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.
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.
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.
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.
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.
Suggestopedia is a teaching method based on how the human brain learns most effectively. It uses a variety of techniques like music, games, and dramatized texts to create a relaxed environment where students can learn 3-4 times faster than traditional methods. However, some may find aspects like classical music boring or excessive rhythm passive. The teacher plays an important role by maintaining confidence, respect, and a modest enthusiasm to encourage participation and exchange between students.
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
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.
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.
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.
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.
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.
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.
Suggestopedia is a teaching method based on how the human brain learns most effectively. It uses a variety of techniques like music, games, and dramatized texts to create a relaxed environment where students can learn 3-4 times faster than traditional methods. However, some may find aspects like classical music boring or excessive rhythm passive. The teacher plays an important role by maintaining confidence, respect, and a modest enthusiasm to encourage participation and exchange between students.
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
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.
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.
Desuggestopedia aims to help students overcome barriers to learning by creating a relaxed environment. The teacher acts as a confident authority figure who makes learning seem easy. Students choose new identities to feel less inhibited. Music, art, and drama are used to reach students' subconscious minds and suggest that learning is pleasant. When conscious and subconscious attitudes are in harmony, learning is enhanced. Errors are corrected gently to maintain a calm atmosphere conducive to learning.
The document discusses various methods for testing different areas of language on a language exam, including pronunciation, grammar, vocabulary, listening, speaking, reading, and writing. It provides details on limited response tests, multiple choice tests, reading aloud, and cloze tests as ways to assess pronunciation and grammar. For each method, it outlines the advantages and limitations, such as being easy to prepare but time consuming to score, or providing good control but not directly measuring conversational skills. The goal is to select methods that best evaluate students' language abilities in a valid and reliable manner.
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.
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
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.
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.
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
The direct method for teaching English involves using only English without translation or formal grammar study. It focuses on associating words with their meanings through discussion, dramatization, gestures and pictures to emphasize listening and speaking skills. The goals are to enable students to think, understand what they hear/read, use language accurately, and express thoughts fluently in English. Key principles include using limited vocabulary, inductive grammar teaching, oral work, correct pronunciation, and associating words and thoughts directly. Techniques motivate English thinking, encourage questioning and answering in English, and use aids like charts, pictures, and audio/video. Advantages include better pronunciation, understanding, fluency and being psychologically based, while disadvantages are difficulty without translation, cost
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
This document discusses classroom management strategies for teachers. It covers physical presence in the classroom, using one's voice effectively, marking lesson stages, seating arrangements, student groupings, and evaluating lessons. Some key points are: teachers should be proximate to students and make eye contact; vary voice volume but don't shout; start and end lessons with clear routines; consider orderly rows, circles or separate tables for seating; and use whole class, group, pair and individual work, getting feedback to evaluate lessons.
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
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 structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
Grammar translation method and Direct method comparasioncuaality
This document compares the grammar translation method and direct method for teaching languages. The grammar translation method focuses on grammar and vocabulary, with the teacher playing an active role and students focusing on memorization. The direct method emphasizes speaking skills and immersing students in the target language, with students taking a more active role in their learning. By understanding the differences between these methods, teachers can design more productive language classes and improve student outcomes by choosing the best aspects of each approach or creating their own hybrid method.
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.
Classroom Interaction and Second Language Acquisitiondehsheikhi
Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
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.
Desuggestopedia aims to help students overcome barriers to learning by creating a relaxed environment. The teacher acts as a confident authority figure who makes learning seem easy. Students choose new identities to feel less inhibited. Music, art, and drama are used to reach students' subconscious minds and suggest that learning is pleasant. When conscious and subconscious attitudes are in harmony, learning is enhanced. Errors are corrected gently to maintain a calm atmosphere conducive to learning.
