Classroom interactions
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Classroom interaction describes the social behaviors between teachers and students in a classroom. The main participants in classroom interactions are the teacher, students, and interactions between teacher-student, student-student, and student-teacher. The objectives of classroom interaction are to help students learn about their own learning styles, communicate with peers, be exposed to new language learning genres, and experience different types of classroom interactions. Classroom interaction aims to facilitate meaningful communication in the target language and help teachers understand students' prior knowledge and conceptual learning. The teacher's role is crucial in creating a positive learning environment through interactive sessions to engage students and elicit new ideas. Common types of classroom interaction include collaborative learning, discussions, role plays, and conversations between teacher and students
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Classroom interaction
The document discusses classroom interaction and its importance for developing speaking and listening skills. It defines classroom interaction as a practice that enhances these skills by allowing learners to think critically and share views with peers. It lists objectives of classroom interaction like helping learners identify learning methods and communicate easily. It also describes different types of classroom interactions like collaborative learning, discussions, debates and role plays. It discusses two major types of talk in English as a foreign language classrooms and characteristics of real classroom interaction. It concludes by emphasizing the importance of reinforcing interaction techniques in classes and making students accustomed to interacting in the target language.
Classroom interaction
Classroom interaction refers to the interaction between teachers and students, and among students, in a classroom. It involves conversations between teachers and students, as well as collaborative, interactive, and discussion-based activities that aim to meaningfully communicate ideas in the target language. Studies show that classroom interaction enhances listening and speaking skills, but that students often do not get adequate opportunities to talk in teacher-centered classrooms, speaking for less than 30% of the time on average.
Classroom interaction
Classroom interaction involves teachers providing materials for students, creating opportunities for students to interact, and giving feedback. Students are responsible for using the language, cooperating with others, interacting in class, and providing feedback to teachers. There are various types of classroom interaction, including role plays, group work, discussions, and storytelling, which allow students to practice using the language through different interactive activities.
Classroom interaction
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
Classroom Interaction.
Here, in my presentation you can find that how classroom interaction is necessary to get command over second language and how it differs from traditional teaching and activity which we are using in modern classroom teaching to make learners interactive.
G2.classroom interaction. a ct 2.1. oscar hernandez
Prepare a power point presentation of 15 slides with the most important information you can find on the internet about the classroom interactions.
Classroom interactions
Classroom interaction describes the social interactions between students and teachers that take place within the classroom. The traditional approach of one-way lectures from the teacher to passive students is moved away from, as deliberate interaction among all parties is key to enhancing language learning. Some objectives of classroom interaction include practicing critical thinking, stimulating student involvement, improving peer relationships, and sharing responsibility for learning. Techniques for interaction include whole-class discussions, role-plays, collaborative learning, and interactive sessions. Interactions can be between the teacher and students, students and students, or teacher-centered activities. Conclusion states that communication is the key, and interactions should involve both individual and group work, as well as closed and open-ended activities.
Classroom Interactions
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.
Recommended
Classroom interaction
The document discusses classroom interaction and its importance for developing speaking and listening skills. It defines classroom interaction as a practice that enhances these skills by allowing learners to think critically and share views with peers. It lists objectives of classroom interaction like helping learners identify learning methods and communicate easily. It also describes different types of classroom interactions like collaborative learning, discussions, debates and role plays. It discusses two major types of talk in English as a foreign language classrooms and characteristics of real classroom interaction. It concludes by emphasizing the importance of reinforcing interaction techniques in classes and making students accustomed to interacting in the target language.
Classroom interaction
Classroom interaction refers to the interaction between teachers and students, and among students, in a classroom. It involves conversations between teachers and students, as well as collaborative, interactive, and discussion-based activities that aim to meaningfully communicate ideas in the target language. Studies show that classroom interaction enhances listening and speaking skills, but that students often do not get adequate opportunities to talk in teacher-centered classrooms, speaking for less than 30% of the time on average.
