Classroom demographics
Teacher and student interactions
Student behaviors
Student and student interactions

English language learners
Teachers used diagrams and pictures in order to augment the words they are saying in class. ELL students could therefore understand better.
The ELL learners were quite passive, unless actively engaged by the teacher using the learning and teaching materials.
There interaction with each other was above board. Some even asked questions in class.

Special needs
There were two learners with learning disabilities that were being supported by paraprofessionals.
Although they appeared to learn at a slower pace, they portrayed interest in the learning activities they were being engaged in.
The students interacted with others well. They consult and help others as well.

Gender /Age
The class has both girls and boys (though the majority of learners in class were boys).The average age of learners was 5 to 7 years. Teacher to student interactions was generally good across all age categories, although boys participated in class more frequently than girls.
Most of the girls were calm and better behaved as compared to boys (some boys were very hyperactive).
The level of cooperation between boys and girls was good. They assisted each other in completing group tasks.

Social economic status
Some learners from unstable social economic status could be noticed from gross observation of their health and dressing. Though the teacher tried to engaged them, some could shy off from participating in the learning activities.
These learners appeared more withdrawn and passive.
They interacted well with others, although some had a tendency of isolating themselves from the rests of the learners.

Ethnicity
 The learners are from different ethnic backgrounds. All these learners interacted with the teacher productively
Majority were well behaved, with a few exhibiting a poor attitude towards the teacher.
The learners appeared to get along well with the other students.

 

Summary of observations

The teacher was able to engage the learners optimally. The strategies used in teaching were inclusive for all the learners e.g. augmenting words with diagrams, using paraprofessionals where necessary among others. Apart from a few cases where the learners appeared to shy off (due to lack of confidence), the engagement with learners was overly productive. The student behaviors ranged from passive to active, with some portraying some levels of hyperactivity. Passive learners were majorly those from relatively low social economic-status and other ethnicities. Student to student interaction was generally good apart from a few cases where learners could isolate themselves from the other group members.

The effect of classroom dynamics on learning

Classroom dynamics calls for immense effort from the teacher in an attempt to ensure that all the learner differences are adequately catered for in the learning process. Despite the fact that classroom dynamics can be so demanding in terms of facilitating the learning process, a teacher can leverage the same to the advantage of the students (Velliotis, 2008). Ideally, some dynamics can perpetuate discrimination or even create environments that are not very conducive for learning.

The dynamics such as the social economic status of the students have an impact on the self-confidence of the learners. This is the reason why some learners will have a tendency of shying of or isolating themselves from the learning groups because they are feeling inferior as compared to others. The self-esteem of the female leaners is likely to be lower than that of the male students, and this can be evaluated by considering the rate at which they participate in class. Learners with special needs require more attention from the teacher.  As such, there is need for paraprofessionals to be in place in order to offer in class support for these learners. However, those learners that exhibit some level of independence can be allowed to complete the same learning tasks as the mainstream class (Doveston & Keenaghan, 2006).

The English language learners will definitely exhibit some difficulties in learning, although this does not necessarily mean their abilities are below the other students. As such, the teacher is obliged to go an extra mile in order to modify communication. This will entail such strategies as augmenting the spoken words with pictures (Hadfield, 2013). The teacher will be obliged to repeatedly clarify some points for the learning to take place.

Ethnicity also has an effect on the learning, especially if these ethnicities are stereotyped. For instance, of the teachers have low expectations from the ethnic minority, then this will affect the actual progress of the learner. Ethnicity from both learners and the teachers will affect the learning and academic achievement of these learners because of the stereotyping that is associated with it (Doveston & Keenaghan, 2006). Some learners also portray a poor attitude towards those teachers that appear not to be aligned with their ethnic perceptions. Such poor attitudes will make the learners not to take the teachers seriously, thus impairing the learning process. A teacher is obliged to be responsive enough to the different classroom dynamics and ensure inclusive in delivery of teaching instructions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Velliotis, E. P. (2008). Classroom culture and dynamics. New York: Nova Science Publishers.

Hadfield, J. (2013). RBT: Classroom Dynamics. Oxford University Press.

Doveston, M., & Keenaghan, M. (2006). Improving classroom dynamics to support students’ learning and social inclusion: A collaborative approach. Support for Learning, 21(1), 5-11.

The post Classroom Dynamics appeared first on Custom Writing Service.