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Educators have become so involved with delivering the curricula that they fail to acknowledge "how" they deliver the curricula. This paper considers the different forms of verbal and nonverbal communications in the classroom, cultural communications in the classroom, and communication enhancers for the classroom--issues which are major crossroads in the path to receiving a successful education. The paper contends that educators are doing an inferior job educating poor children. According to the paper, when a child does not speak Standard English, the teacher must be able to reach the child on his/her level of understanding and transfer him/her to the standard level of understanding; effective classroom communication requires the teacher and students to be able to send and receive messages accurately. It states that recognizing and appreciating communication diversity (i.e., culture) allows children to feel good about themselves, and that if the classroom teacher and the speech teacher were to team up, they could coordinate interaction with the students and provide beneficial bilingual and bicultural programs. It stresses that teachers must understand the nature of language and the nature of dialect differences and then they must decide how to approach the problem--they can recognize "non-standard" dialect and eradicate it, leave the student language alone, or accept bidialectalism. The paper states that the classroom should: provide a variety of stimuli; provide a secure, comfortable feeling; be adapted to fit the activity; and give some privacy and individuality. Contains 7 references. (NKA)

Descriptors: Classroom Communication, Communication Skills, Diversity (Student), Elementary Secondary Education, Low Income Groups, Nonstandard Dialects, Student Needs, Teacher Role











Autor: Johnson, Maeetta B.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9337&id=ED436802







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