Choral reading

I am writing about listening to the other performances of the choral reading done in class on January 22nd. When looking at the Michigan Grade Level Content Expectations handout, the speakers used conventions and discourse while presenting. During their "sloth" poem, the students used enunciation and stress to emphasize the characterisitics of a sloth. The tone of voice and pace of speaking was also used to enhance meaning. The speech was slow and drawn out and the tone of voice was very low. By using these concepts it kept the listeners tuned into the poem and interested in the next sentence.
As a listener, I as well as the rest of the class demonstrated appropriate social skills of audience behavior. Both verbal and non-verbal strategies were used in the communication process. We were quiet and attentive during the presentation, and faced the presenters while they spoke. The class gave constructive feedback to the presenters when done, which provided oral interpretations of the literature. Students shared their appreciation of the poem and their interpretations. In conclusion the class applauded the group symbolizing a job well done.
Looking at Weinstein and Mignano, it suggests that "not knowing what is expected in classroom behavior can cause insecurity, discomfort, and self-consciousness." As adults, we have learned appropriate speaking, listening, and viewing skills. However, a young student may not understand these appropriate behaviors. Chapter 4, suggests that to be an effective manager and teacher you must have clear rules for general conduct, as well as procedures for carrying out specific tasks.
To engage in discussions and sharing in my classroom, I feel it is especially important to create rules and explain appropriate behaviors that are clear and understandable. All expected behavior needs to be consistent with instructional goals and facilitate the learning process. Weinstein and Mignano suggests that as teachers you always need to be reevaluating your expectations, and provides two important concepts to gear your speaking, listening, viewing activities toward. 1) Decide how you want your students to behave. 2) Make these expectations clear and reasonable.