Classroom interaction
Classroom interaction involves teachers providing materials for students, creating opportunities for students to interact, and giving feedback. Students are responsible for using the language, cooperating with others, interacting in class, and providing feedback to teachers. There are various types of classroom interaction, including role plays, group work, discussions, and storytelling, which allow students to practice using the language through different interactive activities.
Classroom interaction
The document discusses the role of the teacher in language learning and different teaching methods. It lists several teaching approaches including individual work, choral responses, open-ended questioning, teacher talk, full class interaction, group work, and self-access. It emphasizes that the teacher's role is to facilitate learning, manage the classroom, instruct language, and advise students. The goal is to promote meaningful communication and self-reflection through engaging learners with texts and resources that reflect language and culture.
Classroom Interaction.
Here, in my presentation you can find that how classroom interaction is necessary to get command over second language and how it differs from traditional teaching and activity which we are using in modern classroom teaching to make learners interactive.
G2.classroom interaction. a ct 2.1. oscar hernandez
Prepare a power point presentation of 15 slides with the most important information you can find on the internet about the classroom interactions.
Classroom interactions
Classroom interaction describes the social interactions between students and teachers that take place within the classroom. The traditional approach of one-way lectures from the teacher to passive students is moved away from, as deliberate interaction among all parties is key to enhancing language learning. Some objectives of classroom interaction include practicing critical thinking, stimulating student involvement, improving peer relationships, and sharing responsibility for learning. Techniques for interaction include whole-class discussions, role-plays, collaborative learning, and interactive sessions. Interactions can be between the teacher and students, students and students, or teacher-centered activities. Conclusion states that communication is the key, and interactions should involve both individual and group work, as well as closed and open-ended activities.
Classroom Interactions
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.
Classroom Interaction
This document discusses classroom interaction in an English methodology course. It defines classroom interaction as the form and content of behavior between teachers and students. It identifies the key participants in classroom interactions as the teacher and learners. There are different types of classroom interactions depending on who communicates with whom, such as teacher-student, student-student, and group interactions. The objectives of classroom interaction include guiding meaningful communication and identifying individual learning styles. Some techniques to improve interaction include showing personal interest in students, establishing clear expectations, providing feedback, and incorporating various activities like discussions, role plays and group work.
Presentation Speech Acts in EFL Classroom Interaction
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
Classroom Interactions
This document discusses classroom interactions and their importance in language learning. It defines classroom interaction as a practice that improves the relationship between teachers and students and helps students develop critical thinking and share their views. The objectives of classroom interaction are to identify student learning methods, develop student communication and expression of ideas, and improve learning skills. It also aims to provide teachers insight into student interaction frequency and needs. Some techniques discussed include collaborative learning, discussions, debates, role-playing and conversation. The roles and responsibilities of both teachers and students are outlined.
Classroom interaction
The document discusses different forms of classroom interaction ranging from teacher-centered to student-centered. It also covers types of classroom activities and interactions such as group work, questioning, and individual work. Effective classroom interaction requires clarity, learning value, interest, availability of responses, extension of learning, and appropriate teacher reaction.
[RELO] Classroom Interaction: Getting More out of Course Books
This document discusses strategies for making course books more learner-centered and interactive. It identifies some key techniques like using pair and group work, whiteboards, and pictures from students' local contexts. Specific strategies are provided for utilizing pictures, texts, and exercises from course books in ways that encourage more interaction and transfer responsibility to students, such as having students predict, role play, personalize content, and complete tasks in groups. The goal is to make course book material more meaningful and engaging for learners.
Analyzing patterns of classroom interaction in EFL Classrooms in Iran
This study analyzed patterns of classroom interaction between teachers and students in EFL classrooms in Iran. The results showed that interactions were generally teacher-dominated, with teachers initiating most exchanges. While gender did not significantly impact interaction patterns, female teachers provided more positive feedback. To encourage more student participation, the study recommends incorporating more student-centered activities like role plays and discussions.
