Class Talk Research Articles

Class Talk

Class Talk

Getting Beginners to Talk

Designed to help teachers of elementary English to get students to talk in class, even when their knowledge of grammar and vocabulary is limited, this book provides over 300 ideas and techniques for role play, conversation and discussion activities.

A freshman english class talks about sex, risk taking, and aids

A freshman english class talks about sex, risk taking, and aids

Talking in class

This manifesto of the Association of Verbal Arts, arguing that verbal skills are neglected by the education system, is published with full acknowledgements to The Times Higher Educational Supplement.

The reciprocity between student-faculty informal contact and academic performance of university undergraduate students

A nonrecursive theoretical model was developed through a review of the literature to assess the degree of reciprocity between faculty contact and academic performance. Data was gathered from 1,096 freshmen and sophomores at a single research university. Contrary to expectations, GPA and faculty contact did not strongly affect one another. GPA was most strongly affected by high school performance and academic integration, and faculty contact was most influenced by advisor contact, talking in class, and memberships in campus organizations. The findings suggest that men and women and freshmen and sophomores were affected by faculty contact in different ways.

Track Cards: A Different Activity for Primary Grades

Do the child ren in your class talk with their friends about mathematical ideas? Are they given the opportunity to plan, to try, to discover, and to create? The development of both the mental capability and the enthusiasm for creative expression and discovery must be nurtured at all age levels and all ability levels.

Class talk.

The linguistic problems of working class children in schools which are essentially middle‐class in their language and cultural expectations have been highlighted by the work of Bernstein and Lawton. The inter‐dependence of language and cognitive growth is also now well documented. But there is little to show how the two groups of significant adults in children's lives ‐ parents and teachers ‐ compare in their linguistic competence and habits.It was postulated that in making the transition from home to school pupils in a comprehensive school serving a working‐class area of the north‐west were involved in a process of linguistic adaptation. Two groups were chosen at random after stratifying. These consisted of ten teachers sub‐divided into 2times5 groups to represent Arts and Science; and fifteen parents stratified into 3times5 sub‐groups to represent the three ability streams into which the school at that time segregated its pupils.Speech samples were recorded for both groups in standardised, non‐directed group discussions and individual interviews. These were then transcribed and analysed. The analysis was of limited focus ‐ only certain structural and lexical items were considered ‐ phonetic qualities and errors were ignored. The categories into which the speech was analysed corresponded to those of the Elaborated and Restricted Codes postulated by Bernstein.Twenty‐five categories were compared and, by means of non‐parametric statistics the significance of the differences between the performances of the groups and sub‐groups, were evaluated. The direction and magnitude of the differences were as predicted in twenty‐three of the categories. Within the limitations imposed by such small samples the hypothesis was considered to be confirmed.This finding has significance for all those who handle working‐class children either for educational purposes or remediation. An awareness of the structural and lexical gulf between the speech of middle‐class adults and the working‐class child is indispensable for effective communication ‐ a systematic investigation of pronunciation and accent differences would probably indicate that the linguistic gulf is greater than that revealed by the present study.

A Junior High School Group Counseling Program

The program described here was originally suggested by the principal of the school to favorably influence the academic progress and school adjustment of some ninth grade students. Some 40 per cent of the students in a class of 225 were failing toward the end of the first semester of the school year 1959-60. Their teachers reported that they were lacking in effort, not bringing books, paper, and pencils to class, not doing assignments, inattentive, talking in class, etc.

When the Class Talks Bogged Down

When the Class Talks Bogged Down

The Land Utilisation Survey of Britain

There remain the further difficulties under the head of that the time is inconvenient, that there is not time, and that the talks waste time. The last statement we may hope means no more than that other things are better and that, as has been said, is quite a sensible view. There are, however, those, especially in Secondary Schools, who would use wireless talks if they could possibly find time. As to this, two things may be said : (1) Wireless talks which suit Primary School children of ages 11 to 13 would probably be quite as useful for those of the same age in Secondary Schools, and it may be suggested that the only real timetable requisite is that children of about that agenot of every age should be able to listen -in. (2) On the other hand, there is a very strong body of opinion that the time for a talk to older children is just after school hours. This would not in the strict sense of the term be a class talk, but there is a body of evidence that if suitable talks were given, of the kind previously suggested, very considerable numbers of senior boys and girls in Secondary Schools would stay and listen.

The land utilisation survey of Britain

There remain the further difficulties under the head of that the time is inconvenient, that there is not time, and that the talks waste time. The last statement we may hope means no more than that other things are better and that, as has been said, is quite a sensible view. There are, however, those, especially in Secondary Schools, who would use wireless talks if they could possibly find time. As to this, two things may be said : (1) Wireless talks which suit Primary School children of ages 11 to 13 would probably be quite as useful for those of the same age in Secondary Schools, and it may be suggested that the only real timetable requisite is that children of about that agenot of every age should be able to listen -in. (2) On the other hand, there is a very strong body of opinion that the time for a talk to older children is just after school hours. This would not in the strict sense of the term be a class talk, but there is a body of evidence that if suitable talks were given, of the kind previously suggested, very considerable numbers of senior boys and girls in Secondary Schools would stay and listen.