Enhancing Student Communication Skills: A Comprehensive Guide to Integrating Communicative Dynamics in the Classroom
Developing Language & Communication (L&C) at this stage of the term, it’s important to establish the utility of its content in the classroom. For this reason, the purpose of this section within the paper is to analyze how the information offered in the previous pages can help us develop students’ SCs & provide them with a competence profile that helps them overcome the existing 21st-century challenges. In other words, it serves as a way of associating theoretical knowledge to developed practices. The following activities have been designed to engage students in meaningful interactions & foster their communication skills, following the communicative approach.
- 1-2-4: Students first work individually, then in pairs, & lastly in groups. This can be applied to any activity & engages students in interaction. An example of this dynamic can be: the teacher asks a question (e.g., “What human actions do you know that cause climate change?”). Individually, each student thinks about 2 reasons, then students share their causes with their pair &, finally, students share their ideas in groups. The objective would be to select the 2 best causes within the group.
- Jigsaw Reading: Students are divided into small groups. The group is given a text divided into as many paragraphs as students in the group. Each student reads a paragraph & then, in order, students must share the information of their paragraph with the rest of the group.
By engaging in meaningful interactions, such as group discussions, debates, & cooperative distribution of tasks, students are able to listen to each other, learn from each other, & create a unified understanding of the book.
As we can appreciate, the aforementioned classroom dynamics have been designed with a common purpose. In addition, the activities would offer multiple ways of expressing what students know, which means that the Universal Design for Learning (UDL) will be considered to adjust to each student’s learning process.
Concerning L&C issues, it’s important to consider that a teacher’s methodology represents what their teaching ID card would be. It’s the way a teacher shows how all the attained knowledge throughout their formation years comes together in the classroom. Using active methodologies can be compared to planting seeds in a garden. Just as a gardener carefully chooses the right soil, seeds, & tools to grow healthy plants, a teacher can carefully design activities & tasks that will help students develop their communication skills, creating a supportive environment where they feel comfortable. With time, patience, & effort, the students’ communicative abilities will bloom.
However, just as a gardener must tend to the garden regularly to keep the plants healthy, a teacher must also provide ongoing support & feedback to students. This can include providing quality feedback & encouraging students to reflect on their progress.
Developing Grammar (GR) at this stage…
- Sentence Building: Students are provided with a set of words. Students then have to throw a storytelling dice (dice with pictures on them) & will have to think of a sentence that includes the words & is cohesive with the image on the dice.
- Breakout EDU: Students are divided into groups. Each group is given 3 missions to solve. Missions include activities which require the use of grammar & they lead to a 4-digit combination that opens a chest that is located in the middle of the classroom.
Improving grammar in the classroom is like learning to play an instrument. Just as a musician must practice diligently to master their instrument, students must practice regularly to master the rules of grammar. Like learning an instrument, improving grammar requires attention to detail, patience, & a willingness to learn from mistakes.
As we can appreciate… Concerning GR, studying grammatical aspects such as syntax is like laying the foundation for a house. It may not be the most exciting part of the building process, but without a solid foundation, the structure would be shaky. Similarly, a good understanding of grammar is essential for effective communication in any language.
It’s important to note that studying grammar should not be viewed as a set of strict rules to be followed blindly. Rather, it’s a dynamic field that can be approached with creativity.
Developing Text (TX) at this stage…
- Text Sort: Having presented a specific text type, students bring a published example of that type of text. The class is divided into small groups. Each member has an example of the aforementioned type of text. The objective is for students to compare them & discuss the characteristics that type of text presents.
- Reading Circle: The class is divided into small groups. Each group is provided with a deck of cards. Each card contains a paragraph from a different type of text. Students have to identify only the cards which belong to the specific text type & justify why.
Working on different types of text in the classroom is like training for a sports competition. Just as an athlete needs to train with varied types of exercises to develop various muscles & skills, students need to practice with diverse types of text to develop reading & writing skills.
As we can appreciate… Concerning TX, in conclusion, understanding the conventions behind different text types has a profound impact on students’ ability to communicate effectively. It’s like having a toolbox with diverse utensils for different tasks; each type of text requires a different set of skills. Just as a carpenter needs to choose the right tool for the job, students must choose the appropriate type of text & adjust it to the communicative environment accordingly.
In today’s world, where information overload & misinformation are rampant, being able to understand & analyze different types of text is more important than ever. It empowers people to be informed & become responsible citizens, capable of making sound judgments & decisions.
Developing Literature (LIT) at this stage…
- Literary Circles: The class is divided into small groups & each group is assigned different reading material (such as chapters of a book, poems, short stories, etc.). Each group will read the material & have discussions on it. They will identify the main idea of the topic & select the key moments of the text. Students will then share what they have learnt with the rest of the class.
- Collaborative Story Writing: The class is divided into small groups & each group starts writing a story with a set of instructions (e.g., include a dramatic start, use a poetic style, include a metaphor, etc.). After a set amount of time, the story is passed to another group to continue writing. Their stories are moved around until every group has contributed to them. Then, students read the finished product to the class.
Working on literature in the classroom is like taking a journey through time & space, allowing students to travel to different worlds, eras, & cultures without leaving their desks. Just as a traveler might encounter unfamiliar landscapes, customs, & languages, students can encounter new perspectives, ideas, & emotions by delving into the pages of a book.
As we can appreciate… Concerning LIT, studying literary works & their contexts allows students to explore the depths of human truths & to connect with the perspectives of people from all walks of life.
For this reason, the impact of studying literature is multifaceted. It enhances critical thinking skills & cultural awareness, expands creativity & nourishes students’ understanding of the world, fostering a sense of intellectual curiosity & personal growth.
Moreover, literature has the power to heal, to inspire, & to give hope. It provides a refuge from the stress of daily life, & can serve as a source of comfort during difficult times. It can inspire us to pursue our dreams, to strive for greatness, & to live a more meaningful life.
In conclusion, studying literature is a transformative experience that can enrich a person’s life in countless ways. As the French philosopher, Michel de Montaigne, once said: “The reading of all good books is like conversation with the finest minds of past centuries.”