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Worksheet - Classroom Transcript Activity

The classroom transcript highlights the teacher's role in supporting student learning through strategic language use and power dynamics. The teacher employs scaffolding techniques, prompting the student to self-correct and build confidence while managing uncertainty. Discourse features such as turn-taking, repair, and positive reinforcement illustrate how language shapes the learning environment and encourages student participation.

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8 views2 pages

Worksheet - Classroom Transcript Activity

The classroom transcript highlights the teacher's role in supporting student learning through strategic language use and power dynamics. The teacher employs scaffolding techniques, prompting the student to self-correct and build confidence while managing uncertainty. Discourse features such as turn-taking, repair, and positive reinforcement illustrate how language shapes the learning environment and encourages student participation.

Uploaded by

asmaassaneea32
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Classroom Transcript Activity

✏️Question:
Using the provided classroom transcript, analyze how the teacher
supports the student’s learning through language.
In your answer, discuss: - The power relations between teacher and student
- Strategies used to guide the student’s response
- How language is used to manage uncertainty and build confidence
- Any relevant discourse features (e.g., turn-taking, repair, hedging)
Transcript:
Teacher: What’s the answer to number 5?
Student: Umm… 32?
Teacher: Are you sure?
Student: I think so.
Teacher: Double-check your units.
Student: Oh! It’s 32 meters.
Teacher: Good. That’s better.

✅ Model Answer:
In the given classroom transcript, we observe a short exchange between a
teacher and a student. Through discourse analysis, several key aspects
emerge:
1. Power Relations
The teacher maintains control over the interaction by initiating turns
(“What’s the answer…”) and guiding the student’s responses. This reflects
the institutional power typical in classroom discourse, where teachers control
topic, turn-taking, and evaluation.
2. Guided Support (Scaffolding)
Rather than directly correcting the student, the teacher uses a prompt
(“Double-check your units”) to guide the learner toward self-correction. This
form of scaffolding encourages active learning and helps students internalize
expectations without feeling overtly corrected.
3. Managing Uncertainty and Confidence
The student begins with uncertainty, using fillers (“Umm…”) and hedging
language (“I think so”). The teacher does not dismiss the response but
instead encourages further thinking, allowing the student to arrive at the
correct, more complete answer (“32 meters”). This shows a supportive
teaching approach that builds confidence.
4. Discourse Features
 Turn-taking is managed by the teacher, typical in teacher-student
dialogues.

 Repair occurs when the student corrects the incomplete answer after
prompting.

 Hedging (“I think so”) indicates the student’s tentative stance.

 Positive feedback (“Good. That’s better”) reinforces correct


language use and encourages participation.
Conclusion
This interaction illustrates how discourse strategies in education promote
learning, support student development, and reinforce classroom norms.
Analyzing such exchanges helps understand the role of language in
constructing meaning, managing roles, and shaping the learning
environment.

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