Research plan draft Importance of Students’ interaction in the school Area of Focus The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students. Problem –interest There is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. The interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers. another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers. 3 Problem-background Majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all leve ...

1. Research plan draft
Importance of Students’ interaction in the school
Area of Focus
The purpose of this study is to identify the importance of
students’ interaction in the school. It has been shown that
student interaction helps students to learn and gain skills and
knowledge that provide them with foundation for later learning.
This study will also increase the knowledge of teachers about
particular types of child teacher interactions that encourage the
development of young students.
Problem –interest
There is a clear prove that it is these daily interactions that
students have with their teachers that play a great part in their
performance in class.
The interactions students gain during their early years in school,
i.e. during the early childhood stages, have a lot to do with the
engagement of students later in their advanced school years as it
is during these early stages that the children gain skills and
knowledge that offer them the foundation for later learning.
Students learn many of the skills when still young and through
their interaction with their teachers.
another thing that led me to have interest on this topic is the
fact that all learning involves participation. for instance you
cannot learn to play a guitar without actually picking it and
practicing.
When I studied about past research about what tutors really do

2. everyday to make a difference in the lives of students, I learnt
that there is a clear prove that it is these daily interactions that
students have with their teachers that play a great part in their
performance in class. I also observed that it was not with
teachers alone but also the interactions with students with their
fellow students and parents as well have a role in their
development. I noted with a lot of concern that the interactions
students gain during their early years in school, i.e. during the
early childhood stages, have a lot to do with the engagement of
students later in their advanced school years as it is during
these early stages that the children gain skills and knowledge
that offer them the foundation for later learning. Students learn
many of the skills when still young and through their interaction
with their teachers (Manke, 1997). another thing that led me to
have interest on this topic is the fact that all learning involves
participation. for instance you cannot learn to play a guitar
without actually picking it and practicing. in the same way it is
hard to learn a language without engaging into it. engagement
comes in the form of interacting with the fellow students in
discussions in order to learn new things as well as with the
teachers.
3
Problem-background
Majority of the teachers have experienced classes in which the
students’ interactions is limited than they would want it to be,
with the students being restrained when asked to talk to their
partners about something.
This restriction does not only apply to interactions in
classrooms but it seems to apply to groups of all levels, ages
and nationalities. In theory, interactions may seem so sensible
and desirable but we are all aware that essentially increasing
and promoting it can be a real struggle.
Some students are resistance to interaction.
There is no apparent evidence that supports this worry yet it is

3. very common.
Some students are usually so self conscious such that they
become embarrassed and nervous when asked to contribute in
group work.
I have seen classes in our school where students are resistance
about interacting. it is so unfortunate that some students are not
excited about group work or pairing, more so in mono lingual
classes where it is a bit unnatural to communicate to a person
whom you speak the same language in a language that you are
both not so familiar with. Many students say that they do not
like group work or pair work since they might learn mistakes
from their partners. There is no apparent evidence that supports
this worry yet it is very common. Some students are usually so
self conscious such that they become embarrassed and nervous
when asked to contribute in group work.
4
Problem-prior interventions
One of the interventions made to attempt solve this problem is
having different task levels.
Since all classes have students with mixed ability, teachers try
preparing difficult, medium and easy versions of similar tasks
so that the students at different levels can work together at a
level which is suitable to them.
This approach has worked well since no student feels
intimidated by not doing well.
Another intervention is repeating tasks and reverse interactions.
This has been applied in large classes that have a lot of
students. The teacher plans to move the students around in a
manner that they are not always interacting with one partner.

4. One of the interventions made to attempt solve this problem is
having different task levels. Since all classes have students with
mixed ability, teachers try preparing difficult, medium and easy
versions of similar tasks so that the students at different levels
can work together at a level which is suitable to them. For
instance, after a listening exercise, scholars with diverse tasks
can share with each other what they have learnt. This approach
has worked well since no student feels intimidated by not doing
well. Another intervention is repeating tasks and reverse
interactions. This has been applied in large classes that have a
lot of students. The teacher plans to move the students around
in a manner that they are not always interacting with one
partner. Students are asked to perform same task but with
different partners. Apart from offering a number of interactions,
this approach also makes the most of the task being worked on.
However, this approach does not work well with students who
do not adapt quickly to changes. Such students only want to be
familiar to one partner and stick to working with them.
5
Participant description
One of the participants in this study is the teacher.
Teachers really play a great part in the lives of student. daily
interactions of teachers with their students really make a big
difference in the lives of students.
I learnt that there is a clear evidence that it is these daily
interactions that students have with their teachers that play a
great part in their performance in class.
Students interaction with their fellow students really helps them
gain knowledge and skills that offer foundation for their later
learning (Markee, 2015).
parents also play a part in their children’s students lives. good
interactions of parents with their children will yield good

5. performance and interactions in school and vice versa.
Participant Justification
The reason why I chose to work with all these participants in
this study is because each and every one of them has a very
vital role that they play in the students’ lives. Interaction assists
students in developing social skills and language learning and
therefore, make the most of relations in the classroom is a
significant part of the teacher's role. Fellow students also have a
part to play in the interactions with other students.
6
Research questions
Why is student to student interaction advantageous?
What are the problems faced when trying to enhance
interaction?
How can we endorse a raise in student interaction?
Interaction assists students in developing social skills and
language learning and therefore, make the most of relations in
the classroom is a significant part of the teacher's role.
Interaction will not essentially occur spontaneously, though,
and in my view it is essential to consider it before teaching. all
the approaches that have been applied to try increase
interactions have one similarity which is that they all need to be
consideration before and are, thus, a part of the lecture planning
process.
7
References
Kumpulainen, K. & Wray, D. (2002). Classroom interaction and
social learning: from theory to practice. London New York:
RoutledgeFalmer.

6. Manke, M. (1997). Classroom Power Relations Understanding
Student-teacher Interaction. Hoboken: Taylor & Francis.
Markee, N. (2015). The handbook of classroom discourse and
interaction. Malden, MA: Wiley-Blackwell.