Longman Dictionary of

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classroom ethos
because of the particular social roles students and teachers have in classrooms
and the kinds of activities they usually carry out there. For example,
teachers tend to rely on a discourse structure with the following pattern:
initiation – response – evaluation
In this typical three-part structure, the teacher initiates a question in order
to check a student’s knowledge, a student responds, and the student’s
response is evaluated with FEEDBACK from the teacher.
The restricted kind of discourse students encounter in classrooms is
thought to influence their rate of language development.
see also QUESTIONING TECHNIQUES
classroom ethos n
also classroom climate n
the affective dimensions of a classroom such as the atmosphere and feelings
of the classroom that can promote or detract from effective classroom
teaching and learning.
see CLIMATE
classroom interaction n
the patterns of verbal and non-verbal communication and the types of
social relationships which occur within classrooms. The study of classroom
interaction may be a part of studies of classroom DISCOURSE,
TEACHER TALK, and SECOND LANGUAGE ACQUISITION.
see also INTERACTION ANALYSIS
classroom language n
see CLASSROOM DISCOURSE
classroom management n
(in language teaching) the ways in which student behaviour, movement,
interaction, etc., during a class is organized and controlled by the teacher
(or sometimes by the learners themselves) to enable teaching to take place
most effectively. Classroom management includes procedures for grouping
students for different types of classroom activities, use of LESSON
PLANs, handling of equipment, aids, etc., and the direction and management
of student behaviour and activity.
classroom-process research n
see CLASSROOM-CENTRED RESEARCH
clause n
a group of words which form a grammatical unit and which contain a
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