Communication in the
Classroom
A 5
-Lesson Unit on the Process of Communication in the Classroom Environment
- Lesson 1: Communication in
Classrooms
- Survey of Classroom
Interaction
- Classroom Behavior Record
& Evaluation Form
- Lesson 2: Classrooms in the US and Japan
- Lesson 3: Culture Gap in Japanese University Classrooms
- Teacher Preferences of Student
Behavior in Japanese EFL Classes
- Lesson 4: How to minimize classroom culture differences in
Japanese university classes
- Lesson 5: Practice asking questions in class
The
materials you see in this poster were used in an EFL course for Japanese
university freshmen. With total freedom in designing and executing the course,
I chose to make it a content-based class on the process of communication. One
of the units in the course focused on communication in the classroom
environment. The major objectives of this unit were:
- encourage students to observe the process
of communication in their classes with special attention paid to student
(including their own) and teacher behaviors
- stimulate awareness of cultural influences on classroom
interaction
- raise understanding of what non-Japanese teachers may
be expecting in terms of classroom interaction
- promote consideration of how to overcome cultural
differences in classroom interaction styles
Five
90-minute class periods were devoted to this unit.
SYLLABUS OF UNIT ON CLASSROOM CULTURE
Lesson 1: Communication in Classrooms
A. Introduce the idea of
"classroom culture" as described in Andersen & Powell (1982)
B. Group task: Complete
Survey of Classroom Interaction (1). Indicate frequencies for High school
classes, university classes taught by Japanese, university classes taught by
non-Japanese
SURVEY OF CLASSROOM
INTERACTION
Mark
the box that indicates what classroom interaction was like in your high school
days.
(Editor's Note: I added in hypens to get Netscape to display the
table correctly.)
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Always
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Usually
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Sometimes
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Rarely
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Never
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1. The teacher asked the class
questions.
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2. Students volunteered to answer
the teacher's questions.<
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3. Students say their opinions
freely in class.
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4. Teachers ask students to
express their opinions.
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5. Students speak only when the
teacher calls on them.
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6. Students tell the teacher in
class when they don't understand.
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7. Students listen quietly when
the teacher talks.
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8. Students listen quietly when
classmates talk.
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9. Students speak loud enough for
the whole class to hear.
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10. Students consult with
classmates before answering teacher.
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11. Students are afraid to make
mistakes.
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12. Teachers encourage students to
risk making mistakes.
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13. Teachers give homework.
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14. Students do homework as directed.
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15. Students are over 15 minutes
late for class.
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16. Students ask teacher for help.
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17. Students ask for the teacher's
opinions in class.
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18. Students look at the teacher
when s/he speaks.
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19. Students want to sit in the
front rows of the room.
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20. Teachers ask students to
discuss in groups.
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21. Students sleep in class.
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22. Students copy answers from
others during tests.
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23. Teacher tries to use humor in
class.
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24. Teacher looks at the students
when talking.
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25. Teachers are easy to talk to
after class.
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HOMEWORK: Complete
Classroom Behavior Record and Evaluation Form (2)
CLASSROOM BEHAVIOR
RECORD AND EVALUATION FORM
DATE:
*LOOK AT THE TEACHER DURING LECTURES AND DISCUSSION
Was
it easy for you to look at the teacher when s/he spoke? If no, why not?
Do you think it is good
or bad to look at the teacher during lectures? Why?
Were
your notes helpful or not? Why?
How
did you feel when you asked the teacher a question?
How did the teacher
respond?
Are you glad that you
asked questions? Why or why not?
*VOLUNTEER TO ANSWER QUESTIONS
How
did you feel when you did this?
How did the teacher
react to your volunteered answer?
Are you glad you
volunteered answers? Why or why not?
Were
you successful in following the teacher's directions correctly? If not, why
not?
Why
it was difficult or easy to pay attention?
*TALK WITH THE TEACHER BEFORE THE LECTURE, AFTER THE LECTURE, OR
AFTER CLASS
When
did you talk to the teacher?
How did you feel while
you were talking with the teacher?
Are you glad that you
talked with the teacher? Why or why not?
**WHICH BEHAVIORS DID YOU DO WELL?
**WHICH DO YOU THINK YOU SHOULD TRY TO IMPROVE?
**WHICH ARE THE MOST DIFFICULT TO DO AND WHY?
Lesson 2: Classrooms in the US and Japan
A. Survey responses on Classroom Behavior Record and Evaluation Form.
Call
on individuals to share some of their responses
B. Ask class to describe
what happens in a "good" classroom
in
Japan. Write descriptors on the board.
C. Describe to class what
happens in a "good" classroom in America based on personal
experience, common knowledge and Berko, et al (1989, pp. 49-52).
D. Group work: Compare
frequencies checked on Survey of Classroom Interaction with other group
members. Discuss similarities, differences, patterns, reasons.
Lesson 3: Culture Gap in Japanese University
Classrooms
Distribute
hand-out of survey summary and tables.(3)
- Describe survey of preferences and
observations of non-Japanese teaching EFL in Japanese universities.
- Review results of the survey; explain statistics and
how to interpret them.
- Group work: Collectively attempt to understand data;
exchange impressions, comment on the results.
Summary
of Results:
Teacher Preferences of Student Behavior in
Japanese EFL Classes
The immediate purpose of
this investigation was to gain a better understanding of student behavior in
Japanese college-level EFL classes and NS (native-speaker)-teacher preferences
of student behavior. Survey data was collected from 82 NS teachers at colleges
in Japan. Respondents marked preferred and perceived frequencies for 25 student
behaviors in their EFL classes, and were requested to add descriptions of
desirable and undesirable classroom behaviors.
