Talking and learning in the Classroom

Talking and learning in the Classroom

Introduction

In this paper, we will discuss the importance of talk and discussion in the classroom to enhance the understanding and knowledge of the student. We have provided some the annotated bibliography of some of the text on the topic.

Hammersley, M. (1977). School learning: the cultural resources required by pupils to answer a teacher's question. In P. Woods & M. Hammersley (Eds), School experience: explorations in the sociology of education (pp. 57-86). London: Croom Helm.

The author is a Professor of Educational and Social Research at The Open University. The intended audience is the educationists. In this article, the author has discussed the importance of having cultural resources for the learning of children in the class. For each student to be familiar with the major regional or national cultural differences and similarities of their own, the schools sets up partnerships with the arts and culture, in close collaboration with the Ministry of Culture and Communication at the national and academic. These partnerships help in developing the activities that complement the artistic teachings which are open to students and the heritage works of creation. Each school project or must have an artistic and cultural component that integrates partnerships with cultural structures, depending on the specific and local resources.

The students are encouraged to learn new things about their culture and discuss them in the class to show the other children distinct things about their ethnic beliefs and values. This way, it would be easier for the students to learn new things about the culture of other people as well. The schools encourage students to take control devices of cultural openness in their school and develop skills that will eventually be recognized. To get there, they are regularly accompanied by adults which are clearly identified and the referents of the culture. Cultural referents were appointed in 89% of schools of the country.

These references provide consistency, monitoring and implementation of the cultural component of the school project. In connection with the referents school life, they contribute to the development of arts and cultural education with cultural operators nearby. The homes of students can also encourage students to develop unifying projects in the cultural, artistic, sporting and humanitarian fields.

Lefstein, Adam and Julia Snell. 2011. Classroom discourse: The promise and complexity of dialogic practice. In Applied Linguistics and Primary School Teaching: Developing a Language Curriculum, eds. Sue Ellis, Elspeth McCartney and Jill Bourne, 165-185. Cambridge: Cambridge University Press.

Both of the authors are lecturers and serving in the field of education. The intended audience is the educationists and the parents. In this paper, the author has discussed the course of teaching activities which gained experience in designing and conducting lessons using the technology of problem-dialogical learning. For students in Level I courses, there are designed and tested lessons in mathematics, and in different languages of the world, holding that the system allows them to create a harmonically advanced, creative person, who is able to think logically, to find solutions ...