Understanding Classroom Dynamics

This assignment explores the multifaceted concept of classroom dynamics, encompassing factors like student behavior, teacher-student interactions, and student-student relationships. It delves into how diverse classroom demographics, learning objectives, and pedagogical approaches shape the overall learning environment. The assignment emphasizes the importance of understanding these dynamics for effective teaching and promoting positive learning outcomes.

CLASSROOM DYNAMICS
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Table of Contents
CLASSROOM DYNAMICS:....................................................................................................3
1. Classroom Demographics:.....................................................................................................3
2. Students Behaviours:..............................................................................................................3
3. Teacher and Student Interactions:..........................................................................................4
4. Student and Student Interactions:...........................................................................................4
5. Other Classroom Dynamics:..................................................................................................5
Reference Lists:..........................................................................................................................6
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CLASSROOM DYNAMICS:
Classroom Dynamics is a multidimensional concept. This concept involves the characteristics
of classrooms and factors associated with the activities of the classroom (Wang & Lieberoth,
2016). A classroom mainly consists of teachers, students and their purposes. The basic
purpose of every classroom is to act as a medium of learning to fulfil the learning needs of
the students. In this assignment, several factors associated with classroom dynamics will be
discussed.
1. Classroom Demographics:
English is an universal language. Many students from different join English learning classes
to adopt this language. There are different kinds of professional and educational needs
associated with English learning (López, 2017). Individuals want to learn this language to
access better grades in the exam or better job. Teachers should understand the special needs
of the learners and the prepare their developmental plan accordingly. Learners may come
from different background, but the classroom should accept them and background as well.
Classroom behaviour should be controlled by the administrator or by the teachers. Teachers
should encourage the learners to enrich them with the knowledge of different socio-economic
factors of the contemporary society (Salas, 2016). Language is nothing but a way of
expression used the society. Understanding of socio-economic conflicts enhances the learning
ability of the individuals. Classrooms should be flexible enough to respect and accept
ethnical diversity. Classrooms should discriminate the learners on the basis of their gender
and age. Every student have own struggle of life. Education is open to all.
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2. Students Behaviours:
Educational institutions should maintain ethical codes of conduct in their internal and
external interactions and transactions. They should also make rules and regulations to control
the behaviour of the students, teachers and classrooms in order to develop a learning
atmosphere in the classroom (ELLEN, 2016). It is not the language only that students learn
from their classrooms. It's also the behaviour of interaction connected with the use of every
language they should learn from their classroom. Teachers should strictly follow the rules and
regulations of the classroom behaviour and should promote the importance of behavioural
conduct in the classroom. Teachers can use several techniques to control the behaviour of the
learners. Learners should adopt the culture of the language in order to learn and adopt the
language properly. A teacher should help them in this way.
3. Teacher and Student Interactions:
Classroom consists of a group, a group of learners and teachers. The purpose of this group is
to learn something. Positive interaction between teachers and students is mandatory to serve
the purpose of learning. The pattern and factors of interaction varies according to type of the
learning material, capacity of the teachers and nature of the learners (Vaccaro & Camba-
Kelsay, 2016). Teachers should understand the purpose of the learners. Positive interactions
between the teacher and the learner help the teacher to understand the strengths and
weaknesses of the learners. Teachers should practice the purposeful expression of feelings to
encourage the learners to share their problems. Motivation of learning should be promoted by
the teachers in order to increase the effort of the students in the classroom. An effective
communication strategy should be facilitated to maintain the flow of interaction in the
classroom.
4. Student and Student Interactions:
Students come from of different background in the classroom. Generally, in case of English
Language classes, high range of diversity has been noticed. Educational institutions should
make their students understand that they may come from a different background, but they one
common purpose which is to learn English Language (Wang & Lieberoth, 2016). If the
students accept and help each other, they will learn more quickly. Students can guide their
classmates far more better than the teacher can to some extent. It is, as they have common
goals and purposes. Teachers should break the barrier of communication among the students.
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Importance and effectiveness of group learning should be promoted by the teachers and
concerned educational institutions. Communication between the students is mandatory,
especially when it comes to the learning of a language. Language is an effective means of
communication; so, in the English learning classes teachers should standardize the mode of
communication in student and student interactions.
5. Other Classroom Dynamics:
Apart from the above discussion, classroom dynamics include positive and appropriate
infrastructure of the concerned educational institutions (López, 2017). Practice of an effective
assessment technique is vital to maintain a pleasant learning atmosphere in the classroom.
There should enough technological assistance available in the classroom to facilitate effective
learning. Educational institutions should consider the importance of training and motivational
classes for the teachers.
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Reference Lists:
ELLEN, B. M. (2016). Classroom Dynamics: Implementing a Technology-Based Learning
Environment. ROUTLEDGE.
López, F. A. (2017). Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based
Pedagogy and Classroom Dynamics. Journal of Teacher Education, 68(2), 193-212.
Salas, A. (2016). Literature Review of Faculty-Perceived Usefulness of Instructional
Technology in Classroom Dynamics. Contemporary Educational Technology, 7(2), 174-186.
Vaccaro, A., & Camba-Kelsay, M. J. (2016). Centering Women of Color in Academic
Counterspaces: A Critical Race Analysis of Teaching, Learning, and Classroom Dynamics.
Rowman & Littlefield.
Wang, A. I., & Lieberoth, A. (2016, October). The effect of points and audio on
concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using
Kahoot!. In European Conference on Games Based Learning (p. 738). Academic
Conferences International Limited.
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