Investigating language theories Flashcards
Allen et al (2013)
identified that teachers use more negative feedback tend to develop conflictual relationships with students
Tanner (2013)
learning and using student’s name is promoted as good teaching practise as it creates a positive classroom environment and indicates the teacher cares
Rogers (2002)
guided teachers to encourage pupils in their efforts and progress, by giving thoughtful praise and encouragement (positive reinforcement)
Baker et al (2008)
Teachers play an important role in the trajectory of students throughout the formal schooling experience
Hamre and Pianta (2001)
When teachers form positive bonds with students, classrooms become supportive spaces in which students can engage in academically and socially productive ways
Bandura (1997)
Motivation may play a key role in the relationship between teacher-student and academic outcomes
Sinclair Coulthard (1992) - IRF model
Elicit: elicit (q), reply, accept
Inform: inform, acknowledge, accept
Direct: directive (q’s/orders), react, accept
Drew and Heritage (1992)
institutional talk is a phrase to name asymmetrical power discourse is the classroom setting
(led by the one with more power - teachers)
Thornborrow (2001)
institutional talk has conventional participants/identities
eg teacher and student: talk has structurally asymmetrical distribution of turn types
( teacher leads discourse due to norms of society)
Zirpoli et al (2005)
outlined how negative reinforcement is essential to teach individuals appropriate behaviours and expectations in the school setting
(Morgan, 2006=operant conditioning)
Young (2013)
behaviour control isn’t always about words you say; tone/body language/attitude is also important
TED speaker Rita F Pierson
creating a likeable identity in the classroom environment can encourage better performance
Skinner (1950s)
usage of operant conditioning initially studied by Skinner in 1950’s, is a common tool in classroom discourse
(recent: Zirpoli)
