The ICT was not the only factor that made her teaching practices effective,
however. The teacher’s interaction with her students was also important.
For example, during the class the teacher frequently elicited ideas from the
students. The teacher also often raised questions and provided additional
information to elicit answers (see E1 in Figure 4). Thus, the teacher tried to
create opportunities for her students to contribute their ideas regarding
the concepts, and therefore gain a full understanding of them. This ‘eliciting’
occurred 50 times and accounted for 13.4 per cent of the total duration of the
teaching period. Furthermore, the teacher encouraged her students to give
additional answers by giving them more time to think about it (E2 in Figure 4).
This ‘wait time’ occurred 12 times and made up 2.3 per cent of the class time.
Figure 4: Pedagogical actions and patterns of interaction in the
classroom
Calling: C1Consolidating: CON0
Consolidating: CON1Eliciting: E1
Eliciting: E2Feedback: F1
Feedback: F2Guiding: G
Guiding: G1Informing: I
Managing: MOrganizing: O
Promoting: P1Promoting: P2
Recognizing: RStudents: Interaction
Students: A1Students: A2
Students: A3Students: A4
Students: GRStudents: RE
Teacher: Ms Thuan0:00 5:00 10:00 15:00 20:00 25:00 30:00 35:00 38.24Below is a transcript of the interaction between the teacher and some
students (between 01.45 and 02.10 minutes of the lesson).
Teacher: Now we are examining the exercise titled “Tùng tells the truth,
not telling a lie”. Please find a synonym for the words ‘truth’ and ‘lie’. Thai
Minh, please (the teacher called Thai Minh, who had raised her hand).
Thai Minh: Dear teacher, ‘correct’ is a synonym of ‘truth’.
Teacher: Yes, thanks Thai Minh. Is there anyone who has a different idea?
(pause) What other words are synonymous with the word ‘truth’? Dat,
please (the teacher called Dat who had raised his hand).
Dat: Dear teacher, that is ‘accuracy’.
Teacher: Very good, thank you, Dat.