What does the chapter suggest about the communication patterns in group work, based on Kelvin's experience and other observations?
Explanation
This question assesses the understanding of the complex communication dynamics and potential problems that can arise within the 'group work' participation structure.
Other questions
What are the three unique purposes that classroom communication serves at once, as identified in the text?
Which of the following is an example of procedural talk in a classroom?
What does the term 'unintended communications' refer to in a classroom context?
In a conversation between a teacher and a student, what nonverbal behavior signals the teacher's greater authority status?
According to studies on classroom interaction, what is the remarkably short duration of wait time found in most classes?
In white American society, what physical distance is typically preferred when two people are talking face-to-face with a personal friend?
What is defined in the chapter as a set of rights and responsibilities expected from students and teacher during an activity?
In Jay Lemke's observations of teacher talk, what strategy involves a teacher choosing who gets to speak and also bringing an end to a student's turn?
What is the primary purpose of 'control talk' in the classroom?
Increasing the wait time after a teacher asks a question to several seconds has which of the following effects on student responses?
What is the term for a pattern of vocabulary, grammar, and expressions that people associate with a social role, such as the 'baby-talk' used to speak to an infant?
When Kelvin Seifert shifted his teaching method to classroom discussion, what was one of the negative consequences he observed in student communication?
Which of the following describes the student talk strategy known as 'digression attempts'?
What is a key principle for promoting a caring community in the classroom?
What does the text identify as a primary purpose of 'content talk'?
Why might a teacher's comment with a 'double function', such as an apparent content question that is also a form of control talk, be confusing to a student?
According to the chapter, what is the term for a classroom action that is carried out by the group as a whole, done regularly and repeatedly, and includes every member?
What is one of the strategies a teacher can use to help students articulate their ideas and thinking during a discussion?
Why can a student who prefers a shorter social distance than their conversational partner seem 'pushy' or 'overly familiar'?
What is the term for a brief overview or introduction to new material presented before the material itself, which helps students organize the information?
What is a major reason provided in the chapter for teachers relying on an explicit, businesslike verbal style in the classroom?
Which of the following is NOT one of the features of teacher-talk that help to mark a person who uses them as a teacher?
What is the student communication strategy of 'calling out'?
The text describes a study of 'cold calling' in university classes. What did the researchers find about this practice?
To promote academic risk-taking, what does the text suggest a teacher should do regarding unusual ideas and elegant solutions to problems?
What is the participation structure where the teacher describes a topic and invites students to comment on it and respond to previous speakers?
A student who says nothing in response to a speaker's comments or an invitation to speak is using which form of student talk?
What is an effective way for a teacher to probe for student understanding during a lesson?
For a more businesslike relationship, such as a teacher talking with a small group of students, what is the common social distance people tend to use?
Which of the four participation structures described in the chapter involves the teacher assigning a general task for small teams of students to work on?
What is the primary function of procedural talk in the classroom?
What does the text suggest is the best remedy for misunderstandings arising from different preferences for social distance?
What type of communication is a teacher engaging in when they ask, 'Jeremy, what did you think of the film we just saw?' not only to get his opinion but also to end his daydreaming?
What is one of the conversational moves a teacher can use that closely resembles a description of class discussion?
What kind of eye contact pattern is described in the text as being common among some non-white ethnic groups, which reverses the conventional white, English-language pattern?
In the evolution of Kelvin Seifert's teaching, what problem with the question-and-answer participation structure led him to try classroom discussions?
Which of these is a feature of the student talk register?
What is one way a teacher can tell students they value mutual respect to promote a caring community?
How does the chapter define 'verbal communication'?
What is described as a 'negative wait time' in the chapter?
What is one potential downside of the lecture participation structure, as experienced by Kelvin Seifert?
Which of the following seating arrangements is mentioned as making students more likely to look only at the teacher or at nothing in particular?
What is the student talk strategy of 'answering a question with a question' often used for?
According to the chapter, a teacher who asks a student to compare their idea to another related idea is using a conversational move to achieve what goal?
What is the primary risk of a teacher relying too heavily on nonverbal cues to manage student behavior?
When a teacher uses formal vocabulary and careful enunciation, what effect does this tend to have on the teacher-student relationship?
What is the primary goal of the communication strategies grouped under 'Promoting academic risk-taking and problem-solving'?
Which of these is NOT one of the four common participation structures discussed in the chapter?
What is the 'bottom line' or main concluding point of the chapter regarding classroom communication?