Talk Move: Revoicing
explanatory Essay
981 words
Introduction and Rationale
Talk moves are strategies that are used to promote, guide, and enhance discussion between a teacher and students and amongst the students themselves and also to hold students more accountable for their own learning and participation in the classroom. The talk move strategy that I choose to analyze from my own teaching was revoicing. Revoicing is where the teacher restates a question or statement that a student asks or says. The main purpose for revoicing what a student says is twofold. First, it allows all students to hear the question if they could not hear what was initially said. Revoicing also allows the student to rehear his or her own question or statement again to make sure that the teacher understood precisely what was said.
When making the decision which talk move I wanted to analyze, I looked across all of my classes and the nature of the discussions within them. Some classes are better than others at holding discussions but in the classes that I would rank as having the lowest discussion and participatory skills, revoicing made the most sense. I picture one class. Pre-Calculus, where I have some real talkative students who always want their questions answered immediately while other students in the class completely ignore everything that is going around them. I thought that by focusing on revoicing, I would be able to slow down the very talkative students by giving them more time to process while trying to give the inattentive students another way to refocus without putting them on the spot in the middle of class and forcing them into the conversation.
Unfortunately, based on the schedule which included a unit assessment, conferences, and spring break, there were not three consecuti...
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...e video camera did not pick up an audible sound. I also know that at times I do not speak loud enough to the whole class, in particular in Pre-Calculus, when addressing an individual’s question that was addressed to the whole class. The Pre-Calculus class is where I need to revoice more since I view that class as having the largest gap in participation between students and could benefit the most from the change.
I do feel though that I am more cognizant after deciding to focus on this talk move because I find myself making a mental note of when I do revoice. Revoicing is relatively easy to do when the class size is small and I am not under a time constraints. When the class size is larger and the class is moving a quicker pace, it is more challenging to make the decision to revoice. This is where I should and need to focus more going forward with revoicing.
In this essay, the author
- Explains talk moves are strategies used to promote, guide, and enhance discussion between a teacher and students and to hold students more accountable for their own learning and participation in the classroom.
- Explains that revoicing made the most sense in the classes that had the lowest discussion and participatory skills. revoicing would slow down the talkative students by giving them more time to process while trying to give the inattentive students another way
- Explains that based on the schedule, there were not three consecutive days to record that class nor three nonconsecutive days that were applicable that also worked within the timeframe of this assignment.
- Explains how to introduce hypothesis testing as a formal way of testing statistical claims.
- Explains how they revoiced students' remarks during the first day of recording their teaching. they recorded that students asked questions or made a comment relating to the lesson twenty-nine times.
- Explains that the third day recording was different in that it was the last day before spring break and planned on tying up loose ends with the lesson on considerations of sample sizes when hypothesis testing.
- Explains that before watching the videos, they thought that they revoiced what students would say as a natural part of their instruction. the probability and statistics class asked what they were trying to analyze with the video.
- Explains that they don't revoice students' statements or questions as often as they thought they would. indirectly, they're having students voice for themselves.
- Opines that they are more cognizant after deciding to focus on this talk move because they make a mental note of when they do revoicing. revoicing is relatively easy to do when the class size is small and not under time constraints.
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- analytical
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In this essay, the author
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- Explains that positive politeness is an appeal to solidarity towards others. it is how to make the hearer feel good or that his values are shared.
- Explains that the speaker claims common ground with the hearer by indicating that both can share specific wants, including goals and values.
- Explains that both the speaker and the hearer are cooperatively involved in the relevant activity, thus sharing goals in some ways.
- Explains that the speaker should fulfill the listener's want in order to indicate that he wants the hearer’s wants and needs to some particular extent.
- Explains that the negative politeness strategy is an attempt to demonstrate an awareness of not to be imposed on to avoid interfering in or interrupting the interlocutor’s freedom of action by using hedge, apology, etc.
- Explains that conventional politeness markers and deference markers are used to minimize the imposition.
- Explains that off record politeness strategy is the use of utterances that are not directly addressed to the other.
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- Recommends reading pass chapter one on monday, but keep reading ahead.
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- Explains that during the class discussion, don't do fta strategy also occurs. the following utterances are not fulfilling the criteria of any other politeness strategies.
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- Explains that they feel pressure a little bit and think carefully when they are going through the breathing process quicker.
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- Explains the number of each type of politeness strategies used by the english teacher of canggu community school in the class discussion according to brown and levinson’s theory.
- Explains the most frequent politeness strategy used in class discussion by canggu community school english teacher.
- Analyzes the politeness strategies used by canggu community school english teacher in maintaining relationships with the students and their engagement in class discussion.
- Explains that people communicate using language. they need to manage their relationships with their interlocutors, such as engaging others, construing their identity, and conveying information to each other.
- Explains that politeness is necessary in communication because it reflects respects and cultural norms.
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