file3.html be used for study and reproduction; library cards, Sear'sCatalogue and the Yellow Pages are further useful places to begin from.
1.1. The medium in which formal education is transacted is theconversational mode. 1.2. To teach is to tell; to learn is to listen. 1.3. Talk is much more than communication. 1.4. To teach is to talk. 2.1. Conditions for transacting in talk. 2.2. Organizational structure. 2.3. Types of transactions in talk. 2.3.1. Gives Explanation 2.3.2. Gives Justification 2.3.3. Gives Elaboration 2.3.4. Dramatizes 2.4. Code book of the conversational ritual the rules of talk. 2.4.1. standing claim between conversationalists. 2.4.2. the background context or setting of a conversational episode. 2.4.2.1. transactional contextual features. 2.4.2.1.1. socio-logical 2.4.2.1.2. sub-cultural 2.4.1.3. emotional 2.4.2.1.4. informational 2.4.2.1.5. inferential 2.4.3. transactional code: competence and performance. 2.4.3.1. if-then rules 2.4.3.2. style of modulation, conversational style 2.4.3.3. sequencing rules 2.3.4. deletion rules 2.4.3.4.1. interstitial structure of utterances 2.4.3.4.2. conversational register 3.1. Basis of empirical adequacy for "made-up" illustrations oftalk as data. 3.1.1. actual vs. constructed conversations 3.2. Conversational competence has three components: 3.2.1. judging the naturalness of sample conversations 3.2.2. constructing samples of conversations that appear natural 3.2.3. producing conversational utterances in an actual conversation 3.3. Transactional code: levels of realization 3.3.1. speech community's transactional dialect 3.3.2. dialect shared by conversational participants to a particularevent 3.3.3. individual's transactional competence: a variable on the taxonomicgrid of context of utterance 4.1. TE Workshops: Transactional Engineering Workshops. 4.2. Self-Analytic Objective Reporting ofOn-Going Authentic Transactions: SAOROGAT. 4.2.1. the authentic conversational dyad: five social witnesses or"participants" 4.2.2. instructional units defined in terms of boundaries marked bymoments of relief (indicating the completion of an experiential forwardlearning step) 4.2.3. the desocs unit: developmental sequence of theconceptual statement 4.2.3.1. logical/conceptual structure of topic: in teacher'sregister. 4.2.3.2. reporting transformation into pupil's register. 4.2.3.3. statement of behavioral objectives. 4.2.3.4. built-in feedback mechanism: TOTE-step after eachinstructional unit. 4.3. Types of learning 4.3.1. conceptual 4.3.2. experiential 4.3.3. instructional 5.1. Educational Psycholinguistics investigates the teaching-learningprocess through a transactional analysis of the organization of conversationalinteraction. 5.1.1. when are explanations appropriate 5.1.2. when are justifications appropriate 5.1.3. When are elaborations appropriate 5.1.4. how are dramatizations appropriate 5.2. The teaching-learning process is a joint interactional functionof the teacher's reporting competence and the pupil's listening competence. 5.2.1. analysis of a written passage 5.2.1.1. textual behavior 5.2.1 2. critical reading 5.2.1.3. instructional reading 5.3. The ideal teacher is the perpetual student. 6.1. How to tell effectively: Analysis of desocs. 6.1.1. the instructional theme 6.1.2. the main instructional topic 6.1.3. the transactional structure of the instructional statement 6.2. Pedagogic ambiguities of the instructional transactions proposed by the desocs: their number and generiticity determine the quality of thedesocs. 6.2.1. clarity of specific instructional goal: what do I have tolearn? 6.2.2. clarity of instructional operations: how do I learn that? 6.2.3. clarity of its experiential relevance: how is it personallyrelevant to me? 6.3. Pedagogic responsiveness of the desocs: how well it addressesitself to pedagogic ambiguities of particular Individual students 6.3.2. levels of insight 6.3.2.1. written medium 6.3.2.2. meditation or discourse thinking medium 6.3.2.2.1. nature of controlling desocs for personal constructs 6.3.2.2.2. their acquisition 6.4. How to listen effectively: goals for and strategies in learning. 6.4.1. an effective listening desocs has at least 6 components allwhich facilitate instructional learning. 6.4.1.1. Legitimizing transactions: direct and indirect 6.4.1.1.1. minimal 6.4.1.1.2. adequate 6.4.1.1.3. enthusiastic 6.4.1.2. Complying transactions 6.4.1.2.1. number and nature of simultaneous transactional requests andstrategies for complying. 6.4.1.3. - 6.4.1.5. Learning transactions at three levels. 6.4.1.6. Reporting transactions as a function of transactionalregister and practical transactional skill. 6.4.2. Listening sets or strategies four levels 6 4.2.1. rote learning level 6.4.2.2. experiential learning level 6.4.2.3. instructional level 6.4.2.4. transactional level 6.4.3. Illustrative analysis 7.1. What is authenticity? 7.1.1. awareness of on-going transactions 7.2. Desocs for teaching "authenticity" 7.3. The Register of Objective Reporting 7.3.l. of on-going feelings 7.3.2. of on-going transactions 7.4. Corroboration 7.4.1. sensual validation 7.4.1.1. direct (empathy) 7.4.1.2. indirect (inference) 7.4.2. consensual validation 8.1. Fake disagreements (negative collusion) 8.2. Genuine disagreements are always inauthentic transactions 8.2.1. mislabeling of on-going transaction 8.2.2. objective reporting counteracts inauthenticity 8.3. Inauthentic teaching 9.1. Authentic teaching transcends the basic manipulative aspect of theinstructional transaction. 9.1.1. Transacting the Authentic Teaching Contract 9.1.2. Transacting Objective Reporting 9.2. Antidotes to Disagreements: Repairing activities in the face of 9.2.1. Inadequacies in legitimizing transactions 9.2.1.1. in public transactional dialect 9.2.1.2. in private transactional register 9.2.2. Characteristics of adequate legitimizing 9.2.2.1. the non-victimizing register 9.3. Legitimizing in the instructional register of authenticteaching 9.3.1. Pupil requests for legitimization 9.3.1.1. request for topic switch 9.3.1.2. request for repairing transaction 9.3.1.3. request for acknowledgment of complaint 9.3.2. Teacher responses to pupil legitimization requests 9.4. The inauthentic vs. the authentic register 9.4.1. speaking impersonally: generalizing 9.4.2. the collective pronouns 9.4.3. time displacements 9.5. The Teacher Paradox 9.5.1. Inauthentic victimizing transactions 9.5.2. Authentic victimizing transactions 9.5.3. Authentic validating transactions 9.5.4. Inauthentic validating transactions 9.6. The Authentic Teacher's Profile
THE END
the Transactional Code
in the Classroom
Telling -- Learning as Listening
Insight in the Instructional Register
6.3.1. levels of responsiveness
Learning Process
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