1. INTASC Standard 6:
Communication
Lakisha Gantt
Jessica Kolling
Miriam Marek
EDU 521-Foundations of Education
March 23, 2012

2. Principle #6
The teacher uses knowledge of
effective verbal, nonverbal, and
media communication
techniques to foster active
inquiry, collaboration, and
supportive interaction in the
classroom.

3. Central Claims of INTASC 6
● Communication is both verbal and nonverbal
○ Communication has visual, auditory, and
kinesthetic components such as (but not
limited to) eye contact, physical proximity,
and tone of voice
● The most effective communicators make use
of a variety of media and technology to
enrich learning opportunities

4. Central Claims of INTASC 6
● Educators must communicate effectively
AND teach students to be effective
communicators
○ Teachers must determine the most clear and
effective way to communicate key information to
students
○ Teachers must be sensitive of gender and cultural
differences when communication information
○ Educators must teach students to communicate
effectively in mainstream society as doing so
empowers scholars to become self-advocates
○ Educators must teach students that communication
encompasses both speech and writing

5. Central Assumptions of Communication
● It is the teacher’s role to model effective
communication that aids learning
○ Students learn how to communicate and how to
receive communication in the classroom
● Teaching effective communication will
support other important skills learned in
school such as writing and public speaking
● Effective communication techniques does
take a “one-size-fits-all”
○ Effective communication is sensitive to the varied
expectations from gendered and cultural differences

6. Central Assumptions of Communication
● Technology is an essential component of
modern communication in the classroom
● Using technology in the classroom will enrich
learning
● Teachers have access to a variety of media
and technology tools that will enrich learning
● Students have the ability to access and
manipulate a variety of media and
technology tools that will enrich their learning

7. Central Assumptions of Communication
● Using technology in the classroom is the
most effective means of communicating with
students
● Teaching students to access new technology
is empowering and supports both written and
spoken communication

8. Value Assumptions of
Communication
● Communication is a key component of any
classroom, and it is necessary to foster a
certain type of communication for a well-run
classroom, regardless of grade level, age,
and background of the students
● It is the teacher’s responsibility to set norms
and model proper forms of communication
because the way students communicate in a
classroom has the power to create or
destroy classroom culture.

9. Value Assumptions of
Communication
● Teachers should have a working knowledge
of the theories of communication and
language acquisition to better support
students in the classroom
● There are many modes of communication,
and teachers should employ many different
modes to reach all of their students and
different ways. They should also be able to
switch modes smoothly and frequently to
meet the needs of all students

10. Value Assumptions of
Communication
● Students of different cultures, genders,
socioeconomic status, and background/life
experience have different means of
communicating
● It is the classroom teacher’s job to ensure
that all students feel comfortable expressing
their thoughts in the classroom and are
understood

11. Value Assumptions of
Communication
● An effectively communicating classroom is one
in which students are asking questions,
working with their peers, and helping each
other, all while using many forms of
communication to relate to each other and
express ideas
● Communication should be positive, appropriate
for the situation, and respectful
● Positive, appropriate communication is the
responsibility of all members of the classroom
community.

12. Identifying Descriptive Assumptions
● The teacher assumes roles that extend beyond
the classroom that includes other
responsibilities.
● The teacher recognizes the importance of
verbal and nonverbal communication because
when nonverbal communication is in use it can
make a calmer and discreet environment.
Verbal communication can make a calm or
exciting environment.
● The teacher understands the role of language in
learning as it is the key to verbalize why we take
the action we take.

13. Identifying Descriptive Assumptions
● Teachers understand that cultural and gender
differences can affect communication in the
classroom because culturally the students may
be at odds as they may not understand what
you are saying because of their race, their
socioeconomic status my stand in their way of
getting what they need for school, or even
making it to school at all. And gender
differences meaning you just can’t speak to a
little girl the way you speak to a little boy as little
girls are treated differently than little boys by
their own family.

14. Identifying Descriptive Assumptions
● The teacher is a thoughtful and responsive
listener as he/she gives his/her input,
experience, and example of how to deal with
issues as they relate to personal/home
problems and school related problems.

15. Classroom Practice
● Communication
● As a classroom teacher I recognize that
nonverbal communication works very well in
my classroom as we use sign language for
many transitions.
● Communication plays a big role in my
classroom as social development is the key
to learning in a preschool setting. Students
learn how to speak to one another.

16. Classroom Practice
● As a teacher I value many ways in which people
seek to communicate and encourage many
modes of communication in the classroom by
using pictures, facial expressions, sign
language, writing on paper, technical means like
tape recorders, and verbal communication. In
my classroom I support and expand learner
expression in speaking, writing, and other
media by having afternoon meeting’s that
consist of students speaking about their
personal life experiences and free expressional
writing in their journals.

17. Classroom Practice
● As a classroom teacher I use a variety of
media communication tools, including audio-
visual aids and computers, to enrich learning
opportunities. I do this by using music,
manipulatives, verbal and non- verbal
communication, poems, and books.

18. Classroom Practice
● Nonverbal classroom management
techniques: without disrupting the flow of the
lesson, the teacher can correct student
misbehavior and them back on track through:
○ Proximity: teacher stands near the student to
communicate the need for correction
○ Using hand signals to indicate to a student or group the
need for correction
○ Signaling when a student receives a formal warning
○ Using eye-contact to silently communicate the teacher’s
feelings and need for correction

19. Classroom Practice
● Nonverbal coaching and encouragement
during presentations: to help those students
who struggle speaking in front of the class,
the teacher can:
○ Use gestures to remind the student to project their
voice or slow down when talking
○ Give updates on the time they have left
○ Give positive praise and encouragement through
hand signals and eye-contact
○ Use written cue cards with reminders for the student

20. Classroom Practice
● Varying verbal communication:
code/language switching for ELL students
● Teachers of students who are non-native
English speakers can use that student’s
native language in instruction so that they can
use their background knowledge to build new
knowledge in a new language

21. Classrom Practice
● EXAMPLES:
○ Vocabulary instruction: first in Spanish, then
have Spanish-speaking students translate it to
English for the native English speakers
○ New skills/concepts: have the Spanish-speaking
students explain it in Spanish first, then teach
the class in English what they just said
○ This recognizes and celebrates the diversity of
the classroom, allows for freer communication,
and an exchange of ideas in many modes