CLASSROOM DYNAMICS

by Brian Gabriel

prepared by :

ASHRAFUQAL AHMAD
PISMP TESL 1

INTRODUCTION
Classroom dynamics are different in every classroom
Involves interaction between students and teachers (engagement of everybody in the classroom)
Teachers set up a positive classroom atmosphere (a warm, safe, and caring environment)

WHAT ARE CLASSROOM DYNAMICS?

An area within a building enclosed by walls and floor and ceiling which students meet at certain times under the supervision of a teacher

a force that stimulates change or progress within a system or process

DYNAMIC CLASSROOM

DISCIPLINE
Behaviourial code is needed to maintain order Teachers should inform students from the beginning of the class what their behaviourial expectations are for them When a student breaks a rule, it is important that the teachers follow through with the predetermined consequences DISCLIPLINE is doing what you know needs to be done, even though you dont want to

MOTIVATION
Students are more motivated when they feel that the classroom dynamics focus on their goals and interests

Motivation is something that energizes, direct, and sustains behaviours

Some students are not naturally motivated to learn within the constraints of a classroom

HOW TO CREATE A DYNAMIC CLASSROOM ?

Each student has his own interests and talents, so each classroom should be flexible enough to accommodate the individuality of its students

A dynamic classroom can be achieved through thorough planning and strategic implementation Students natural abilities will surface and they will become excited about learning

CREATING A DYNAMIC CLASSROOM

VARY ASSESSMENT AND INSTRUCTION OFFER STUDENTS CHOICES BE ENTHUSIASTIC PRAISE STUDENTS

VARY ASSESSMENT AND INSTRUCTION

Different learners (visual, auditory and kinesthetic) have different learning styles If course instruction is too predictable, students become static (although this can minimise classroom disruption) Educators need to employ many strategies (mix up)

OFFER STUDENTS CHOICES

Create a sense of ownership and responsibility by giving some say about their assignments Create different projects for every unit or make up several versions of a quiz Differentiate the skills required for the quiz and reward students for taking the most challenging one

BE ENTHUSIASTIC
Teachers should be enthusiastic about what they are teaching as students will be more responsive to the material being taught Set the tone and let students know the value of what they are about to learn Let them know why it is going to be valuable and what they are going to like about it before begin a new unit of study

PRAISE STUDENTS
Acknowledge the students when they put in effort and when they succeed Offering praise for students work and efforts can alter this mindset so that students can begin to view their own intelligence as something that can be developed. Students respond to positive feedback and appreciate

CONCLUSIONS
The environment of a classroom has a direct effect on the learning process. You can build anticipation and increase attention just by asking students to do something different. If you feel like you are taking a risk in your teaching, students will feel the excitement of uncertainty.

Students will do what you ask them to do if you believe they will do it.

REFERENCES
http://www.ehow.com/info_7946454_classro om-dynamics.html http://cte.udel.edu/publications/handbookgraduate-assistants/getting-started/positiveclassroom-climate.html http://www2.fiu.edu/~cryan/motivation/intri nsic.htm