A Descriptive Analysis of Nonverbal Status Displays Demonstrated By Dental Educators in Clinical And/or Laboratory Settings
A Descriptive Analysis of Nonverbal Status Displays Demonstrated By Dental Educators in Clinical And/or Laboratory Settings
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In our eReader you can find the full English version of the book. Read A Descriptive Analysis of Nonverbal Status Displays Demonstrated By Dental Educators in Clinical And/or Laboratory Settings Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book A Descriptive Analysis of Nonverbal Status Displays Demonstrated By Dental Educators in Clinical And/or Laboratory Settings
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To quickly assess the difficulty of the text, read a short excerpt:
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while teachers in Group II spent less time on these activities." Re states "Teachers in Group II spent more of their time verbally and nonverbally inhibiting student participation and in this way dominated classroom acti- vities" (Re, 1978, p. 157).
Re also notes that there was a difference in the teach- ing patterns of teachers in Group I and Group II. Group I teachers usually began a discussion by asking broad questions which students might answer by expressing themselves in "unanticipated"... answers which served as a catalyst to initiate 58 further student participation. Group II teachers usually began discussion by asking a narrow question with a "predictable" answer. Students responded with the expected answer. Then the teacher asked another narrow question and then "the teacher praises and encourages the students and moves on to another question" (Re, 1978, p. 158). Group I teachers praised the students also but used nonverbal praise more in isolation rather than in concert with verbal praise as compared to the teachers in Group II who used less non- verbal praise.
What to read after A Descriptive Analysis of Nonverbal Status Displays Demonstrated By Dental Educators in Clinical And/or Laboratory Settings?
You can find similar books in the "Read Also" column, or choose other free books by Maple, Marilyn J to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
.
while teachers in Group II spent less time on these activities." Re states "Teachers in Group II spent more of their time verbally and nonverbally inhibiting student participation and in this way dominated classroom acti- vities" (Re, 1978, p. 157).
Re also notes that there was a difference in the teach- ing patterns of teachers in Group I and Group II. Group I teachers usually began a discussion by asking broad questions which students might answer by expressing themselves in "unanticipated"... answers which served as a catalyst to initiate 58 further student participation. Group II teachers usually began discussion by asking a narrow question with a "predictable" answer. Students responded with the expected answer. Then the teacher asked another narrow question and then "the teacher praises and encourages the students and moves on to another question" (Re, 1978, p. 158). Group I teachers praised the students also but used nonverbal praise more in isolation rather than in concert with verbal praise as compared to the teachers in Group II who used less non- verbal praise.
What to read after A Descriptive Analysis of Nonverbal Status Displays Demonstrated By Dental Educators in Clinical And/or Laboratory Settings?
You can find similar books in the "Read Also" column, or choose other free books by Maple, Marilyn J to read onlineMoreLess
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