The document discusses improving classroom dynamics and interaction. It recommends that the teacher create a trusting environment where communication among all members is encouraged. Mistakes should be seen as part of the learning process. Interactive activities should be integrated to develop competencies used in the first language. Cooperation between students in pairs and groups can help students learn from each other. The teacher should give students an important role by including them in decisions about goals, content and activities. Suggestions from students should be accepted and rules negotiated to establish ownership. A variety of techniques, activities and materials are needed to maintain interest and avoid boredom.

1. “Help me, this class is a
drag!!”
Classroom dynamics

2. Teachers or students?
I don’t like the book, it’s
really boring
They don’t
talk at all
He talks very quickly so
I can’t understand him
I don’t feel confident
enough to talk, I feel I
make a lot of
mistakes
They just use their
mothertongue
They don’t pay
attention most of the
time
There’s no subject
which can
motivate them

3. Are we managing
the classroom
dynamics
properly?
How can we
improve them?

5. INTERACTION
We must benefit from the
advantages that every natural
interaction has, and bring it into
the classroom
Real communication

6. Emotional
interaction
language
interaction
INTERACTION

7. EMOTIONAL INTERACTION
• The teacher creates a climate of trust
and respect.
• The teacher encourages communication
among all members in the group
(teacher – student / student – student).
• Mistakes are seen as an essential part of
the learning process.

8. LANGUAGE INTERACTION
• Integrating interactive activities in order
to train competences that we use in our
mother tongue.
• Encouraging the cooperation learning:
work in pairs and small groups. The
students help each other as well as work
and reflect together.

9. NEGOTIATION
The teacher gives
an important role
to the student and
hands the reins of
his learning.

10. Rock against boredom

11. NEGOTIATION
• Establishing classroom rules negotiated
with the students.
• Students are integrated in the decisions
related to the aims selection.
• The student can also choose contents
and activities.
• The teacher accepts suggestions and
ideas from the students.

12. CLASSROOM PLANNING
• If there is no assortment, the interest and
motivation can be slight.
• The teacher must be flexible in order to
adapt himself to each situation. He has to
be able to improvise in some cases.
• The activities sequence must follow a
common aim.

13. DIVERSITY

14. CONCLUSION
• The teacher creates an atmosphere of trust and encourages
fellowship and respect.
• Classroom rules are to be established and negotiated among
all members in the group.
• Cooperation learning is to be encouraged by the teacher in
order to create real communication among students.
• Suggestions by students are to be borne in mind by the
teacher.
• Students must be convinced that Mistakes are normal in their
learning process. They must not be corrected all the time.
• Control classroom management/class planning: A balanced
blend of techniques, activities and materials is necessary to
avoid yawning and boredom.
• Improvise when the situation requires it!

15. Let’s solve these problems
I don’t like the book, it’s
really boring
They don’t
talk at all
He talks very quickly so
I can’t understand him
I don’t feel confident
enough to talk, I feel I
make a lot of
mistakes
They just use their
mothertongue
They don’t pay
attention most of the
time
There’s no subject
which can
motivate them

16. Thank You
Public Domain Images: Wikimedia Commons, Deviantart (The colours
of Happyness, by Chiara Buldrini; Fish on that street, by Rock against
boredom), Pixabay)
elenavilanovaes@gmail.com

17. Bibliography
• A. Giovannini et alii, 1996, Profesor en acción 1: El
proceso de aprendizaje
• Nunan, David 1989, Designing Tasks for the
Communicative Classroom
• Orta, Antonio,Las dinámicas para la interacción Genuina
en la clase de ELE