Analyzing patterns of classroom interaction
This document summarizes a study that analyzed patterns of interaction between teachers and students in English as a foreign language classrooms in Iran. Sixteen teachers (8 female and 8 male) and their single-gender classrooms were observed and recorded. The interactions were categorized according to different frameworks and analyzed based on frequency. The results showed that both male and female teachers dominated classroom conversations similarly. Gender had little effect on teacher-student and student-teacher interactions. However, female students interacted more with each other than male students. The conclusion recommends encouraging more student-led activities to increase student participation and reduce teacher domination.
Classroom interaction
The document discusses different patterns of classroom interaction and how to classify them. It identifies five forms of interaction ranging from teacher-dominated to student-active. These include: teacher very active with students receptive (TT); teacher active with students mainly receptive (T); balanced interaction between teacher and students (TS); students active with teacher mainly receptive (S); and students very active with teacher receptive (SS). The document also provides discussion questions about analyzing patterns of interaction in classroom observations.
Classroom Interaction
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Classroom Interaction
This module discusses the importance of interaction in language classrooms. It notes that student talk typically accounts for less than 30% of classroom talk. Studies show that students learn language through asking questions. However, student questioning drops off when formal schooling begins. The module considers different types of interactions in the classroom, including between teacher-student and student-student. It also addresses the goals of classroom interaction and using both the target language and students' first language to support learning. Teachers are encouraged to reflect on interaction in their own classrooms.
Improving Teacher-Student Interaction Analysis
This action research project aimed to improve teacher-student interaction in an EFL classroom. The researcher observed a class and found that students were unresponsive, avoiding interaction with the teacher by not answering questions. The researcher hypothesized that this was because Japanese students are taught not to question teachers. The intervention involved explaining to students that interaction is acceptable and beneficial in English classrooms. After reminding students of this, some progress was seen, as students began nodding, answering questions, and occasionally asking their own. However, further prompting was still needed to encourage responses.
Classroom interaction
Classroom interaction refers to the social and academic relationship between teachers and students. It examines how teachers can support student achievement and development through their interactions in the classroom. Effective classroom interaction falls into three categories: emotional support, classroom organization, and instructional support. Teachers provide emotional support by creating a positive environment and being responsive to students' needs. They organize the classroom to help students regulate their behavior and stay engaged. Finally, teachers give instructional support by promoting thinking skills, providing feedback, and encouraging language use among students. The goal of classroom interaction is to help students communicate effectively and assist them with learning.
Analyzing patterns of classroom interaction in Iran
Summary of paper:
Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran by
asser Rashidi
Shiraz University, Iran
Mahshid Rafieerad
Shiraz University, Iran
Student student interaction-writeup
I think this is an excerpt I took from someone online.. If it is yours sorry.. Plz PM to take it down. For now, I am just leaving it here to share with other fellow friends who are developing themselves professionally. TQ
Classroom interaction
The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
The Interactive Classroom
This document discusses using various technologies in the classroom, including podcasting, blogging, and interactive whiteboards. It provides an overview of articles on each technology that highlight benefits such as allowing students to publish for a global audience, facilitating collaboration and peer learning, and serving as an assistive tool. The document concludes by emphasizing that technology should be used to enhance learning and teach students responsibility, and that teachers now have many new tools available to engage students.
Cooperative Language Learning
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
Affective Teaching Vs. Putin Method
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
Flanders interaction analysis
The document discusses Flanders' Interaction Analysis (FIAC), a system for categorizing and analyzing classroom interactions. It describes FIAC's 10 categories for coding teacher and student talk. The categories are divided into indirect and direct teacher influence as well as student talk in response to or initiation of ideas. FIAC involves encoding classroom interactions using the categories, tabulating the data in a matrix, and interpreting the matrix to understand classroom dynamics. Theoretical assumptions underpinning FIAC include the importance of verbal communication and teacher influence in the classroom.
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
Paulo freire's pedagogy
Paulo Freire was a Brazilian educator who developed a problem-posing approach to teaching adults. His approach encouraged critical thinking by having students analyze social and political forces that affect their lives. He believed education should empower students to challenge inequality and take action for change. The document outlines Freire's teaching philosophy and methods, including listening to students, facilitating dialogue, problem-posing through questions, and using "codes" or materials to represent issues for discussion. The goal is for education to be a two-way process that develops critical thinking skills and leads students to consider actions they can take to improve their situations.
