INTERACTION PATTERNS

BY: LILIANA BORBOLLA April 22, 2009

UNIT. 30

At the end of the unit the participants will be able to decide what type of group pattern is suitable, considering different reasons and factors according to the class and aims they want to achieve.

Aim: aim of the lesson and aims of activities. Learning style: some learners prefer

individual tasks, while others prefer group work.

Level: most classes are mixed-level. depending on what activities, similar or different level learners might be working together. Personality: Leaders and followers need

to be combined.

Class size: Larger classes need careful plans.

Learners’ experience: Gradual introduction is necessary for new types of grouping.

Activity: Variety and flexibility in grouping is

necessary for different types of activities. Group dynamics: considering the

relationship of learners

S S-S Ss Ss-Ss T-S S-T T-Ss Ss-T

1. TEACHER AIM 2. LEARNING STYLES 3. STUDENTS’ ABILITIES AND LEVELS4. STUDENTS’ PERSONALITIES 5. THE CLASS SIZE 6. THE PREVIOUS EXPERIENCE OF THE

STUDENTS.7. THE BALANCE OF THE INTERACTION

PATTERNS IN A LESSON 8. THE GROUP DYNAMICS. SUCH AS THE

RELATIONSHIPS BETWEEN THE STUDENTS

2. MUSICAL CIRCLES.

•Draw a number of circles on the floor.

•Children walk around the room and when the music stops, they must

stand in a circle.

•Only 6 children can stand in a circle.

•Each circle forms a group and you can do some simple action games in

the groups.

•Prepare children carefully for the activity .

•Organize them in ways appropriate to the goal of the language-learning activity.

•Be clear and precise when giving instructions.

•Show them ho to do the activity .

•Involve them in your demonstrations .

•Be positive about their efforts .

•Loosen your control of the activity GRADUALLY.

•Engage their intrest through having a clear & meaninful purpose for the activity.

1. Take one stick with your name .2. Take one set of dominoes. 3. Form groups of 4. Each group must be

formed by 4 different colors. 4. Now play dominoes. The 29 cards

must be used.

Am I including a variety of Interaction patterns in my lesson?

It is better to always pair strong-weak students, this way the strong one helps the weak one

If i group my students there is too much noise and indiscipline., I’ll better have them work individually

1. Active role 2. Passive role3. Brainstorm4. Chart5. Context6. Dominant7. Feedback8. Nominate9. Open pairs10. Closed pairs

11. Group dynamics12. Interaction

pattern13. Mixed ability 14. Role play15. Scan 16. Warmer17. Mingle18. Get student’s

attention

19. Cooperative20. Discipline21. Energy levels22. Grade

language23. One-to-one24. Open class

25. Sitting arrangement

26. Seating plan27. Teacher role 28. Teaching space 29. Rapport, build

rapport30. Routine

TERM DEFINITION

ACTIVE ROLEWhen students think about their own learning and what their

own needs are and try to help themselves learn more, they are taking an active role

PASSIVE ROLE Is the opposite of an active role.

CLASSROOM MANAGEMENT

The strategies used by a teacher to organise the classroom and the learners, such as seating arrangements, different

types of activities

CLOSED PAIRSWhen students do pairwork with the person sitting next to them and no one else listens

CO-OPERATIVE Working together and helping each other.

DISCIPLINEThe way a teacher keeps control of students in the classroom

DOMINANT To have a very strong influence over what happens

TEACHER-CENTRED If a teacher dominates, the lesson is

TERM DEFINITION

ENERGY LEVELSThe feeling in a classroom. If students are interested and working hard. Or if students are bored or tired.

GET STUDENTS’ ATTENTION

To make students listen to the teacher, possibly after they have been doing group or pairwork

GRADE (LANGUAGE)To use language that is the correct level for the students and is not too difficult.

GROUP DYNAMICS The relationship between members of the class.

INTERACTION PATTERNSInteraction patternsThe ways in which students work together in class, such as open class, pairwork, group work and individual work.

INVOLVEMENT Taking part in an activity, being involved in it.

LEARNING CONTRACT

An agreement between the teacher and the students about their roles and responsibilities (i.e. what the teacher will do and what the students will do to help the students to learn).

TERM DEFINITION

MIXED ABILITY, MIXED LEVEL

The different levels of language or ability of students studying in the same class

MONITOR

To watch over students in order to make sure that they are doing what they have been asked to do, and help them ifthey are having problems

NOMINATETo choose and name one student to speak or do a particular task.

ONE-TO-ONEA teaching situation which involves only one teacher and one student.

OPEN CLASS

When the teacher leads the class in an activity and each student is paying attention to what is happening. When students respond, they do so in front of everyone in the class,

OPEN PAIRSIn ----------------, one pair does a pairwork activity in front of the class. This technique is useful for showing how to do an activity and/or for focusing on accuracy.

RAPPORT The relationship between the teacher and students

TERM DEFINITION

BUILD RAPPORTTeachers try to build or create a good rapport or relationship with their students.

ROUTINESomething which is doneregularly such as a teacher setting writing homework every Friday

SEATING ARRANGEMENTThe way the students sit in the classroom, e.g. in rows, in a circle around the teacher, in groups around differenttables.

SEATING PLAN A plan of where the students should sit in the classroom

TEACHER ROLE The way a teacher chooses to manage the classroom

TEACHING SPACEThe areas in the classroom that can be used for teaching, e.g. the board, the walls, the desks, the open floor

MINGLEA mingle is an activity which involves students walking round the classroom talking to other students

TKT COURSEBOOK Children Learning English. Jayne Moon.

Ed. Macmillan Heineman. A course in language teaching. Penny

Ur