To promote academic risk-taking, the text suggests teachers should call attention to what aspect of an activity?
Explanation
This question assesses knowledge of specific communication strategies teachers can use to encourage students to take academic risks.
Other questions
According to the text, what are the three unique purposes that communication serves simultaneously in a classroom setting?
A teacher says, 'When you are done with your spelling books, put them in the bins at the side of the room'. Which type of classroom talk does this statement exemplify?
When a teacher asks a content-related question to a daydreaming student to get them back on task, this is an example of what communication phenomenon?
What is defined as the 'excess meanings of utterances' that are received by students without the teacher's awareness or desire?
According to research on eye contact mentioned in the text, what is the typical pattern for native English speakers in a conversation between equals?
What is the typical wait time in most classrooms, as stated in the chapter?
What is one of the desirable effects of increasing teacher wait time to several seconds?
What is the social distance that individuals in white American society typically prefer for a businesslike relationship, such as a teacher talking with a small group of students?
What does the text define as a 'participation structure'?
Which participation structure is described as turning a lecture into a series of explanations interrupted by asking students to express their beliefs, knowledge, or experience?
What is a key problem the text identifies with the 'questions-and-answer' participation structure?
What is a 'register' in the context of classroom communication?
Which strategy of teacher talk, identified by Jay Lemke, involves a teacher choosing who gets to speak and bringing an end to a student's turn?
Which of the following is described as a feature of teacher talk that helps mark a person as a teacher and make comments more comprehensible to a group?
When a student speaks out of turn without being recognized by the teacher, what is this form of student talk called?
According to the text, a teacher can create a 'zone of proximal development' when probing for student understanding by doing what?
What is described as a strategy to help students articulate their ideas more completely by giving them more time to formulate their thoughts?
What is a 'caring community' in a classroom context?
What does the text suggest is a way for a teacher to encourage community in the classroom?
A teacher stating, 'Jill, you need to work on your math instead of doodling,' is an example of which type of talk?
What is the primary reason the text gives for relying on an explicit, businesslike verbal style in classrooms?
A student who habitually approaches more closely is likely to be described in what way compared to someone who is more distant?
Which of the four common participation structures listed is also sometimes called 'recitation'?
What subtle, contradictory message did the teacher Kelvin's lecture on 'play' send to his students?
In the classroom discussion participation structure, what was a problem Kelvin observed about some students' behavior?
When a student interrupts a teacher who has given incorrect page numbers for a reading, what kind of 'student talk' is this?
What is the primary goal of control talk?
In the example of Kelvin's teaching about play, his use of collaborative group work was intended to address what specific communication problem he observed in class discussions?
What does the text say can happen if conversational partners from different cultural backgrounds use opposite patterns of eye contact?
According to Table 17, how does 'using advance organizers' help communication in content talk?
According to Table 18, which strategy for control talk corresponds to the procedural talk strategy of 'Announcing transitions between activities'?
A teacher who marks an idea from a shy student as important is using which strategy of teacher talk?
What is the function of a student asking, 'Mr X, when does recess begin?' during a discussion about a story?
According to Jay Lemke's study of science lessons, classroom dialogue is often inconsistent with genuine scientific practice in what way?
Which of these conversational moves is NOT listed as a way to help students become more articulate?
To show respect for students and contribute to a caring community, what does the text suggest a teacher can do regarding the curriculum?
In a formal setting like a teacher speaking to an entire class, what is the typical social distance individuals tend to allow?
What is the term for a teacher's use of 'sing-song' style changes in the pitch of their voice when teaching?
Which of the following is NOT a feature of the classroom talk 'register' that distinguishes it from other forms of conversation?
When a student responds to a teacher's test question with a question of their own, such as 'Do you mean X?', what student talk strategy are they using?
What is the primary function of procedural talk in a classroom?
If a teacher says, 'This math lesson will be fun,' but has a nonverbal sigh or slouch, what effect does the nonverbal communication have?
What does the text recommend as a teacher's best strategy to avoid misunderstandings arising from different cultural preferences for social distance?
Which of the following is NOT listed as a common participation structure in classrooms?
What is the primary characteristic of content talk?
A teacher who shows enthusiasm for a student's unusual solution to a math problem is using communication to do what?
When a student remains silent in response to a speaker's comments, what effect does this student talk strategy have?
The feeling of a student being stared at excessively by a teacher who is maintaining continuous eye contact is described as an ironic effect of what?
What is the primary difference between a classroom discussion and a question-and-answer session, as described in the chapter?