Classroom Dynamics
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The document discusses improving classroom dynamics and interaction. It recommends that the teacher create a trusting environment where communication among all members is encouraged. Mistakes should be seen as part of the learning process. Interactive activities should be integrated to develop competencies used in the first language. Cooperation between students in pairs and groups can help students learn from each other. The teacher should give students an important role by including them in decisions about goals, content and activities. Suggestions from students should be accepted and rules negotiated to establish ownership. A variety of techniques, activities and materials are needed to maintain interest and avoid boredom.
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Classroom Dynamics
- 1. “Help me, this class is a drag!!” Classroom dynamics
- 2. Teachers or students? I don’t like the book, it’s really boring They don’t talk at all He talks very quickly so I can’t understand him I don’t feel confident enough to talk, I feel I make a lot of mistakes They just use their mothertongue They don’t pay attention most of the time There’s no subject which can motivate them
- 3. Are we managing the classroom dynamics properly? How can we improve them?
- 5. INTERACTION We must benefit from the advantages that every natural interaction has, and bring it into the classroom Real communication
- 7. EMOTIONAL INTERACTION • The teacher creates a climate of trust and respect. • The teacher encourages communication among all members in the group (teacher – student / student – student). • Mistakes are seen as an essential part of the learning process.
- 8. LANGUAGE INTERACTION • Integrating interactive activities in order to train competences that we use in our mother tongue. • Encouraging the cooperation learning: work in pairs and small groups. The students help each other as well as work and reflect together.
- 9. NEGOTIATION The teacher gives an important role to the student and hands the reins of his learning.
- 11. NEGOTIATION • Establishing classroom rules negotiated with the students. • Students are integrated in the decisions related to the aims selection. • The student can also choose contents and activities. • The teacher accepts suggestions and ideas from the students.
- 12. CLASSROOM PLANNING • If there is no assortment, the interest and motivation can be slight. • The teacher must be flexible in order to adapt himself to each situation. He has to be able to improvise in some cases. • The activities sequence must follow a common aim.
- 13. DIVERSITY
- 14. CONCLUSION • The teacher creates an atmosphere of trust and encourages fellowship and respect. • Classroom rules are to be established and negotiated among all members in the group. • Cooperation learning is to be encouraged by the teacher in order to create real communication among students. • Suggestions by students are to be borne in mind by the teacher. • Students must be convinced that Mistakes are normal in their learning process. They must not be corrected all the time. • Control classroom management/class planning: A balanced blend of techniques, activities and materials is necessary to avoid yawning and boredom. • Improvise when the situation requires it!
- 15. Let’s solve these problems I don’t like the book, it’s really boring They don’t talk at all He talks very quickly so I can’t understand him I don’t feel confident enough to talk, I feel I make a lot of mistakes They just use their mothertongue They don’t pay attention most of the time There’s no subject which can motivate them
- 16. Thank You Public Domain Images: Wikimedia Commons, Deviantart (The colours of Happyness, by Chiara Buldrini; Fish on that street, by Rock against boredom), Pixabay) elenavilanovaes@gmail.com
- 17. Bibliography • A. Giovannini et alii, 1996, Profesor en acción 1: El proceso de aprendizaje • Nunan, David 1989, Designing Tasks for the Communicative Classroom • Orta, Antonio,Las dinámicas para la interacción Genuina en la clase de ELE