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ERIC Number: ED109050
Record Type: RIE
Publication Date: 1971
Pages: 63
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Analysis of Teacher-Pupil Interaction: Reacting to Pupil Responses.
Ingersoll, Gary M.; Kleucker, Joy
Teacher-pupil interaction is an integral part of most classroom instruction. A teacher frequently initiates an interaction by making a statement or by asking a question about the lesson. The statement or question is then typically followed by a student response. Though the value of pupil-teacher interaction has often been extolled, interactions often end after a single interchange between teacher and pupil. There are times, however, when it would be more valuable for a teacher to pursue a line of thought with an individual pupil throughout a series of two or more interchanges. In such instances, the teacher can maintain and direct the interaction by the type of questions he/she asks and the kind of encouragement he/she gives. Two teaching skills, involving the ability to ask probing questions and offer accepting reactions, are especially helpful in eliciting and encouraging responses from pupils. In addition, these skills can be used by the teacher to test the level or degree of students' comprehension. (This handbook discusses the teaching competencies necessary for effective pupil-teacher communication. Through (a) discussion of classroom interchange techniques, (b) examples of probing questions and accepting responses, (c) examination of appropriate film transcripts, and (d) communication exercises, a greater understanding of these vital teaching skills is attained.) (Author/JS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: National Center for the Development of Training Materials in Teacher Education, Bloomington, IN.