Observing Communication

For my observation, I observed another special education classroom at my school during my plan time. In the classroom there was the teacher working with three children, the classroom aide working with three children, and a substitute classroom aide working with two children. They were doing their math centers at the time of my observation. 

I noticed the teacher and classroom aide were positive with the children and encouraged them. The substitute classroom aide did not interact too much with the children, and when she did, it was short. She also raised her voice and yelled at them if they made a mistake. The teacher and classroom aide were patient with the children, but the substitute aide did not seem to have a lot of patience with the children she was working with. The teacher I observed also has an intensive needs classroom like mine. The children in our classrooms have various needs, abilities, and learning styles, so patience and understanding is key in a classroom like ours. 

The teacher and classroom aide talked to the children they were working with, promoted their thinking, and encouraged their participation in the activity and conversation (Dangel & Durden, 2010). The substitute aide talked more at the children rather than to them. To make her communication more affirming and effective, she could have encouraged them and talked to them in a more positive way. Raising her voice and yelling at them when they made a mistake could negatively affect their confidence. She should have offered corrective, specific feedback and watched her tone of voice (Dangel & Durden, 2010). 

The communication interactions I observed could have had an impact on the children's feelings and sense of self-worth. The children working with the teacher and classroom aide had a positive learning experience. They had positive interactions and were encouraged, resulting in feelings of high self-worth. The children working with the substitute aide had more of a negative learning experience, at least in that moment, I would say. They were not encouraged, had limited interactions, and were yelled at. This would result in them feeling discouraged and having low self-worth. 

The adult-child communication I observed this week regarding the teacher and classroom aide is similar to the way I communicate with children. I am positive and patient with my students. I talk to them, listen, and encourage them in their participation. 

One way I could improve is to challenge my students' thinking. I could ask more questions "that promote children's thinking and require children to think beyond one-word responses to make connections, compare, and hypothesize" (Dangel & Durden, 2010, p. 78). This is something I am currently working on in my classroom- getting my students to express themselves, their opinions, and their ideas. This will also build their communication skills.

References 

Dangel, J. R., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81.