周佩虹
仲恺农业工程学院外国语学院
Improving Class Interactiona sample lesson
Content
1. Factors affecting class interaction.
2. Context-based teaching for improving
class interaction: a sample lesson
3. Suggestions for improving class
interaction.
• Factors affecting class interaction
Factors affecting class
interaction
Class
size
Teacher ‘s
characteristics/
behavior
Gender
Class
interaction
Student’s
characteristics
Peer
relation
Class size
1.
2.
3.
The larger the number of students in a class, the
greater the amount of time devoted to classroom
management rather than instruction.
Smaller classes allow for potential disciplinary
problems to be identified and resolved more
quickly.
The larger the class size, the less likely teachers
are to develop lessons encouraging higher-level
thinking.
• No more than 25 students should be permitted for a
language class.
• No more than 20 students should be permitted in any
writing class.
Gender
1.
2.
3.
Female teachers were more interactive with
their students either in single-gender or mixedgender classes.
In mixed gender classes, male teachers were
more interactive with boys than girls.
Female teachers were more supportive and
patient. They gave more compliments to their
students and used less directive forms.
Thorne (1979), Canada and Pringle (1995), Francis (2004), Hopf and
Hatzichristoo (1999), Kelly (1988) and Shomoosi et.al (2008).
Student’s characteristics
and needs
•Age
•Personality
•Attitude
•Aptitude
•Motivation
•Learning styles and strategies
•Multiple intelligences
Teacher
characteristics/behavior
• Way of questioning:
• Referential questions favor more class interaction
than do display questions. (O.F.David, 2007)
• Teacher’s expectation of the class:
• More praise statements lead to a more supportive
environment for class interaction. (Simon, 1966)
• Language:
• Rephrase or clarify queries in order to facilitate
student comprehension.
• Context-based teaching for
improving class interaction: a
sample lesson
“The most important single factor influencing
learning is the active engagement of the
learner with the material. “
How people learn
Social &
Instructional
Preperceptions
Language
Language of
Language
Facts
Arts
Language of
Mathematics
Context
Language of
Science
use
useand
/
application
Language of
Social
Metacognition
Studies
Teaching adverbial clause of reason in
context: a sample of lesson plan
Analyzing the
learners
Assess needs
to identify
goals
Learning
context
Analyzing
teaching
material
Conduct
summative
evaluation
Develop
instructional
strategy
Identify possible
problems
Develop
performance
objectives
Select
instructional
material
Warm-up:
A one-minute talk
Level of interaction: LOW
(They might be more interested in the
amulets than in the topic.)
Activity:
Causes for various
Superstitious practice.
Level of interaction: MEDIUM
Passage for reading:
Chinese superstition
on New Year’s Day
Level of interaction: MEDIUM
Writing task:
Make interesting guesses
on why people in western
countries do that.
(A familiar context helps to arouse interest
in a given topic.)
(A reinforced context helps to decrease
anxiety and boost confidence in interaction
with teacher.)
Level of interaction: HIGH
(Assessing the students’ work in class and
giving timely feedback matter a lot!)
LOW
Level of
interaction
Warm-up:
A one-minute talk
Activity:
Causes for various
Superstitious practice.
Passage for reading:
Chinese superstition
on New Year’s Day
Writing task:
Make interesting guesses
on why people in western
countries do that.
Context
awareness
Context
Context
of
of
situation
culture
HIGH
• Suggestions for improving class
interaction
1. Improve approachability.
•Get to know the students and
have the students get to know you.
•Play some sort of name game or
ice-breaker on the first day.
•Start the class with a one-minute
talk.
2. Build a safe and supportive
class environment.
•Explicitly tell the students that they
are safe voicing their opinions.
•Show your own vulnerability.
•Design learning experiences that
are relevant to students' lives.
3. Give effective feedback.
•Give students timely feedback at
various levels apart from their
language proficiency, including
comprehension, values, analytical
skill, etc.
•Make the feedback clear, specific,
formative, supportive and deliver it in
an appropriate environment.
REFERENCES
1. Boyle, James T., and David J. Nicol. "Using classroom communication systems to
support interaction and discussion in large class settings."Research in Learning
Technology 11.3 (2003).
•
•
•
•
•
•
•
•
Catherine A. Hansman, Context-based adult learning, New Directions for
Adult and Continuing Education, 2011, No.89: 43-51.
Chris Trevitt, Melissa Highton, “Learning environment” – the context in
which learning takes place, Oxford Learning Institute , University of Oxford
Chen Bao et al., A course of English grammar in authentic context, Publishing
House of Electronics Industry, 2010.
Cowie, Bronwen, et al. "Enhancing classrooms interactions to improve learning:
examples from New Zealand research.“
Cooper, Bridget, and Paul Brna. "Supporting high quality interaction and
motivation in the classroom using ICT: the social and emotional learning and
engagement in the NIMIS project." Education, Communication & Information2.23 (2002): 113-138.
David Nunan, Teaching grammar in context, ELT Journal, 1998 Vol. 52/2:
101-109.
Joellen Killion, Create a supportive environment for all, Teachers Teaching
Teachers, 2010.
Hadley, Alice Omaggio, and Elizabeth Reiken. Teaching Language in
Context, and Teaching Language in Context--Workbook. Heinle & Heinle
Publishers, International Thomson Publishing Book Distribution Center,
7625 Empire Drive, Florence, KY 41042, 1993.
REFERENCES
8. Jack C. Richards, David Bohlke, Creating effective language
lessons, Cambridge University Press, 2011.
9. Krashen, Stephen. Principles and practice in second language
acquisition. Pergamon: Oxford, 1982.
10. Meng, Xuemei, and Xuesong Wang. "Action Study of Teacher’s
Language on EFL Classroom Interaction." Theory and Practice in
Language Studies 1.1 (2011): 98-104.
11. Nasser Rashidi*, Sahar Naderi, The effect of gender on the
patterns of classroom interaction, Education, 2012, 2(3): 30-36.
12. NCTE Position on Class Size and Teacher Workload, Kindergarten
to College, 1999.
13. Parchmann, Ilka, and Markus Luecken. "Context-based Learning for
Students and Teachers: Professional development by participating in
school innovation projects."
14. Shomoossi, Nematullah. "The effect of teachers’ questioning behavior
on EFL classroom interaction: A classroom research study." The
Reading Matrix 4.2 (2004).
15. Smith, Daryl G. "College classroom interactions and critical
thinking."Journal of Educational Psychology 69.2 (1977): 180.
16. Wang, Qiaoying, and Carolyn D. Castro. "Classroom interaction and
language output." English Language Teaching 3.2 (2010): P175.
Thank You.
Mandy