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Classroom Interaction
This document discusses classroom interaction in an English methodology course. It defines classroom interaction as the form and content of behavior between teachers and students. It identifies the key participants in classroom interactions as the teacher and learners. There are different types of classroom interactions depending on who communicates with whom, such as teacher-student, student-student, and group interactions. The objectives of classroom interaction include guiding meaningful communication and identifying individual learning styles. Some techniques to improve interaction include showing personal interest in students, establishing clear expectations, providing feedback, and incorporating various activities like discussions, role plays and group work.
Presentation Speech Acts in EFL Classroom Interaction
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
Classroom Interactions
This document discusses classroom interactions and their importance in language learning. It defines classroom interaction as a practice that improves the relationship between teachers and students and helps students develop critical thinking and share their views. The objectives of classroom interaction are to identify student learning methods, develop student communication and expression of ideas, and improve learning skills. It also aims to provide teachers insight into student interaction frequency and needs. Some techniques discussed include collaborative learning, discussions, debates, role-playing and conversation. The roles and responsibilities of both teachers and students are outlined.
Classroom interaction
The document discusses different forms of classroom interaction ranging from teacher-centered to student-centered. It also covers types of classroom activities and interactions such as group work, questioning, and individual work. Effective classroom interaction requires clarity, learning value, interest, availability of responses, extension of learning, and appropriate teacher reaction.
[RELO] Classroom Interaction: Getting More out of Course Books
This document discusses strategies for making course books more learner-centered and interactive. It identifies some key techniques like using pair and group work, whiteboards, and pictures from students' local contexts. Specific strategies are provided for utilizing pictures, texts, and exercises from course books in ways that encourage more interaction and transfer responsibility to students, such as having students predict, role play, personalize content, and complete tasks in groups. The goal is to make course book material more meaningful and engaging for learners.
Analyzing patterns of classroom interaction in EFL Classrooms in Iran
This study analyzed patterns of classroom interaction between teachers and students in EFL classrooms in Iran. The results showed that interactions were generally teacher-dominated, with teachers initiating most exchanges. While gender did not significantly impact interaction patterns, female teachers provided more positive feedback. To encourage more student participation, the study recommends incorporating more student-centered activities like role plays and discussions.
Analyzing patterns of classroom interaction
This document summarizes a study that analyzed patterns of interaction between teachers and students in English as a foreign language classrooms in Iran. Sixteen teachers (8 female and 8 male) and their single-gender classrooms were observed and recorded. The interactions were categorized according to different frameworks and analyzed based on frequency. The results showed that both male and female teachers dominated classroom conversations similarly. Gender had little effect on teacher-student and student-teacher interactions. However, female students interacted more with each other than male students. The conclusion recommends encouraging more student-led activities to increase student participation and reduce teacher domination.
Classroom interaction
The document discusses different patterns of classroom interaction and how to classify them. It identifies five forms of interaction ranging from teacher-dominated to student-active. These include: teacher very active with students receptive (TT); teacher active with students mainly receptive (T); balanced interaction between teacher and students (TS); students active with teacher mainly receptive (S); and students very active with teacher receptive (SS). The document also provides discussion questions about analyzing patterns of interaction in classroom observations.
Classroom Interaction
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Classroom Interaction
This module discusses the importance of interaction in language classrooms. It notes that student talk typically accounts for less than 30% of classroom talk. Studies show that students learn language through asking questions. However, student questioning drops off when formal schooling begins. The module considers different types of interactions in the classroom, including between teacher-student and student-student. It also addresses the goals of classroom interaction and using both the target language and students' first language to support learning. Teachers are encouraged to reflect on interaction in their own classrooms.
