Advice for Spanish Teachers: Interaction in the classroom - The Second Part<

Advice for Spanish Teachers: Interaction in the classroom - The Second Part

The previous post referred to the review made by one of our Spanish teachers in relation to the course: “Resources to encourage interaction in the classroom” . We leave you now with the second part:

Our teacher Javi, shares with us an interesting article which specifies the main principles of the course: amongst techniques for the formation of groups or suggestions of the dynamics of the group… All of this is accompanied by a biography and other details.

To continue, we propose a review of the first part of the course:

The first part of the course was called classroom interaction and the dynamics of the group dealt with a series of activities which allowed us to create different phases (knowledge, training and cohesion) within the group.

Thus, the activity of “The Ball” (knowledge) had a clear and effective social dimension which “broke the ice”, to create a relaxed atmosphere, learning the names of peers, establishing initial contact (physical and effective) in a group and to help to get to know each other and to generate sympathy.

Other activities that can be taken in this phase are:

“The Star” or “My hand”.

The next phase (teaching) which has a social structure and an organizational group, was conducted with the activity “Something that you don’t know about me”, which triggered the first relations, were established interests and common affinities, which developed mutual understanding and influenced the affective component.

Other activities can be “The Party” or “No, sorry” (here children will be provided with a series of false biographies and the rest of the students, through questions, can correct the biography to discover the true biography of the student.

The last phase (cohesion) will define the group. It will bind bridged between members of the group, and will help them to make shared decisions and will create a fluid environment of empathy and confidence.

Between these activities which allow cohesion between members of the group, we can highlight “the journeys”, “big truths”, “Passionate elements” or “The Happy Family.”

Some of the techniques to form a group are:

-Numbers or Letters
-Frases cortadas en dos o más.
-Questions and answers
-Film Titles
-Characters.

Between the dynamic techniques of the group are emphasised:

- Brainstorming ideas which favour spontaneity, maintaining open channels of expression, encouraging the creative resolution of problems and to liberate tensions.

- Whispering techniques, whispering or simultaneous dialogues which gives the student an active role in their learning, since it is they who decide the aspects they have not found clear and require greater treatment. The teacher allows you to analyze its methodology and the level of assimilation of the students.

- Snowball or pyramid which favours large groups to take
decisions and gradual analysis from alternative proposals.

- Jigsaw Puzzles of information which encourages the development of skills and cooperation, favouring integration of information and facilitates participation and collaboration.

- Jigsaw-Mosaic of experts who favour working cooperatively in different contexts, with different levels of learning.

Bibliography

- DÖRNYEI, Z Y A. MALDEREZ (2000). “The role of group dynamics in the learning and teaching of foreign languages” in J. ARNOLD (Ed.) the affective dimension in the learning of languages, Camebridge, Cambridge University Press (CUP).

- HADFIELD, J. (1992). Classroom Dynamics. Oxford, Oxford University Press (OUP).

- LINSTROMBERG, S. (Ed.) (2001). 110 activities for language classes, Madrid, Cambridge University Press (CUP).

- WILLIAMS, M. Y R. L. BURDEN (1997). Psychology for Language Teachers, Madrid, Cambridge University Press (CUP).