The document discusses classroom interactions between teachers, students, and among students. It describes that positive interactions can improve student academic and social outcomes, while negative interactions hinder learning. It introduces the Classroom Assessment Scoring System (CLASS) which evaluates interactions based on emotional support, classroom organization, and instructional support domains. Student-student interactions are also important and can be encouraged through collaborative work and open discussions that build knowledge. Teachers should aim to create a supportive environment that facilitates participation and active learning through diverse activities and questioning techniques.

2. the form or content of behavior
and interpersonal relationships
between teacher and students
within classroom.

3. have an effect on students’academic achievement andsocial skills development .
are effective when they create
opportunities to be fostered by taking
advantage of teacher’s education,
professional development, monitoring,
and evaluation.
can be able to help learners to
learn more and to make
teachers more effective in their
labor.

4. it is important to choose a
method to asses the
interactions.
we can choose the Classroom
Assessment Scoring System (Class).

5. It assesses interactions’
effectiveness in three
domains.
It describes ten dimensions
that belong to one of the
domains mentioned.
It was developed at the
University of Virginia’s
Center for Advanced Study
of Teaching and Learning.
Emotional support
Classroom Organization
Instructional Support

6. How teachers help students to
develop warm, enjoy learning,
develop supportive
relationships, feel confident in
classroom, develop adequate
autonomy levels, etc.
How teachers help students to
develop warm, enjoy learning,
develop supportive
relationships, feel confident in
classroom, develop adequate
autonomy levels, etc.
Positive climate: emotional
relations between teacher and
students, and also among
classmates.
Negative climate: how often
negative expressions are
stated by the teacher or
students within classroom.
Teacher sensitivity: the way in
which teacher reacts to
students’ academic and
emotional needs.
Regard for student perspectives: how
teacher, students’ interactions, and
classroom activities emphasize on
students’ needs, interests, and ways of
thinking.

7. How teachers help students to
develop skills to control their
behavior and to keep their
interest in the learning
activities.
How teachers help students to
develop skills to control their
behavior and to keep their
interest in the learning
activities.
Behavior management: the
way in which the teacher
controls, prevents and
redirects misbehavior.
Productivity: how teacher manages
the routine activities and makes
them understandable for students,
in order to spend as much time as
possible in learning activities.
Instructional learning formats:
how teacher increases the
number of learning
opportunities and engage
students in different activities.

8. How teachers help students to
develop their cognitive skills
and language improvement.
How teachers help students to
develop their cognitive skills
and language improvement.
Concept development: how
teacher promotes students’
higher-order thinking skills by
using instructional discussions.
Quality of Feedback: how well
teacher designs feedback
strategies in order to promote
students participation and
learning.
Language modeling: how
teacher encourages students
to use language properly and
make it easier.

9. are the ways in which
students communicate and
interact
one
another
within classroom.
have an effect on the role
students develop in their
learning process, their level of
achievement, and their social
and emotional development.
are needed to be analyzed
and improved according to
students’
needs
and
interests.

10. Characteristics of
Student-student
Interactions
GOOD
Interactions
BAD
Interactions
 Students construct their own knowledge
effectively.
 Students share their responsibility for
learning together.
 Students improve their discussion skills.
 Students work in small groups and may
be able to support a whole class
discussion.
 Students model the class direction.
 Classes are mostly lecture focused.
 Usage of materials with almost no text
and well-chosen images.
 Usage of materials with almost no text
and well-chosen images.
 The teaching method does not promote
students participation. A considerable amount of time is spent on
listening to others’ opinions and exposing
points of view regarding to specific topics.

11. encourages students
to use different
communication modes
among them.
promotes cooperative
work and students are
able to answer open-
ended questions.
assigns a considerable
amount of time to
students interactions.
fosters in-depth
conversations about
different topics, among
students and also with
the teacher.

12. Using
assignments
that
promote
individual critical
thinking, sharing information
with others, and presenting it
to the classroom.
Presenting multiple choice
questions that encourage
collaborative work and
learning.
Asking
open-ended
questions that foster in-
class debates about
controversial themes.
Encouraging students to
explore data in classroom,
chose and interpret it
correctly.
Organizing
professional
communication
projects
where students can present
their ideas orally or using
poster presentations.

13. Collaborative
Learning
Discussions and
Debates
Interactive
Sessions
Loud Reading
Story-Telling
Soliloquies
Role Plays

14. Creates an
adequate
learning
atmosphere Provides
opportunities to
elicit students’
responses
Motivates
students’
participation and
exposing new
ideas
Helps students to
construct a different
learning through
group discussion
activities
Plans different
activities that
promote effective
classroom
interaction

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teacher-s-role-and-merits
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