When we spend the first class period focusing on the syllabus and letting students leave early, we miss an opportunity to expose them to the course content. What happens to those who drop that day? By spending the first day illustrating expectancy violations theory, both instructors and students can explicate anticipated behaviors and use them to…

In this article, we bring different fields into conversation as a way of expanding understandings about the teaching of reading, centering the communicative practices of multilingual children. Instead of seeking to remedy children whose communicative practices and norms do not align with "academic language," we traverse fields to show…

We examined the relationships between teachers' communication styles and students' perceptions of the classroom goal structure. Within the context of high school health classes focused on teaching about HIV/STD/pregnancy prevention, we surveyed 456 students about their teachers' immediacy behaviors, efforts to make course content relevant, and…

This chapter focuses on the intricate relationship between situated embodied actions, social classroom practices, and second language (L2) learning as an important emerging issue in CA perspectives on classroom discourse and interaction. I investigate how a series of classroom activities becomes established as a recurring routine and how a…

This study aimed to examine verbal behaviors within communicative interactions at the teacher/classroom level among second-grade classrooms that differ in socioeconomic status (SES) backgrounds. Investigators recorded and examined language use across instructional periods for 38 second-grade classrooms. Teachers' communication behaviors were…

Using multimodal conversation analysis, this study closely examines moments when an instructor's embodied explanations elicit laughter from his students -- which we refer to as laughing moments -- in an English as a second language classroom. Such laughing moments can exhibit students' attention to the teacher's explanation and also illuminate…

Productive use of student mathematical thinking is a critical aspect of effective teaching that is not yet fully understood. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its…

Supporting students of all levels to move beyond empirical arguments, which employ example based reasoning to endorse universal truths and are thus mathematically invalid, remains a challenging goal in mathematics education. Arguments that make use of generic examples are both mathematically valid and accessible for even young learners. However,…

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual…

We have entered the Fourth Industrial Revolution, which has brought widespread digital transformation with advanced and broadened technologies including artificial intelligence (AI). To help students prosper in a world full of AI applications, it is important for us to offer students sufficient AI-integrated learning opportunities across different…

This study investigates EFL instructors' classroom interactional competence (CIC) when they teach via synchronous video conferencing to see if they perceive any differences in their CIC displays in face-to-face settings versus synchronous online teaching. The participants consisted of 16 EFL instructors from two different state universities in…

What is a teacher to do when students share an idea with underlying mathematics that is different from that of the student contribution being discussed? Could such situations be avoided to begin with? In this article, the authors share strategies that can help teachers better keep the mathematics related to the student contribution under…

Michael Bird has a longstanding interest in the power of classroom dialogue, not only as a means of eliciting students' prior knowledge or checking their understanding of new ideas and information, but also as a powerful tool for generating new knowledge through a collective process of meaning-making. In this article, he first uses two extracts of…

This study aims to investigate the virtual class management experiences of teachers. The research was designed by adopting a qualitative research approach. The maximum variation sampling method, one of the purposive sampling methods, was used while determining the study group of the research. In this context, interviews were conducted with 18…

When classroom observations are grounded in curiosity, they're more likely to give teachers the feedback they need--and want, write Sean Conner and Jennifer Froehle. Thoughtful questioning (over telling and directing) prompts teachers to construct their own understanding of strengths, needs, and next steps.