because of the particular social roles students and teachers have in classrooms
and the kinds of activities they usually carry out there. For example, teachers
tend to rely on a discourse structure with the following pattern:
initiation – response – evaluation
In this typical three-part structure, the teacher initiates a question in order to
check a student’s knowledge, a student responds, and the student’s response
is evaluated with feedbackfrom the teacher.
The restricted kind of discourse students encounter in classrooms is
thought to influence their rate of language development.
see also questioning techniquesclassroom dynamicsn
the patterns of interaction among members of a class, as seen in the verbal and
non-verbal communication among class members and the communication
networks that are established. Positive interaction among students leads to
group cohesiveness within a class, providing a more receptive environment
for teaching and learning.
see group dynamics
classroom ethosn
also classroom climaten
the affective dimensions of a classroom such as the atmosphere and feelings
of the classroom that can promote or detract from effective classroom
teaching and learning.
see climate
classroom interactionn
the patterns of verbal and non-verbal communication and the types of
social relationships which occur within classrooms. The study of classroom
interaction may be a part of studies of classroom discourse, teacher
talk, and second language acquisition.
see also interaction analysis
classroom languagen
see classroom discourse
classroom layoutn
the arrangement of desks and other items of furniture in a classroom. In
language teaching, classroom layout is believed to have an influence on
both teaching and learning and has an influence on the teacher’s action
zone. Typical layouts include the horseshoe (desks in a three-sided square),
chairs in a circle, traditional rows, or nested tables in groups.
classroom dynamics