The document discusses various methods for testing different areas of language on a language exam, including pronunciation, grammar, vocabulary, listening, speaking, reading, and writing. It provides details on limited response tests, multiple choice tests, reading aloud, and cloze tests as ways to assess pronunciation and grammar. For each method, it outlines the advantages and limitations, such as being easy to prepare but time consuming to score, or providing good control but not directly measuring conversational skills. The goal is to select methods that best evaluate students' language abilities in a valid and reliable manner.
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.
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
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.
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.
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
The direct method for teaching English involves using only English without translation or formal grammar study. It focuses on associating words with their meanings through discussion, dramatization, gestures and pictures to emphasize listening and speaking skills. The goals are to enable students to think, understand what they hear/read, use language accurately, and express thoughts fluently in English. Key principles include using limited vocabulary, inductive grammar teaching, oral work, correct pronunciation, and associating words and thoughts directly. Techniques motivate English thinking, encourage questioning and answering in English, and use aids like charts, pictures, and audio/video. Advantages include better pronunciation, understanding, fluency and being psychologically based, while disadvantages are difficulty without translation, cost
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
This document discusses classroom management strategies for teachers. It covers physical presence in the classroom, using one's voice effectively, marking lesson stages, seating arrangements, student groupings, and evaluating lessons. Some key points are: teachers should be proximate to students and make eye contact; vary voice volume but don't shout; start and end lessons with clear routines; consider orderly rows, circles or separate tables for seating; and use whole class, group, pair and individual work, getting feedback to evaluate lessons.
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
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 structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
Grammar translation method and Direct method comparasioncuaality
This document compares the grammar translation method and direct method for teaching languages. The grammar translation method focuses on grammar and vocabulary, with the teacher playing an active role and students focusing on memorization. The direct method emphasizes speaking skills and immersing students in the target language, with students taking a more active role in their learning. By understanding the differences between these methods, teachers can design more productive language classes and improve student outcomes by choosing the best aspects of each approach or creating their own hybrid method.
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.
Classroom Interaction and Second Language Acquisitiondehsheikhi
Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
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.
SMART Technologies is an industry pioneer in developing collaborative classroom technology. It was founded in 1987 to distribute projectors and later developed the first interactive whiteboard in 1991. Research found interactive whiteboards provided benefits over traditional computer and projector setups. SMART formed partnerships with Intel to further development and marketing. Intended audiences included educators teaching at a distance. The company focused on research, partnerships, and addressing challenges to commercialize its innovations.
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.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
The document discusses the interactive whiteboard (IWB), a technology tool used in some classrooms. It provides claims from research about the benefits of IWBs, such as enhancing learning through visuals and sustaining student focus. However, it notes that some studies have problems and more research is needed on long-term student learning impacts. Effective use of IWBs depends more on the teacher's pedagogical approach than the technology alone. Teachers need training to fully realize the technology's benefits.
The irf interaction pattern in classroom observationIvan Aguilar
This presentation summarizes research on the IRF (Initiation-Response-Feedback) classroom interaction pattern. The IRF pattern typically involves a teacher asking a question (Initiation), a student responding (Response), and the teacher providing feedback (Feedback). The presentation analyzed examples of IRF exchanges from classroom observations and found that evaluative feedback was most common, with positive feedback occurring 36% of the time and negative feedback 30%. It discussed how expanding the feedback turn to foster more student interaction, such as asking follow up questions, can make the IRF pattern more effective for language learning.
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
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.
The document discusses three articles about the use of interactive whiteboards in classrooms. The articles found that whiteboards can help with active learning, allow students to interact in larger groups, and save work for re-use. Students enjoyed using the whiteboards and felt they helped focus and learn visually. While experienced teachers may need training, student teachers saw the potential of whiteboards to enhance teaching. Overall, the articles found that whiteboards can be useful classroom tools when used properly.
This document discusses how interactive whiteboards, also known as Smartboards, can bring classroom lessons to life. It provides an overview of how Smartboards work and their functionality. Examples are given of how Smartboards can be used across different subject areas to engage students and help teachers present lessons in an interactive way. The document concludes by demonstrating how to create and share Smartboard lessons.
