"I Think You Mean …" Potential Perils of Teacher Paraphrasing and Alternative Responses for Student Engagement. Issue 4 (3rd September 2018)

• Record Type: Journal Article
• Authors: Bergman, Daniel J.
• Is Part Of: Clearing house. Volume 91:Issue 4/5(2018)
• Page Start: 201
• Page End: 211
• Publication Date: 2018-09-03
• Subjects: Paraphrasing -- classroom interactions -- teacher responses -- instructional behaviors; Education -- Periodicals; Junior high schools -- Periodicals; Education, Secondary -- Periodicals; Electronic journals; 373.05
• DOI: 10.1080/00098655.2018.1500261
• Languages: English
• ISSNs: 0009-8655

Abstract

Abstract: The present article highlights teacher paraphrasing, a response habit that can hinder student problem solving, authentic classroom dialogue, and promotion of a democratic classroom. Specifically, it discusses reasons teachers may have for paraphrasing student comments, along with potential impediments for student learning. Alternative response behaviors are proposed for encouraging student discussion, creativity, and self-evaluation: listening, wait-time, nonverbal behaviors, acknowledgment, asking for elaboration, and using student ideas.