Improving Teacher–Student Interaction in the English Classroom

The third observation that I was in was with my mentor so I had seen that class before and I was used to them staying on task pretty well. I talked with my mentor and wanted to make sure I was understanding the culture of the classroom correctly. I wanted to see if they were always as attentive as they were that day and the days that I am usually in the room. She told me that they really are. The problems that she has with them really fall more on the shoulders of them not wanting to answer and having different participation from class to class. 2nd hour answers more than 4th and 6th hour answers more than both of them. She says it really takes some restructuring to prepare for each class knowing how each class will differ when it comes to the classroom discussions or

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions. Initially I carry out an assessment to test their prior knowledge, their preferred learning styles and to assess if any additional support is required. I can then adjust the teaching level and pitch it correctly to each individual.

I like to make all of my students feel important, speaking to them directly, using eye contact, using their name, asking them direct questions.At first, I carry out an evaluation to test their prior knowledge, their preferred learning styles and to assess if any additional support is needed. I can then change the teaching level to fit new conditions and pitch it correctly to each individual.

Based on my prior knowledge and this week’s resource, I see a little clear why action research can help me address the needs of my students better. This week I have learned the difference between action research/teacher inquiry and education traditional research. Also, I have learned the relationship between action research and teacher professional growth and decision making. Last, I have been able to see what teacher inquiry/action research look like, how they are similar and different.

Students in the class are social and very active in class. Students learn how to be respectful, attentive, and demonstrate good behavior in the classroom. The teacher will create a suitable learning environment so that each student can grasp the concepts. There will also be small groups formed for better learning and support opportunities.

Verbal communication involves class discussions, answering questions in class, and even reading text aloud for everyone to gain a better understanding of what they are reading. Verbal also involves speaking with your teacher, and asking for help when a topic is not understood or a problem is causing confusion. The teacher must also communicate verbally with his or her students, asking them questions based off of their class discussions or school wise. Written communication can be through essay-writing, report cards, e-mail (a query or explanation of a topic), or through an online school website such as Edmodo or 'Remind' to help remind the students of homework, school events, and missed class activities due to a student's absence. Non-verbal involves both student and teacher's body language, which can reflect their attitude for wanting to learn and wanting to teach or help. A student must sit upright and be alert during class sessions, which gives both the teacher and student a positive attitude as the teacher can know that the student wants to learn. A teacher must also acknowledge students and be interactive with their class, as it can give the students positive attitudes.  These forms of communication all lead to the development of the student and teacher, and is required

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

Overall, the students in Mrs. Park’s classes are very well behaved. The main challenge is keeping the students engaged and alert in class. Often times, there will be a student, or several, with their heads down on the desk, asleep. Mrs. Park addresses this issue by quietly walking over to their desk, without disrupting class, and asking the students to complete a particular task. If the issue persists, Mrs. Park will have a discussion with the student to ask them how they think that the issue can be resolved. I have observed that the students are much more alert when they are working in cooperative

With thirty-eight students are being taught by just one teacher there is only so much one-on-one time available during class times. “"Kids are unpredictable, and kids need attention. In smaller classes, you can give them the attention they need. You can allow them to express themselves and you don't have to make them be quiet so that others get a chance to speak. It is not our job to simply make kids memorize information and regurgitate it on multiple choice tests, but rather to encourage their participation in classes and

The students greet the teacher and listen to the teacher. They answer the teacher's question.

During my first hour of observation, I noticed that the teacher was basically observing the student doing their own separate lessons. First, she would ask them to get the lesson they have been working on for the last two weeks or so, then she would walk around to see what they were doing but did not ask the students any questions. Most of the times the students were sitting on the floor doing their lessons, she would sit next to them and observed one on one how they were doing the lesson, without asking any questions. After a few minutes of just observing the student, the teacher asked the student a few questions about the lesson. When I asked her the types of formative assessment techniques she uses with the students, she told me “This

I noticed the class was engaged and appeared eager to understand by asking questions. When the students was asking questions, and talking about the given topic, it is because they were interested

There is a lot of types of students in a single class. Dealing with them is the most challenging aspect of being a teacher. Putting students into categories is useful for the professor to know how they are and treat them differently. One the most common type of student is the mischievous. This is one who tends to cause problems or disruptions in classroom making jokes all the time. Another type is the shy. This student is very quiet and practically goes unnoticed for the rest of the class. Usually he or she pais attention to the class and has very good grades , but probably almost none one realizes it. Another is the boss. This is one who wants to answer all questions and is so eager to show he knows everything that could get very upset when

Wait time has always been a struggle for me as a teacher. During my first year, I always tried to count the prescribed three seconds before moving on to the next question or rephrasing; however, those three seconds always felt like an eternity. As I waited in silence for the student to answer the question, I began to panic, thinking that they did not understand because I had failed to teach them. Other times, I would wait three to five seconds, and just as I would begin to move on, the student would begin their answer and be interrupted. I realize now that this was an issue with my “Wait Time 2,” which I was not aware existed until reading this chapter! It took me a long time to calculate just how long to wait between questions and probes, and the amount of time differed for each of my classes. One aspect I wish my pre-service classes would have addressed is apathetic students. Apathetic students can often destroy the productive atmosphere of a class discussion, as each of the teacher’s questions are met with lengthy silence. While teaching my advanced-level classes, I was always greeted with at least two or three hands being raised to answer my questions; however, my on-level classes had a considerably lower amount of enthusiasm for answering questions. Even as I called on specific students to answer questions, they refused to raise their eyes from the page, or simply shrugged and said, “I don’t know.” The most frustrating part of this experience was knowing my students

In this paper, I analyze my language in the classroom in terms of its accuracy and appropriacy for teaching. I quote six utterances from an Elementary level (A1) with twelve adult students who work at an investigation institute. This lesson starts with a conversation about a woman’s vacation to Aspen in order to introduce the Idiomatic Future.