Communication in the classroom for English teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly M. Cuny, Lecturer and Director of The University Speaking Center (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The body of research known as Teacher Immediacy Behaviors has grown substantially over the past 15 years. It represents interdisciplinary studies that connect the fields of education and communication. Over the past year we have had the opportunity to develop and facilitate workshops on teacher communication in the classroom for faculty and teaching aids in North Carolina and Virginia (VATE 2004), who work in elementary up through higher education classrooms. The workshops center on the connection between a teacher's immediacy behaviors and three key classroom issues student affective and/or cognitive learning, students taking an interest in their own learning, and the decreasing of disruptive student behaviors. In doing so, we have come to know the positive power of this perceived closeness in the classroom.

Additional Information

Publication
Virginia English Bulletin
Language: English
Date: 2004
Keywords
communication, teaching, English

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