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Group dynamics, the ways in which individuals of a group interact with one another and the behaviors of the group as whole, will affect the planning and implementation of an English course. Factors such as age, cultural background, native language, and previous experience with English will influence individual approaches to language learning. Motivation, discipline, confidence, and life experiences play a role in the formation of the opinions and attitudes that an individual may bring to the learning environment. Someone who willingly asks questions, practices the language inside and outside the classroom, and accepts feedback will more positively contribute to the classroom atmosphere than one who lacks the desire to learn. A classroom filled with students with positive attitudes towards learning is therefore one in which better engagement with the lesson and activities can take place. While individual backgrounds, attitudes, and opinions influence individuals’ approaches to learning and their interactions with their peers, the teacher also plays an important role in shaping the dynamics of the classroom. Teachers are responsible for classroom management – organizing students, setting an example of discipline and consistency, and creating a friendly, engaging environment. As noted in Unit 1, teachers are not only organizers and managers, but are also tutors, participants, observers, and resources among other roles. Therefore, a successful teacher will know when to assume one of these roles in a manner that best supports students’ learning objectives. In addition, a good teacher will also be lively, motivating, supportive, patient, and flexible to the needs of the class and individual students. Teachers will better understand these needs once they have established rapport with their students. Rapport building takes time, but is important for creating positive teacher – student and student –student interactions and an overall sense of community. An early assessment of abilities and goals, ongoing observation, and routine evaluation and feedback will help guide the lesson planning process. Teachers should learn their students’ names and general interests at the beginning of the course and incorporate these items throughout the lesson. Knowing their students by name allows teachers to include all students in the lesson and bring attention to individual student successes. If teachers create their own materials, using their students’ names is one way to engage students in the work. To generate excitement in the lesson, teachers should also incorporate their students’ interests, whether they are sports-related, music-based or culturally focused. One goal of teaching should be to increase student talking time in the target language, and utilizing topics of interest helps to accomplish this goal. The types of activities included in the lesson as well as the set-up of the classroom and distribution of groups also affect group dynamics. The more an activity can get students talking to one another, the more comfortable they will be around each other, especially if the activity requires students to share information about themselves. Group and pair work with different configurations of students each time will help facilitate these interactions. An observant teacher will take note of the groups that are successful and those that may need additional attention. An effective teacher will also encourage students to help and correct each other, thereby creating a supportive and collaborative environment. There are factors outside of a teacher’s control that will affect how students interact with one another and the teacher. However, as the leader of the classroom, the teacher holds enough influence over the students to set the proper tone for the course. By remaining positive, modeling correct and consistent behaviors, addressing problems efficiently, incorporating a variety of activities in the lessons, and encouraging student participation, teachers can help create a classroom culture that positively affects the behaviors of the group.