The document discusses how to effectively use a whiteboard to facilitate discussions. It recommends writing down meeting objectives and discussion points on the whiteboard to keep the meeting focused and capture all ideas. Using multiple colored markers allows the facilitator to document points and actions discussed. The whiteboard leaves participants feeling their input was considered.
Interactive whiteboards can have a positive impact on student learning and achievement in three key ways: 1) They enhance learning by allowing for more visual and hands-on learning; 2) They increase student engagement through interactive lessons that keep students motivated; 3) Research shows that interactive whiteboards can boost standardized test scores and cause students using them to outperform peers without access to the technology.
SMARTboards are interactive whiteboards that allow teachers to engage students through touchscreen control of computer applications. They were first developed in 1991 and there are now over 1.6 million in use worldwide, popularly in classrooms and businesses. Teachers can use their fingers or pens to write on the board, demonstrate concepts by manipulating objects, and save notes for later review. SMARTboards provide opportunities for distance learning and engaging lessons while allowing all students to participate.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
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.
Classroom management and classroom interactionRuth Estrella
This document outlines various aspects of English language teaching methodology. It discusses the amount and type of teacher talk, how students learn through modifications to speech, the use of teacher questions, and providing feedback to students. It also covers motivating students through intrinsic and extrinsic factors, as well as specific techniques like role-playing. Potential classroom management issues are examined, such as distracting students or non-participants. The document concludes by thanking the reader.
This document outlines the key features and principles of the School Inclusive Approach with Emphasis on Listening and Speaking (SIALS). The approach considers learners' individual learning styles and personalities. It emphasizes interaction in the classroom and opportunities for practice outside of class. Both high and low proficiency students have separate learning processes. There is a strong focus on developing listening and speaking skills through learner-centered methods that prioritize interaction and feedback between teachers and students.
BEST PRACTICE IN VOCABULARY TEACHING AND LEARNINGsuadalhamlan
This document discusses best practices for vocabulary teaching and learning. It finds that relying solely on meaning-focused input through reading is an ineffective strategy for vocabulary growth, as it depends on other skills and leaves too much to chance. Instead, the document recommends combining meaning-focused input with language-focused instruction, such as explicit vocabulary exercises, to learn word meanings and ensure retention. The best approach provides varied input across topics alongside language-focused activities to support vocabulary development.
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
This document discusses various approaches, methods, procedures and techniques for teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on several popular methods throughout history, including Grammar Translation Method, Audiolingual Method, Natural Approach, Direct Method, Communicative Approach, Task-based Learning and Total Physical Response. It also discusses techniques used in Community Language Learning, Silent Way, Suggestopedia and humanistic teaching. The document concludes by noting choices must be made based on learner characteristics and cultural factors.
The document discusses classroom interaction and methodology for teaching English. It defines interaction as a collaborative exchange between two or more people that influences each other. It then reviews literature on discourse analysis and how it examines language use in communities. The document outlines methods for data collection and analysis of teacher-student, student-teacher, and student-student interaction. It finds that gender does not significantly impact interaction patterns. The teacher's role is to create a learning environment through interactive sessions. The document stresses obtaining feedback to continually assess teaching and learning relationships. It concludes that judicious use of the first language can aid communication, teaching quality, comprehension, and teacher-student relationships, especially for lower levels.
The document discusses the Audio-Lingual Method, an approach to foreign language teaching developed in the 1940s. It emphasizes speaking and listening over reading and writing, uses dialogues and drills, and discourages using the native language. The theory was based on behaviorist psychology and focused on habit formation. While initially successful for military language training, it declined in the 1960s due to criticisms of its effectiveness and lack of focus on communication.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
The document describes an experiment conducted using the Dogme ELT (English Language Teaching) approach, which aims to make language learning more authentic and student-centered. The experiment involved four classes of different proficiency levels having lessons with and without course materials over three stages. Observations and student questionnaires found that the material-less "pure stage" lessons led to greater student engagement, motivation, and speaking opportunities. Students felt freer to express themselves and remembered new language better. While requiring more preparation from teachers, the Dogme approach enhanced authentic participation and focus on students' needs.
