Teacher Talk and Perceived Teacher Effectiveness: An Exploratory Study

Abstract

The purpose of this study was to describe the perceptions of teachers, ensemble members, and outside observers when evaluating the effectiveness of rehearsals conducted with reduced amounts of verbal instruction. Preservice teachers led choral rehearsals employing Archibeque’s “rule of seven,” wherein instructions were delivered in seven words or fewer. Immediately following the teaching session, participants responded to the question: “What was your perception of this assignment and what did you notice about teaching effectiveness?” Outside observers responded to the same prompt. Findings indicated that choral members preferred rehearsals with reduced verbal instruction because they were able to perform more, with fewer interruptions. The preservice teachers favored the opportunity to organize their thoughts and focus instruction, but they expressed frustration with feeling stifled in leading rehearsal. The outside observers approved of the rehearsal pacing but were concerned by the lack of specificity in instruction and feedback.