Department of English/ / Educational psychology/ Master1 (ling & did) /2019 -2020/ Sem 2/Dr.

ARAR

MANAGING CLASSROOM INTERACTION

PART 1: A SUPPORTIVE LEARNING ENVIRONMENT
Introduction
- “The classroom is the crucible _ the place where teachers and learners come together and language
learning , we hope, happens” (Gaies, 1980 cited in Allright and Bailey, 1991). Explain
- What happens in the classroom will certainly determine what learning opportunities learners will get
(Allwright & Bailey, 1991; Gaies, 1980; Woods, 1991, 1996).
- Classrooms go beyond theory applications. What aspects make up any classroom?
- Diversity and complexity are fundamental elements of language teaching and learning. Classrooms are
said to be social environments – places for social interaction- and so they are often affected by different
sources of influence. What are they?
- Freeman (1989) believes that teaching is a dynamic decision-making process. Explain

1/A Motivating Classroom Atmosphere

Teachers should set the conditions for a motivating classroom atmosphere, in physical and psychological
terms. In addition, their teaching should be both planned and flexible.
Physical environment:
One of teacher’s roles is to create conditions for learning.
- Classroom management areas include grouping and seating learners, using tools and techniques (board,
body language…), and introducing technological tools (online and offline)
- It also includes arranging the physical setting: inviting and comfortable classrooms, with enough light
and aeration. They may even be decorated with attractive items related to learners’ lessons (maps,
charts, …)
- The educational material should be readily accessible to learners.
What other principles of a physically comfortable learning environment can you suggest?
Mention some techniques teachers can adopt in this case.

Psychological environment:
To promote students engagement and learning, create a safe and motivating classroom climate.
- Accept all students and accept variation
- Promote community in the classroom (using ‘we’, ‘our work’, ‘our aim…)
- Develop a good teacher-learner and learner-learner relationship. Provide some principles
- Show care about students’ lives, interests and ideas, and respect culture, traditions, and values.
 Department of English/ / Educational psychology/ Master1 (ling & did) /2019 -2020/ Sem 2/Dr. ARAR

- Encourage student participation and interaction.

- Value improvement and not outcomes (focus on process rather than product)
- Display positive attitude and enthusiasm while teaching, and encourage leaner intrinsic motivation.
- Provide helpful feedback with fewer criticisms.

What should teachers do on the first day of class to establish the desired classroom climate during the
school year?

Planning and flexibility:

Lessons are a combination of planned and unplanned activities. The teachers cannot plan everything
students would do or say.
- Orchestrate and control classroom interaction and communication.
- Observe learners’ need, difficulties and improvement, and then modify lessons accordingly.
- Be consistent and proactive ; Strike a balance between variety and challenge in student activities
- Establish routines and procedures to limit disruption and time taken away.
- Set expectations about study strategies/ in-class behavior and participation/ homework and papers
submission
- Anticipate potential problems, and increase student engagement in learning.
- Learners should be involved in decision-making about lessons. Explain how?

What can teachers do to ensure planned lessons in a flexible way? Provide your own ideas

Extra reading: Successful teaching and learning is based on a good teacher-learner relationship.
Consider the following link, and express your point of view:
https://www.waterford.org/education/teacher-student-relationships/