English methodology.activity2.1 lorena pruna tapiaLorena Tapia
This document discusses analyzing patterns of classroom interaction in EFL classrooms. It aims to provide a detailed linguistic description of the patterns of interaction between teachers and students in Iranian EFL classrooms. Specifically, it will examine whether interactions are teacher-dominated or student-dominated, and how patterns are affected by the gender of teachers and students. The method involves collecting classroom interaction data and analyzing it using a discourse analysis approach to identify different types of talk between teachers and students.
This document summarizes a study on English vocabulary teaching and learning in China's key universities. The study involved questionnaires completed by 100 non-English major students and 20 teachers. It found that most students are aware of the importance of vocabulary but have difficulty learning meanings. Teachers rely on traditional methods like reading aloud and word lists. Both groups said vocabulary meaning is hard to learn and teach. The study suggests enhancing vocabulary acquisition through better awareness of cultural differences, improving metaphorical competence, and giving students more autonomy in their learning.
FROM THE TRADITIONAL TO THE CONTEMPORARY IN LANGUAGE.pptxMaryconLaoNacito
The document summarizes key differences between traditional and contemporary approaches to teaching second languages. Under the traditional approach, the syllabus prioritized classroom content over real-world needs, teaching focused on rules and facts rather than communication, and learners played passive roles. The contemporary approach emphasizes matching instruction to communicative needs, actively involving learners in using language, teaching grammar in context, using authentic materials, and training learners in self-assessment.
This document discusses different methods and approaches for teaching English as a foreign language. It defines the key differences between methods, which are detailed plans for presenting language material, and approaches, which refer to the overall nature of how the language is taught. Several specific teaching methods are outlined, including direct method, grammar-translation method, audio-lingualism, structural approach, suggestopedia, total physical response, communicative language teaching, silent way, and task-based learning. The document also discusses techniques commonly used with different methods such as classroom setup, peripheral learning, positive suggestion, and Baroque music.
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
This powerpoint covers the introduction and chapter 1 of Making It Happen. In Part II there are slides covering basic grammar that will be on the quiz.
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
This document discusses various methods for teaching foreign languages, including:
- Total Physical Response (TPR), which teaches language through physical actions in response to commands.
- Community Language Learning (CLL), where students determine what is learned and the teacher acts as a facilitator. Students record dialogues that are then analyzed by the class.
- Communicative Language Teaching (CLT) emphasizes using language in real-world contexts through activities like role-plays. It focuses on meaningful practice and interaction over accuracy.
Similar to G2.classroom interaction. a ct 2.1. oscar hernandez (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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2. BACKGROUND
There was a time when the traditional approach
of teaching was adopted by most of the teachers,
where the learner used to be dependent only on
the lecture delivered by the teacher. They were
not exposed to enough practice of speaking on
their own and hence the interaction among the
students in the classroom was almost absent.
But as the education system changed with time
so has the teaching methods. Education system
now demands more of student interaction rather
than just listening to the instructor. Hence
Classroom Interactionism very essential in
today’s education system.
University of Arm Forces English Methodology Hernandez Oscar
3. WHAT IS THE MEANING OF CLASSROOM
INTERACTION?
The term classroom interaction refers to
the interaction between the teacher and
learners and among the learners in the
classroom. Descriptions of classroom
interaction focused initially on the
language used by the teacher , especially
teacher questions and the learner
responses elicited, teachers ‘feedback and
turn-allocation behavior.
