EDU 3104 TUTORIAL MINGGU 8

DISEDIAKAN OLEH: TAN SEE TENG WONG CHEE HUNT NG MAY YUN LEE WAN WEI PISMP G8

Each of the following dialogues depicts a statement and a variety of teacher responses. In each cases, decide which one is closest to a listening response; that is, invites further discussion or best reflects the idea or feeling. Check your accuracy against the key in Appendix.

QUESTION 1
Student: School stinks. a. b. c. d. Don t use that type of language. You seem upset about school. Come on, things aren t that bad. That attitude will get you anywhere.

QUESTION 2
Student: I can t understand fractions. Why do we have to learn this stuff? a. You ll need it to get into college. b. Just keep at it. It ll make sense after a while. c. Something isn t making sense to you? d. Would you like to come in for extra help after school?

QUESTION 3
Student: I don t want to sit near those boys any more. a. Sorry, but seats have been assigned. b. If they re bothering you, I can move you. c. Can you handle this on your own? d. What is the situation?

QUESTION 4
Parent: My child is very upset and needs more help or she won t be able to pass. She says she doesn t understand anything. a. Please go on. I d like to hear more about this. b. She needs to pay closer attention in class. c. She s very anxious, but actually she ll do just fine. She only needs to review more before tests. d. Most students fond my explanations to be quite clear. Perhaps she isn t listening.

QUESTION 5
Teacher next door: My class is going to drive me up a wall. They have been impossible lately! a. Have you ever considered being more assertive with them? b. I know, everyone in this wing can hear them. c. They are really a handful! d. You think they re bad, you should have my group.

You will have to work with a colleague during this activity. Take turns role playing the student and the teacher. The person role playing the teacher should practice empathic responding skills, and the student should try to behave as naturally as possible.

It is assumed that the dialogue is occurring at a time and place that permit this type of interchange and that the teacher is interested in allowing the student to describe the problem. These assumptions will not always be true, of course you could not deal with these issues in the middle of reading groups, for example, nor will you always have the time to deal in this way with every student problem.

In this exercise, you should avoid giving solutions for the student s problem; instead, concentrate on using listening and processing skills to encourage the student to talk about the situation and think through the problem.

SITUATION A
Monica is an average student with poor writing skills. With tears in her eyes, she approaches you after class with an assignment you have given an unsatisfactory grade. I thought that I did okay on this.

SITUATION B
David, a bright student, offers you some advice: This class would be a lot more interesting if we didn t have to do all these worksheets. Couldn t we choose our own work sometime?

SITUATION C
While the rest of the class is at work on an assignment, Barry closes his book, throws away his assignment sheet, and slides down in his seat disgustedly.

SITUATION D
For the second time this week, SueAnn has not turned in an assignment. Last week, she forgot to bring her homework twice. Later, you remind SueAnn that assignments are important. I don t care, she responds.

SITUATION E
Armand, a new student, has been having trouble making friends. Lately he has been getting into arguments with some of the more popular boys, and he has been teasing a few girls, apparently to gain attention. However, he has not succeeded in breaking into the social scene. After class one day he says to you, I wish I could go back to my old school.