CLASSROOM INTERACTION

UNIVERSIDAD DE LAS FUERZAS ARMADAS

ENGLISH METHODOLOGY

CINTIA CUZME

DEFINITION

• Describes the form and content of behaviour or social interaction in the classroom. In particular, research on gender, class, and ‘race’ in education has examined the relationship between teacher and students in the classroom

A Dictionary of Sociology 1998, originally published by Oxford University Press 1998.

PARTICIPANTS IN CLASSROOM INTERACTION

Classroom Interaction Teacher Learners

CLASSROOM INTERACTION, DEPENDING ON WHO COMMUNICATES WITH WHOM:

• a) Teacher – learners• b) Teacher – learner/a group of learners• c) Learner – learner• d) Learners – learners

OBJETIVES

• Help learners to identify their own learning methods.• Guide the learners to communicate with their peers easily. • Aim at meaningful communication among the students in their target

language• Give to students various types of interaction face to face.• To aim at probing into the learner’s prior learning ability and his way of

conceptualizing facts and ideas.

TYPES OF CLASSROOM INTERACTION

• Collaborative Learning• Discussions and Debates• Interactive Sessions • Loud Reading • Story-telling • Conversation with learners • Role Play

TEACHER`S ROLE

• It is the responsibility of the teacher to create a learning atmosphere inside the classroom. It is through these interaction that the teacher can extract responses from learners and motivate them to come out with new ideas related to the topic.

• The teacher is a planner who plans out the best of the modules of interaction that would be effective to invite the learners in classroom interaction.

• 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

RELATIONSHIP BETWEEN TEACHER-STUDENT 

• The quality of teacher-student relationship is the keystone for all aspects of classroom management. ( Marzano & Marzano, 2003)

• “If a teacher has a good relationship with students, then students will more readily accept the rules and procedures and the disciplinary actions that follow their violations.” The more teachers demonstrated relationship-building responses, children’s externalizing problems were reduced as part of a reciprocal relationship» (Helker & Ray, 2009).

• Teachers who foster an engaging positive teacher-student relationship report reduced stress and student misbehavior. (Conley, nd.)

INTERACTION PATTERNS Interaction patterns are the different ways learners and the teacher can interact in the class.

Individual work: teacher gives a

task and the students works independently

Choral response:

repeated by the all class in

chorus

Collaboration: students do the

work as individual work but they think

together

Student Initiates: students ask , teacher

response

Full- Class: all class debate a topic or

do a language task

INTERACTION PATTERNS

Teacher Talk: silent student

response (dictation)

Closed-Ended: only one

possible good answer

Group-Work : students conveying information each

other. Teacher monitors

self-assess: students

autonomously choose their tasks

Open -Ended: many possible good answers

PERSONAL INTEREST IN STUDENTS TO IMPROVE THE CLASSROOM INTERACTION

Teachers can :

• Talk informally with students before, during, and after class about their interests.

• Greet students outside of school—for instance, at extracurricular events or at the store.

• Single out a few students each day in the lunchroom and talk with them.

• Be aware of and comment on important events in students' lives, such as participation in sports, drama, or other extracurricular activities.

• Meet students at the door as they come into class; greet each one by name.

ESTABLISH CLEAR EXPECTATIONS AND CONSEQUENCES FOR A GOOD CLASSROOM

INTERACTION

• Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures and by providing consequences for student behavior.

• Some strategies that can be used to achieve this:

• Using a wide variety of verbal and physical reactions and cues

• Cuing the class about expected behaviors through prearranged signals • Providing tangible recognition of appropriate behavior

• Employing group contingency policies

• Employing home contingency techniques

FEEDBACK

Another key part of classroom interaction is teacher feedback. In order to improve, students must get feedback and correction.

FEEDBACK

• Improving classroom interaction involves continually assessing your teaching, students learning, and your relationship with the students

• You can give feedback orally or in writing Sometimes you may want to correct an individual student in front of other students, while at other times it is better to offer general suggestions and corrections for the entire group

• Make sure students understand your assignments. Ask if there is anything else that they need to handle the assignment. Ask the students if they understand why we are doing this assignment.

BIBLIOGRAPHY

• http://www.sdas.edus.si/Elope/PDF/ElopeVol1Dagarin.pdf

• https://fle200s12classroominteraction.files.wordpress.com/2012/05/crile50allrigh.pdf

• https://fle200s12classroominteraction.wordpress.com/pictures/

• http://pt.slideshare.net/yaowarinsriuttaman/classroom-interaction-32085345