Students are not ready to engage in learning activities in many classrooms, or some aren’t. As teachers, we often find ourselves trying to figure out which students to prepare for, how to get the uninvolved students more joined, and how to get the class as a whole influenced in what we want them to do or learn.
We can do some specific things in classrooms to be more active to improve their dynamics. It is important to realize that the ingredients of classrooms are content, activity, and interaction.
The content relates to what we want the students to know or be able to do. The example of content is not difficult to come up with.
They combine everything that is the basis of education: the alphabet, the comparison-contrast, essay, the answers to the study comprehension problems, etc.
Some teachers believe that content “teaches itself,” that if the content is interesting, students exposed to it’ will learn it.
The next important element, in language classrooms, is an activity, or what we do in the classroom to establish knowledge or behaviour in or for our students.
There are, of course, many kinds of classroom activities: lectures, group discussion, questions and answers, sentence completion exercises, small group problem solving, writing journals, and so on.
Often, we tend to think that the best way to improve our teaching is to find new and exciting activities for the students to do.
The activities we choose or create for our classrooms can have a lot to do with what and how the students learn.
One of the reasons that classrooms work better or worse is the third element of classroom behavior or dynamics.
Dynamics refers to how interaction takes place between teachers and students and between individual students and groups of students.
Many teachers are not quite aware of what some of the basic elements of classroom
dynamics of interaction are.
Even excellent teachers who may already be using some of these elements may not know what they are and may not adjust them to fit differing classroom requirements.
Techniques to Improve Classroom Dynamics
As stated by Karl Kahnke, the following methods can help improve the classroom situation:
Let the students sit at an equal length from each other. It gives the teacher equal access and helps him in communication.
Breaking eye communication during student turn and seeing other sides can confuse the student’s information throughout the class.
Scanning the class regularly can keep the students engaged and provide critical feedback to the teacher.
Changes in voice quality can indicate different functions such as giving directions, giving expansion examples, and supplying feedback.
INTER ACTION TECHNIQUES
Directing questions to specific and distributing the turns around the room increases the level of attention on the part of the students and increases the student’s participation.
Use names to direct the questions
Ask other students to establish or comment on students’ responses; e.g., Ahmad, do you agree with what Anwar said? These kinds of activities broaden class communication and increase opportunities for individual efforts and opinions.