A t-test was used to
compare paired scores of teacher-preferred frequencies (TP) and frequencies
teachers perceived occurring in their classes (CB). TP and CB were found to be
significantly different (p < .05) on all survey items.
Desirable
Behaviors
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Interacting
with Teacher
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- talk to teacher after lesson
- ask teacher's opinion
- include teacher in group work
when (s)he stops to monitor
- suggest new or different
class activities
- dare to disagree with the
teacher or text and give sound reasons for opinions
- look at teacher when (s)he is
talking
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Interacting
with classmates
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- initiate conversation in
English
- show support for classmates
- willingly work in groups
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General
Classroom Behavior
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- Behave politely
- Smile, laugh, show feelings
- Try to follow directions
- Put energy into speaking
tasks
- React verbally or nonverbally
- Try to use humor
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43 respondents entered
descriptions of undesirable behaviors. There was more agreement among these
responses than there was for desirable behaviors. Descriptions are listed below
followed by the number of respondents who provided each.
Undesirable
Behaviors
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Description
of behavior
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#
of resp.
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Sleeping in class
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20
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Doing homework for other classes
or homework which should have been completed for the present class
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9
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Speaking Japanese during practice
time for speaking English
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7
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Copying homework, answers on tests
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7
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Not listening, talking with
classmates when the teacher is talking
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3
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Reading comic books, magazines
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3
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Not doing homework
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3
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Not bringing paper, pencil,
dictionaries, to class
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2
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Coeds doing makeup and grooming
themselves and others
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2
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Means for CB and TP
(N=82) TP= Frequency preferred by NS-teachers CB= Frequency perceived by NS-teachers of their students 5 = Always 4 = Usually 3 = Sometimes 2 = Rarely 1 = Never
Lesson 4: How to minimize classroom culture
differences in Japanese university classes
A. Poll class on how
difficult it would be for them to engage in the behaviors preferred by
non-Japanese teachers.
B. Group work: How can
non-Japanese teachers help their Japanese students engage in the behaviors they
prefer? Write suggestions for a given problem and hand them in at the end of
class.
HOMEWORK:
Read excerpts of Andersen & Powell article "Intercultural
Communication and the Classroom".(4) (See References below.)
Lesson 5: Practice asking questions in class
A. Class opportunity to ask
questions about anything related to assigned reading
B. Content of reading
reviewed
C. Summary and review of
the unit
Andersen,
J. F., & Powell, R. (1982). Intercultural communication and the classroom.
In L. A. Samovar & R. E. Porter (Eds.), Intercultural
communication: a reader (6th ed.) (pp. 208-214). Belmont, CA:
Wadsworth.
Berko, R. M., Bostwick,
F. & Miller, M. (1989). Basic¥ly communicating:
an activity approach (2nd ed.). Dubuque, IA:
Wm. C. Brown.
Sasaki, C. L. (1993). Teacher preferences of student behavior in EFL
classes. Unpublished manuscript.
1. Originated by writer for
the present unit (1993).
2. This task sheet is
modified version of Berko, et al. (1989), Practice 10 (pp. 53-54), created by
the writer for the present unit.
3. Extracted from an
unpublished paper by the writer.
4. Anderson & Powell,
pp. 210-211.
It
would be a gross lie to proclaim that this unit produced a turnaround in
student behavior. Most of them remain passive in terms of verbal participation.
I do not believe, however, that the unit was a waste of time. I do believe that
it was successful in making students more sensitive to the teacher and
themselves as cultural beings, the classroom as a cross-cultural communication
environment. If nothing else, the unit served to make students cognizant of
differences between "classroom culture" as we have experienced it in
our respective societies. Yes, given the opportunity, I would enthusiastically
do this unit again.
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Student Behavior
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TP
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CB
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Speak audibly in English
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4.79
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3.29
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Try to use English as much as
possible
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4.72
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2.53
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Seek clarification from teacher
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4.71
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2.4
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Do assigned homework
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4.64
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3.41
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Listen quietly to classmates
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4.63
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3.1
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Verbally indicate not
understanding
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4.53
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2.35
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Take risks, be unafraid to make
mistakes
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4.5
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2.53
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Volunteer to answer teacher's
questions
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4.5
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2.1
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Readily volunteer to share
opinions
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4.41
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1.84
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Listen quietly when teacher speaks
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4.4
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3.8
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Initiate interaction with teacher
in English
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4.37
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2.68
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Ask teacher for help
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4.35
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2.74
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Respond to teacher spontaneously
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4.27
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2.53
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Make needs in classroom clear
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4.2
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1.9
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Independently extend practice
tasks in class
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4.17
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1.99
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Respond to teacher w/out
consulting others first
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4.1
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3.05
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Relaxed when teacher monitors
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4.05
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3.24
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Show nonverbal signs of not
understanding
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3.51
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3.15
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Mimic what teacher says or does
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2.55
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2.33
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Wait to be called on before
speaking
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2.5
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4.19
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Rely more on classmates for
instruction than on teacher
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2.42
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3.36
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More comfortable w/ structured
than loosely structured tasks
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2.3
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3.6
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Avoid sitting in front rows
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1.63
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3.24
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Resist doing tasks w/students
other than friends
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1.56
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2.63
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Over 15 minutes late for class
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1.44
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2.4
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