1998 © Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, January 24, 1998
Answer to item 1 above
a. physical environment
b. teacher's tone of voice and body language
c. unexpected changes in lesson plans
d. adverse circumstances (large classes, unruly students, etc.)
e. teacher roles and styles
f. classroom climate as established by the teacher/students
relationship
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Answer to item 2 above
a. semi-circles, U-shapes, concentric circles or one circle; a way in
which students aren't all squarely facing the teacher (p. 412)
b. the above seating arrangements help to create an atmosphere of
community; they also help to know your neighbor which helps with verbal
interaction
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Answer to item 3 above
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Answer to item 4 above
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Answer to item 5 above
poise:
stay calm, assess the situation quickly, make a midstream change in the
lesson plan, and move on (p. 415)
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Answer to item 6 above
a. large classes; Treatment: optimal use of pair/group work
b. institutions; Treatment: professional diplomacy
c. discipline; Treatment: find source of problem & treat
with firmness/love
d. cheating; Treatment: prevention
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Answer to item 7 above
a. ascertain students' perceptions of cheating
b. lower the pressure students may feel to "excel"
c. remind students that tests are tools to help them and to help
the teacher
d. use seating arrangements that separate students during testing
e. use multiple forms of the test
f. provide adequate preparation and review prior to giving a test
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Answer to item 8 above
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Answer to item 9 above
a. help students to acknowledge the acculturation and its stages
b. stress the importance of the L2 as a powerful adjustment tool
in the new culture
c. be especially sensitive to any students who appear to be
depressed and do what you can to assist them
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Answer to item 10 above
A force that is unleashed in a classroom, learned to perceive it really
through the experience of teaching itself. Energy is the electricity of
many minds caught up in a circuit of thinking and talking and writing.
Energy is an aura of creativity sparked by the interaction of students.
Energy
drives students toward higher attainment. Students (and teachers) take
energy with them when they leave the classroom and bring it back the next
day.
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Answer to item 11 above
a. solid preparation
b. confidence in your ability to teach
c. a genuinely positive belief in your students' ability to learn
d. a sense of joy in doing what you do
e. by overtly manifesting the previous items when you walk into
the classroom
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Answer to item 12 above
a. it makes students feel known and appreciated
b. students will think more capably and creatively
c. helps build positive energy in the classroom
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Answer to item 13 above
a. showing interest in each student as a person
b. giving feedback on each person's progress
c. openly soliciting students' ideals and feelings
d. valuing and respecting what students think and say
e. laughing with them and not at them
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Answer to item 14 above
Rapport, praise criticism, and energy.
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Answer to item 15 above
Not following through on threats and / or promises.
