Name : Fauzan Muktasid

S. Reg.Id : 20160111024001
Subject : TEFL , Assignment 2

1. What is the nature of student-teacher interaction? What is the nature of

student-student interaction?

Answer:

A. Student-teacher interaction

1. Emotional support refers to the ways teachers help children develop warm,
supportive relationships, experience enjoyment and excitement about learning, feel
comfortable in the classroom, and experience appropriate levels of autonomy or
independence. This includes:

 Positive climate — the enjoyment and emotional connection that teachers have
with students, as well as the nature of peer interactions;

 Negative climate — the level of expressed negativity such as anger, hostility or

aggression exhibited by teachers and/or students in the classroom;

 Teacher sensitivity — teachers’ responsiveness to students’ academic and

emotional needs; and

 Regard for student perspectives — the degree to which teachers’ interactions

with students and classroom activities place an emphasis on students’ interests,
motivations, and points of view.

2. Classroom organization refers to the ways teachers help children develop

skills to regulate their own behavior, get the most learning out of each school day, and
maintain interest in learning activities. This includes:

 Behavior management — how well teachers monitor, prevent, and redirect

misbehavior;
 Productivity — how well the classroom runs with respect to routines, how well
students understand the routine, and the degree to which teachers provide
activities and directions so that maximum time can be spent in learning activities;
and

 Instructional learning formats — how teachers engage students in activities

and facilitate activities so that learning opportunities are maximized.

3. Instructional support refers to the ways in which teachers effectively support

students' cognitive development and language growth. This includes:

 Concept development — how teachers use instructional discussions and

activities to promote students’ higher-order thinking skills and cognition in
contrast to a focus on rote instruction;

 Quality of feedback — how teachers expand participation and learning through

feedback to students; and

 Language modeling — the extent to which teachers stimulate, facilitate, and

encourage students’ language use.

B. Student-student interaction

This theme addresses how well students communicate with one another in class.
Classes where students have opportunities to communicate with each other help
students effectively construct their knowledge. By emphasizing the collaborative and
cooperative nature of scientific work, students share responsibility for learning with
each other, discuss divergent understandings, and shape the direction of the class.

2. How are the feelings of the students dealt with?

Answer:

The teacher constantly observes the students. When their feelings interfered, the
teacher tries to find ways for the students to overcome them.

3. How is language viewed? How is culture viewed?

Answer:
 Languages of the world share a number of features. However, each language also
has its own unique reality since it is the expression of a particular group of people.

Their culture, as reflected in their own unique world view, is inseparable from
their language.

4. What areas of language are emphasized? What language skills are emphasized?

Answer:

Since the sounds are basic to any language, pronunciation is worked on from the
beginning.

All four skills (listening, reading, writing, speaking) are worked on from the
beginning of the course, although there is a sequence in that students learn to read and
write what they already produced orally.

5. What is the role of the students’ native language?

Answer:

Meaning is made clear by focusing the students’ perceptions, not by translation.

6. How is evaluation accomplished?

Answer:

The teacher’s silence frees him to attend to his students and to be aware of these
needs.

7. How does the teacher respond to student errors?

 Student errors are seen as a natural, indispensable part of the learning process.
Errors are inevitable since the students are encouraged to explore the language.