

So deep in luve am I:

And I will luve thee still, my dear,

Till a’ the seas gang dry:

Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun:

I will luve thee still, my dear,

While the sands o’ life shall run.

And fare thee well, my only Luve

And fare thee well, a while!

And I will come again, my Luve,

Tho’ it were ten thousand mile."

                                                                                                                                                                                               image source

                       ^Sourced from americanliterature.com

This poem truly expresses one’s love through symbolism and descriptive writing. In my experience, this poem involved the class to read and reflect on what they believed the writer was expressing. This brought many great reading traits which built upon vocabulary development and fluency. Poetry brings about a different meaning of text in a reader. Students think creatively and outside of the box, which all teachers love to see.

Another great poem which can build upon reading comprehension skills is Robert Browning’s, ‘Meet at Night.’

"The gray sea and the long black land;

And the yellow half-moon large and low;

And the startled little waves that leap

In fiery ringlets from their sleep,

As I gain the cove with pushing prow,

And quench its speed i' the slushy sand.

Then a mile of warm sea-scented beach;

Three fields to cross till a farm appears;

A tap at the pane, the quick sharp scratch

And blue spurt of a lighted match,

And a voice less loud, thro' its joys and fears,

Than the two hearts beating each to each!"

    ^Sourced from americanliterature.com                                                          

                                                                         

                                                                                                                                                                      image source

Reading the source, the reader is immersed in a world of symbolism and imagery. Students can reflect and draw upon the imagery in which they read. This creates a learning environment for creative thinking. In particular, this is personally one of my favourites to read from the flow of the text. Every time you read over the poem, your mind envisions something else. You want students to make those connections, and this is a great contributing factor towards reading comprehension. 

Thirdly, my last poem I have chosen to critique and showcase is Mother Goose's, 'Roses are Red.'

"The rose is red,

The violet's blue,

Sugar is sweet,

And so are you."

^Sourced from americanliterature.com

This is a great poem to use in the classroom, as many activities can stem from the reading. You can have students finish the last two lines for example, and produce multiple examples. This may only be a nursery rhyme but apart from younger readers, this can be used more critically for older students.

Image Source

In Ontario's Language Curriculum, specific expectations 1.1 and 1.3 in grade 4 reading; this truly exemplifies what poems can focus on in the classroom. 1.1 states, "read a variety of texts from diverse cultures, including literacy texts.." (page 83), this pertains to poetry. 1.3 states, "identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts.." (page 83), this brings in my idea of critical thinking and poetry.

There is so much one can incorporate with poetry and lesson planning. You can have students reflect, analyze, relate, compare, or express what they interpret from the text. One classic lesson is having students create a portrait of how they feel of the poem. Another is relating a personal experience to that of the poetry. This really engages students of any age to critically think even if that is referencing a day at the beach or Christmas Day.

Image Source

Poetry has evolved my reading and writing skills to no end, and my school education has been a great contributing factor. As a musician, I constantly need to read text within lyrics to better understand what I am performing to my audiences. Without building my reading comprehension skills and engaging a variety of reading styles, my musicianship and reading abilities would have never grown. The importance of reading poetry in the classroom, not only builds creative thinking but develops student reading overall.

I personally chose to blog about poetry, as this form of literature has given me the strength and ability to self-express. My reading comprehension has grown to no end, and I truly believe poetry has a big part to that. As an educator, I want to share the importance of poetry and how this form needs to be covered in every classroom one way or another. Through my personal experiences and witnessing of others, poetry can be that one last step a student needs to truly blossom. Poetry can serve as a place of creativity, and act as a comfortable or safe outlet to truly express oneself.

Image Source

Here is quick poetic idea I just thought of:

"You are the gold in my eyes, high above me in my mind. I will never ever go a day, where my heart won't stop beating for a day."

-Colin George Campbell

The beautiful thing about poetry is that everyone has a different perspective of what the text represents, that is truly inspiring to see and one I think is important to build on. What do you think my poetic idea represents? Could there be more than one meaning? How does this make you feel, and can you find an experience which you can relate to?

Here is a great Youtube link which showcases a lesson using poetry. I find this quite inspiring!! The opportunities are endless, constantly building on one's reading comprehension skills.

Video Source

Media Literacy Strand Blog: The Pros and Cons of Accessing a Mobile Device During Class Time

Image Source                                     

           
           Mobile learning can be both beneficial and conflicting in the classroom. The mobile device houses a wealth of knowledge but contains many distractions along the way. Younger generations gravitate toward technology, as the use of set devices have created a new outlet to learn. Does greater use of mobile learning in the classroom, revolutionize the education system?

           The pros and cons of accessing a mobile device during classroom time can be affected by many factors such as social media, search engines, videos, and games. Social media can be a great source of communication between peers, though can lead to a variety of distractions along the way. Search engines can also seek to research for information, which would deem unhelpful in an education institution. Videos and games can be beneficial to students by connecting them to something appealing, though can easily distract if the wrong selections are made.

 

Image Source

            If students can be taught great media and digital literacy skills at a young age. Education systems would not need to be biased toward the use of mobile technology in the classroom. This is the future of education, and teachers need to utilize these tools more in the classroom. The proper school searches should be addressed to students, as well as an action over the distraction method of approach while using the technology. 

           As a teacher candidate, I have witnessed the benefits of mobile technology in the classroom. I have especially noticed the impact technology has upon students with learning disabilities and exceptionalities. A computer or smartphone, for example, hosts a variety of learning strategies. If the student is an aural learner, technology can speak the text while you read and write. If you are a visual learner, a wide selection of ways to present information can be displayed. Thirdly, if the student is a kinetic learner, games can direct hands-on learning experiences.

Image Source

Great mobile tools which can benefit the classroom are ‘Grammerly’ and ‘Dragon.’ Students learning to improve their writing can edit their work with the drop of a button. Instead of having to wait on educators to correct their mistakes, ‘Grammerly’ can edit and show corrections. Students can improve their writing outside of the classroom, where the teacher is not always accessible. ‘Dragon’ is another program students can use, which writes out the users speech. This can benefit students with obstacles that prevent them from writing. These are a few of the sources students can utilize in the classroom. I find mobile learning to be incredibly resourceful, and as an educator I encourage to implement these tools.

There was a student in my placement, who had difficulties organizing their information properly. With the help of a laptop, their work and ideas were properly displayed. Another student had trouble spelling and forming sentence structures. The use of ‘Grammarly’ greatly influenced their work. Technology can benefit students who wish to learn and grow as students in the classroom.

Image Source

           
             A specific expectation from the Ontario Language Curriculum of grade 7 states, “3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create” (page 134). This ties in great with this blog as this enforces students to learn mobile technology affectively and appropriately in the classroom. The ability to create through media text is a great goal for learners to achieve, rather than recycling much of the same material. I want to see more technology showcased in the classroom. Cell phones are libraries at the palm of a student’s hand! Have we ever stopped a student exploring the library? There are distractions anywhere you go so why stop at a device, which is not as familiar to the education system? We need to innovate this idea; the accessibility to technology is key to the future. 

Final Reflections:

How can we as educators change the education perspective? 

What actions are necessary for students to use mobile technology appropriately?

Video Source