University of Arm Forces English Methodology Hernandez Oscar
4. THE IMPORTANCE OF INTERACTION
• Aspects of the Language pedagogy Standard
specifically addressed in this:
• (to) create a culture of learning …which fosters
interest in languages and cultures and encourage
learners to accept responsibility for their own
learning
• a range of methodologies for languages and
cultures teaching and in their practice select from
these in a principled way, taking into
consideration the learners,
• the learning context, curriculum goals, and the
aspect of language being taught
• Studies conducted on classroom interaction have
shown that student talk accounts for an average
of less than 30 per cent of talk in ‘teacher-fronted’
classrooms. Yet studies on language and learning
have shown that children not only learn to talk
but they also talk to learn . This can be seen from
the fact that children are persistent questioners;
it is by asking questions that they explore and
learn about the world around them. However,
studies have shown that the number of questions
asked by children drops significantly as soon as
they enter school
Nature of Interaction Talk and interaction
University of Arm Forces English Methodology Hernandez Oscar
5. CONSIDERING INTERACTION IN PRACTICE
Participants:
• teacher – class
• teacher – student
• student – student
• others, including members of the target
language speaking community
Types of interaction
interactions between:
• language and culture
• prior learning and new concepts
2- interactions for
• Communication and
• learning
Sources:
• teacher – students
• text book, texts,
technologies, tasks University of Arm Forces English Methodology Hernandez Oscar
6. GOALS OF CLASSROOM INTERACTION
• promote meaningful communication in
the target language.
• promote reflection on language and
culture learning and use
• provide a metalanguage for talking about
language and culture
• engage learners with concepts and
processes for language and culture
learning
• probe learners’ prior learning and
interpretations of new concepts about
language and culture
• engage learners with texts and
resources that reflect language and
culture in context
• engage learners in tasks that deepen
their experience and understanding of
the target language and culture
University of Arm Forces English Methodology Hernandez Oscar
7. LANGUAGE USE IN CLASSROOM
INTERACTION
• at least two languages for use
hybrid forms can support target
language use
use of first and additional languages will
depend on the context, learners, teacher
capability and judgement
need to consider the nature, timing and
frequency of target language use in the
classroom
use of English/first language provides a
basis for deeper cognitive engagement at
times
University of Arm Forces English Methodology Hernandez Oscar
8. THE ROLE OF THE TEACHER IN
INTERACTION
• creating a learning culture
• eliciting learner interpretations
• building on learner contributions
• negotiating meaning
• providing feedback and promoting
reflection
University of Arm Forces English Methodology Hernandez Oscar
9. REAL INTERACTION INVOLVES:
• the teacher to a background, supportive
role
and
• the spontaneous participation of the
rest of the group
University of Arm Forces English Methodology Hernandez Oscar
10. INTERACTION HAPPENS WHEN THE L2:
• direct the dialogue at one another
• comment immediately
• disagree with or challenge
• interrupt one another
• don’t have to be invited to speak
• Use paralinguistic
• speak when there is a short silence are
relaxed as possible
• use the personal pronouns “I” and “you”
University of Arm Forces English Methodology Hernandez Oscar
11. TYPES OF CLASSROOM INTERACTION
• Collaborative Learning
• Discussions and Debates
• Interactive Sessions Conversation with
learners
• Loud Reading
• Story-telling
• Soliloquies
• Role Play
University of Arm Forces English Methodology Hernandez Oscar
12. HOW TO INTERACT IN A CLASSROOM?
University of Arm Forces English Methodology Hernandez Oscar
13. FEEDBACK IS IMPORTANT IN INTERACTION:
• Improving classroom interaction involves continually
assessing your teaching, students learning, and your
relationship with the students. The students have a
relationship with you, with each other, and with the
material. It's important to get feedback about all three of
these relationships.
- Feedback happens on many timescales. How did this go
today? How is the quarter going?
- Try a written mid-quarter evaluation. For example: Ask
which exercise was most helpful? Which was least?
- Use office hours to talk informally about how things are
going
- Have your teaching observed or videotaped. - Make sure
students understand your assignments. Ask if there is
anything else that they need to handle the assignment.
- Make your teaching transparent. Ask the students if
they understand why we are doing this assignment. You
can also use our workbook titled "Creating a Feedback
Questionnaire" to help you come up with additional
methods for generating feedback from your students.
University of Arm Forces English Methodology Hernandez Oscar