Improving Teacher-Student Interaction Analysis
This action research project aimed to improve teacher-student interaction in an EFL classroom. The researcher observed a class and found that students were unresponsive, avoiding interaction with the teacher by not answering questions. The researcher hypothesized that this was because Japanese students are taught not to question teachers. The intervention involved explaining to students that interaction is acceptable and beneficial in English classrooms. After reminding students of this, some progress was seen, as students began nodding, answering questions, and occasionally asking their own. However, further prompting was still needed to encourage responses.
Classroom interaction
Classroom interaction refers to the social and academic relationship between teachers and students. It examines how teachers can support student achievement and development through their interactions in the classroom. Effective classroom interaction falls into three categories: emotional support, classroom organization, and instructional support. Teachers provide emotional support by creating a positive environment and being responsive to students' needs. They organize the classroom to help students regulate their behavior and stay engaged. Finally, teachers give instructional support by promoting thinking skills, providing feedback, and encouraging language use among students. The goal of classroom interaction is to help students communicate effectively and assist them with learning.
Analyzing patterns of classroom interaction in Iran
Summary of paper:
Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran by
asser Rashidi
Shiraz University, Iran
Mahshid Rafieerad
Shiraz University, Iran
Student student interaction-writeup
I think this is an excerpt I took from someone online.. If it is yours sorry.. Plz PM to take it down. For now, I am just leaving it here to share with other fellow friends who are developing themselves professionally. TQ
Classroom interaction
The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
The Interactive Classroom
This document discusses using various technologies in the classroom, including podcasting, blogging, and interactive whiteboards. It provides an overview of articles on each technology that highlight benefits such as allowing students to publish for a global audience, facilitating collaboration and peer learning, and serving as an assistive tool. The document concludes by emphasizing that technology should be used to enhance learning and teach students responsibility, and that teachers now have many new tools available to engage students.
Cooperative Language Learning
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
Affective Teaching Vs. Putin Method
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
Flanders interaction analysis
The document discusses Flanders' Interaction Analysis (FIAC), a system for categorizing and analyzing classroom interactions. It describes FIAC's 10 categories for coding teacher and student talk. The categories are divided into indirect and direct teacher influence as well as student talk in response to or initiation of ideas. FIAC involves encoding classroom interactions using the categories, tabulating the data in a matrix, and interpreting the matrix to understand classroom dynamics. Theoretical assumptions underpinning FIAC include the importance of verbal communication and teacher influence in the classroom.
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
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Presentation Speech Acts in EFL Classroom Interaction
Presentation Speech Acts in EFL Classroom Interaction
[RELO] Classroom Interaction: Getting More out of Course Books
[RELO] Classroom Interaction: Getting More out of Course Books
Analyzing patterns of classroom interaction in EFL Classrooms in Iran
Analyzing patterns of classroom interaction in EFL Classrooms in Iran
Analyzing patterns of classroom interaction in Iran
Analyzing patterns of classroom interaction in Iran
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This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
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The document discusses methods for teaching English to speakers of other languages (ESOL) using cooperative learning strategies. It describes a classroom lesson where students work in groups to measure the perimeter and area of floor models using both conventional and non-conventional measurement units. The teacher provides support to varied student groups based on their needs and English proficiency. Students then share their findings in a cooperative learning activity where they exercise shared leadership and serve as language resources for each other.
Cooperative Learning Activity
The document discusses methods for teaching English to speakers of other languages (ESOL) using conventional and non-conventional measures in math. It describes a scenario where an ESOL teacher introduces a lesson on perimeter and area by having students measure a table using hand spans. Students then work in groups to create floor models and measure them using different units. The teacher supports varied English proficiency levels and ensures all students understand before having groups share their findings.
