Class Meetings: A Democratic Approach to Classroom Management

There are times in all classrooms when it is more effectiveor efficient to share information or use the same activity with the wholeclass. Such whole-group instruction establishes common understandings and asense of community for students by sharing discussion and review. Asillustrated in Figure 1.1, the pattern of instruction in a differentiatedclassroom could be represented by mirror images of a wavy line, with studentscoming together as a whole group to begin a study, moving out to pursue learningin small groups or individually, coming back together to share and make plansfor additional investigation, moving out again for more work, coming togetheragain to share or review, and so on.

Culture in the Classroom | Teaching Tolerance

Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, June 24, 2012.

Snell's Law - The Physics Classroom

In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”


“Flipping the classroom” has become something of a buzzword in the last several years, driven in part by (Fitzpatrick, 2012); (Berrett, 2012); and (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

Berrett D (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.

Bridging Cultures with Classroom ..

Last but not least, schools must make sure that students understand how their TA intervention connects to their formal learning. Interventions often happen away from the classroom. Since teachers and TAs struggle to find time to collaborate, many students are left to work out how what they have learned with the TA fits into the curriculum. In primary schools, it’s best if teachers align the content of interventions with their lessons, while in secondary schools, department heads should co-ordinate the roles of TAs so teachers can have full control and plan their provision.

These lessons are designed to offer three to five classroom sessions with step-by-step instructions.

Equality & Diversity In The Classroom - Tips for Teachers

What is your purpose for learning the target language? If your answer includes speaking the language, you will find that the live classroom offers more opportunity for interpersonal communication. While it’s true that most software programs are able to fully immerse you in the target language, the immersion is typically one-sided and the need for true language production on behalf of the learner is not factored into the experience. Only in an actual classroom setting is the exchanging of ideas from both parties necessary in order to have a meaningful conversation. Consider also, are there opportunities around me in which I can practice speaking the target language? If not, a classroom situation might provide this occasion.

Gender Differences in Classroom Behaviour

Although students’ thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

Examining the effect of class size on classroom …

In conclusion, am I saying that a live classroom setting is the best choice for everyone, all of the time? Certainly not. For example, software programs can be very helpful when used to further proficiency in a language in which an individual has already obtained a great foundation. I believe that there are specific differences between classroom learning and the use of software programs and it is important for each individual to make an educated choice.