- Title: Low-Inference Verbal Behaviors Related to Teacher Clarity
- Authors: Smith, Lyle R.; Land, Michael L.
- Access the original paper here
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Paper summary
This research article from the Journal of Classroom Interaction examines the impact of teacher speech patterns on student learning. Specifically, it investigates the effects of “vagueness terms” and “mazes”—low-inference verbal behaviors—on student achievement and perceptions of lesson effectiveness. Both correlational and experimental studies are reviewed, demonstrating a negative correlation between the frequency of these speech patterns and positive student outcomes. The findings suggest that while eliminating all such speech is unrealistic, reducing their frequency can improve teaching effectiveness. The authors conclude by emphasizing the use of objectively measurable, low-inference behaviors in teacher training and evaluation.
What are the key implications for teachers in the classroom?
The research summarized in the sources overwhelmingly indicates that high frequencies of teacher vagueness terms and mazes inhibit student achievement and cause students to perceive the lesson as being ineffective. Teachers should attempt to eliminate these phrases from their speech in order to present lessons that are less distracting to students. While it is unrealistic to try to exclude all vagueness terms and mazes from one’s speech, the sources point to some important implications for teachers in the classroom:
- Focus on low-inference teacher behaviors that can be critiqued objectively. Clusters of such behaviors may provide a key for developing theories of instruction.
- Differentiate teacher clarity variables from other variables, such as teacher enthusiasm.
- Consider variables, such as student opportunity to learn, when studying teacher clarity variables.
The sources conclude that teacher vagueness terms and mazes should not be used as the sole criteria for evaluating teacher clarity.
Quote
The evidence overwhelmingly indicates that high frequencies of teacher vagueness terms and mazes inhibit student achievement and cause students to perceive the lesson as being ineffective
