Deck 10: Communicating Effectively

Question 1

Use the simple question classification system known as WHAT, WHEN, HOW, WHO, WHY to write a question for each of the five categories.

Answer 1

See categories and sample questions on page 175.

Question 2

What are two techniques that teachers can use to support students to give effective explanations?

Answer 2

Any of the five 'Effective explaining techniques for students' listed at the bottom of page 173.

Question 3

The valuative question below is:

A) What is the sum of 25 and 28?
B) Which of these designs do you prefer?
C) Who likes ice-cream?
D) If you put a paper clip into water will it float or sink?

Answer 3

B

Question 4

In Eunson's (2012) Comprehensive Model of Communication, the process of transforming messages into a form that is appropriate for the audience and purpose is called:

A) editing and re-editing.
B) encoding and decoding.
C) channelling.
D) giving feedback.

Question 5

Which of the following is not a good strategy for teachers to use when planning questions in advance?

A) Make sure the wording of the questions is suited to the level of the students.
B) Relate questions to the purpose of the lesson.
C) Ensure all questions involve higher-order thinking.
D) Ensure the sequence of the questions is logical.

Question 6

Which of the following is not a form of non-verbal communication?

A) Tone of voice.
B) Personal space.
C) Appropriate vocabulary.
D) Facial expressions.

Question 7

Which of the following strategies is not suggested for teachers who want to give clear explanations?

A) Know the content well.
B) Use a clear, logical sequence.
C) Use only one communication channel at a time.
D) Use an interesting, lively voice.

Question 8

When asking questions teachers should avoid:

A) rephrasing questions.
B) asking rhetorical questions.
C) using palm-cards.
D) waiting for more than 3 seconds for answers.

Question 9

Very complex explanations need to be given orally so that:

A) all students can hear the explanation.
B) the teacher can use an appropriate sequence.
C) students can see the teacher's non-verbal cues.
D) students have the chance to ask questions.

Question 10

Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.

Question 11

Explain how you would ensure that the non-verbal cues in your classroom are supportive of students. In your response provide specific examples of how you would do this for each of the following:
-your communication with students.
-students' communication with you and with each other.
-the room arrangement.
-classroom materials.

Question 12

Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'

Question 13

A purpose for which teachers should not use questions is:

A) showing students they have been unsuccessful in their learning.
B) stimulating particular kinds of thinking.
C) controlling behaviour.
D) reviewing understanding of a topic.

Question 14

Which of the following is not one of the three sets of skills involved in communication?

A) Language skills.
B) Social skills.
C) Psychomotor skills.
D) Cognitive skills.

Question 15

Much of the talk done by teachers tends to be about:

A) management and supervision of tasks.
B) the quality of student work.
C) concepts and knowledge.
D) the use of resources.

Question 16

Wait-time, the pause between a teacher's question and the student's response, should be at least:

A) 2 seconds.
B) 3 seconds.
C) 4 seconds.
D) 5 seconds.

Question 17

For the teaching of a concept of your choice, explain the steps you would take to:
-plan and give a clear explanation of the concept
-plan and ask a mixture of low- and high-order questions.

Question 18

The question which aligns with the 'synthesis' category in Bloom's cognitive domain taxonomy is:

A) If Australia became a republic, what would change?
B) What are the pros and cons for Australia becoming a republic?
C) What is the capital of France?
D) Why was the character in the story brave?

Question 19

Is this statement True or False? 'Verbal, non-verbal and written communication cannot occur simultaneously.'

Question 20

Listening skills can be improved through:

A) prejudging the message while listening to it.
B) focusing mainly on any emotional words used by the speaker.
C) concentrating on every detail.
D) taking brief notes on what is being conveyed.

Question 21

Teachers often:

A) provide many opportunities for discriminative listening.
B) provide many opportunities for appreciative listening.
C) do insufficient planning about the types of listening that are needed.
D) listen more than they talk when in the classroom.

Question 22

Following a set of instructions is an example of:

A) interactive listening.
B) reactive listening.
C) discriminative listening.
D) appreciative listing.