Classroom Interaction Pattern and Principle of Syllabus

PAPER-5 - UNIT-3- CLASSROOM INTERACTION PATTERN
-> Observation has shown that the most common type of classroom interaction is that
known as ‘IRF’(Interaction – Response - Feedback).
-> The teacher imitates an exchange, usually in the form of a questions, one of the
students answers, the teacher gives feedback.
-> The type of classroom interaction you employ will largely depend on your own teaching
philosophy and training. Some teachers stress the grammar – translation method and
teach English through the students native language.
-> Most teachers do not strictly stick to one teaching method or strategy but rather
combine different aspects of several strategies to create effective classroom interaction.
Classifying forms of interactions.
TT- Teacher very active, students only receptive.
T- Teacher active, students mainly receptive.
TS- Teacher and students fairly equally active.
S- Students are active, teacher mainly receptive.
SS- Students very active, teacher only receptive.
Interactional pattern:-
Groupwork:- Students work in small groups on tasks that entail interaction : Conveying
information, for example, group decision making. The teacher walk around listening,
intervenes little it at all.
Individual Work:- The teacher gives a task or set of tasks and students work on them
independently : the teacher walks around monitoring and assisting where necessary.
Choral response:- The teacher gives a model which is repeated by all the class in the
Chorus or gives a cue which is response in the same way.
Collaboration:- Do the same tasks as “Individual work” usually in pairs, to try to achieve
the best results they can teacher may or not intervene.
Students initiate, teacher answer:- The students think of questions and the teacher
responds : but the teacher decide who asks; for example in a guessing game.
Full class interaction:- The students debate a topic or do a language task as a class, the
teacher may intervene occasionally, to stimulate participation or to monitor.
Teacher talk:- This way involve some kind of silent student response, such as writing from
dictation ; but there is no initiative on the part of the student.
Self-access:- Students choose their own learning tasks and work autonomously.
Open-ended teacher Questioning:- There are a number of possible ‘right-answers’ , so
that more students answer each one.
Questioning:- Questioning is a universally used activation technique to check or test,
understanding , knowledge or skill of a student.
Reasons for questioning
> To find out something from the learners (facts, ideas, opinions).
> To check or test, understanding knowledge or skills.
> To get learners to be active their learning.
> To provide weaker learners with an opportunity to participate.
> To get learners to review and practice previously learnt material.
> To encourage self- expression.
Group work organization
1.Presentation:- The instruction that are given at the beginning are very crucial : if the
students do not understand exactly what they have to do there will be time – wasting
confusion, lack of effective practice, possible loss of control.
-> Students should select task that are simple enough to describe easily.
2.Process:- Your job during activity is to go from group to group, monitor, and either
contribute or keep out of the way- whichever is likely to be more helpful.
3.Ending:- If you have set a time limit, then this will help you draw the activity to close at a
certain point.
4.Feedback:- A feedback session usually takes place in the context of full-class interaction
after the end of the presentation. The main objective of feedback is to express appreciation
of the effort that has been invested by the students and its results.
UNIT-4 A.PRINCIPLE OF SYLLABUS DESIGN.
Syllabus:- The syllabus is a document that gives us an overview or summary of the
academic course or a syllabus is an outline and summary of topics to be covered in an
education or training course.
Most syllabus organize their content on the basis of our main principles:-
1.Focus:- A certain aspect or area of the target language will be emphasized or focused
upon in the syllabus. One syllabus, for example might focus on linguistic system, another
syllabus might focus on the uses or purpose for which we learn the target language and
another skills needed in the target language.
2.Selection:- Selection is the process of limiting as the whole of the target language is not
teachable.
If for example, the area of focus is grammar, then same selection has to be made and
particular aspects of grammar will be decided on eg, the tense system, the modals, the
noun phase, etc.
Criteria used in the selection process include the following:- Learner’s need, Learner
interest, Teachability, Classroom use.
3.Subdivide:- This involves breaking down selected aspects into small and more
manageable units or items. For example, If the area of focus is language use, this might be
broken down into a list of situation like conversation, interview, etc.
Division of content into time segments – items are arranged in blocks , eg- terms, years,
etc. Ensuring that items are properly distributed over the total period of time allowed for
learning programs.
4.Sequence:- This involves making decisions about the orderin which items should come.
What comes before and what after? For example, the first and second person pronouns be
taught before the third person pronoun should the present continues be taught before the
present simple?

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PAPER-5 - UNIT-3- CLASSROOM INTERACTION PATTERN

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