The Power of Hidden Language
ABSTRACT: How a teacher responds and communicates to a student often sets the tone, climate, and culture of a person’s educational journey for years to come. This does not just entirely deal with the interactions that take place between a teacher and student for a school term. People’s memories of experiencing a terrific or terrible educator are often etched into their minds. Quite simply, no one forgets a good or bad teacher. The power of hidden language has a lot to do with the type of rapport that will be established between teachers and students.Without it, poor communication, ineffective behavioral responses,and negative attitudes toward learners constantly manifest through the cannons of implicit or explicit language. A teacher’s mannerism, behavior, and expressions to learners convey whether or not the teacher cares for them. Most certainly, students pick up on such a “vibe” whenever an educator is in front of them and “doesn’t like them.” To reaffirm the establishment of an excellent learning environment while supporting the academic needs and excellence of students, patience, support, and love are necessary to build social capital between students and teachers. Student fallibilities should be seen as genuine human responses apart of a person’s learning curve whether than an innate genetic deficit or racial bias lens. Without improving the power of language in a classroom space, cafeteria, or building, negative behaviors between students and teachers will continue to interfere with the teaching and learning process.
My Ideological Stance in Content Area Instruction
I present my ideological stance in content area instruction by first providing background information about the students and their goals and challenges regarding attaining proficiency in academic literacy practices. I then briefly summarize my ideological stance regarding teaching students in content area instruction, followed by describing three pedagogical approaches to integrate academic literacy into my instruction so as to provide equity and access for all students to succeed in content understanding.
Creating texts
This document provides an analysis of a discussion between a teacher and students. It examines the discussion through the framework of Vygotsky's theories on cognitive development. The analysis finds that female students contributed most of the talk, unlike typical findings, and that all students participated openly. The teacher's open-ended questions encouraged students to think more deeply and support each other's ideas. While no clear resolution emerged, the questions likely extended students' thinking over the course of the unit. Overall, the discussion demonstrated dialogic teaching practices that support cognitive development.
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Classroom interactions
- 1. Classroom Interactions STUDENT: MARÍA FERNANDA MENA SALCEDO. SUBJECT: ENGLISH METHODOLOGY.
- 2. Classroom interaction The classroom interaction mainly describes the content of behavior or social interaction in the classroom.
- 3. Participants in classroom interaction Main participants: Teacher & Learners Relations: * Teacher – Learners * Learner – Learner * Teacher – Learner * Learner - Learners
- 4. Objectives of Classroom Interaction • This type of interaction helps the learners to identify their own learning methods. • This interaction will guide the learners to communicate with their peers easily and will give them an exposure to the vase genres of language learning. • It will help the learner to come face to face with the various types of interaction that can take place inside the classroom.
- 5. Objectives of Classroom Interaction • Classroom Interaction aims at meaningful communication among the students in their target language. • It also aims at probing into the learner’s prior learning ability and his way of conceptualizing facts and ideas. • This practice will help the teacher to have a detailed study of the nature and the frequency of student interaction inside the classroom.
- 6. Teacher’s Role * It is very crucial. * It is the responsibility of the teacher to create a learning atmosphere inside the classroom. * It is through these interactive sessions that the teacher can extract responses from learners and motivate them to come out with new ideas related to the topic.
- 7. Types of Classroom Interaction * Collaborative Learning * Discussions and Debates * Interactive Sessions * Loud Reading * Story-telling * Soliloquies * Conversation with learners * Role Play
- 8. Merits Through classroom interaction the learners will be able to get themselves involved with concepts, ideas and various other devices and products for language and culture learning.
- 9. References Omvig, C. P. (1989). Teacher/student classroom interaction in vocational education. Kentucky: Department of Vocational Education, College of Education, University of Kentucky. (ERIC Document Reproduction Service No. ED342943) GORDON MARSHALL. “Classroom interaction" A Dictionary of Sociology. 1998. Robinson, K. H. (1992). Classroom discipline: Power, resistance and gender. A look at teacher perspectives.Gender and Education, 4, 273-287. Sadker, D., Sadker, M., & Bauchner, J. (1984). Teacher reactions to classroom responses of male and female students. Washington, DC: National Institute of Education. (ERIC Document Reproduction Service No. ED245839) Smith, D. (1991). Classroom interaction and gender disparity in secondary vocational instruction. The Journal of Vocational Education Research, 16, 35-58.
- 10. Thank you!