Lesson 1: Introduction to the TTI Framework

What makes classroom interaction effective? Lesson 1 introduces the Teaching Through Interaction (TTI) framework; a research-based model that helps teachers understand how their communication can support learning, build relationships, and organize the classroom.

You will learn about the three core domains of the TTI framework:

• Emotional Support – how teachers create a positive and respectful classroom climate
• Classroom Organization – how they manage time, behaviour, and routines
• Instructional Support – how they promote engagement and understanding of content

This lesson will give you the tools to begin analysing classroom interaction in a structured way.

Start by watching the short video on Teaching Through Interaction. Then explore the TTI model and complete a short quiz to check your understanding.

Core Content:

In this section, you will explore the key concepts of the Teaching Through Interaction (TTI) framework using a combination of short texts and video. These materials are designed to help you understand how teacher–student interaction influences learning and classroom climate. These resources will prepare you for the quiz and help you begin noticing interaction patterns in the next lessons.

You will find:

• Lecture Notes – Clear, structured explanations of the three domains of the TTI model
• Video Resource – A short video that introduces the core ideas behind the TTI framework, with subtitles available. The video helps connect the theory to real-life classroom practice.

Assessments & Exercises:

To support your understanding of the Teaching Through Interaction (TTI) framework, this lesson includes an interactive self-check quiz.

 

1. Introduction to the TTI framework

Good classroom management is not only about having rules and routines. It is also about how teachers talk to and interact with students. The Teaching Through Interaction (TTI) framework helps teachers understand how their communication can support learning, manage behaviour, and build relationships.

The TTI model was developed by researchers like Hamre and Pianta (2012) and further tested in large-scale studies (Hamre et al., 2013). It is based on the idea that students learn best when teachers create a classroom that is warm, structured, and mentally engaging.

To get a quick and accessible overview of the core ideas behind the TTI framework, start by watching this short video where Professor Robert Pianta, one of the framework’s creators, explains why teacher–student interaction is key to effective teaching:

Recommended Video: Robert Pianta – Teacher–Student Interaction Is Key
Watch on YouTube

As you saw in the video, everyday interactions between teachers and students shape the learning environment in powerful ways. To help teachers understand and improve these interactions, the TTI framework breaks them down into three core domains:

(a) Emotional Support
(b) Classroom Organization
(c) Instructional Support.

Each domain is further broken down into several dimensions, all of which contribute to student engagement and learning.

1.1 Emotional Support

Teachers create a safe and positive environment by showing care, respect, and understanding. They listen to students, use friendly tone of voice, and help students feel comfortable. This helps students feel motivated and ready to learn.

The Emotional Support domain includes the following dimensions:

      1.1.1 Positive Climate

Teachers who establish a positive climate tend to foster higher academic motivation and better behavioural outcomes among students. A supportive but challenging environment enables students to achieve more. Peer relationships are also crucial and should be worked on daily in a meaningful and productive way.

      1.1.2 Teacher Sensitivity

Sensitive teachers who notice students’ needs and respond while maintaining classroom focus tend to have students who are more engaged, more academically successful, and more independent.

    1.1.3 Regard for Student Perspective

When students feel seen and heard as individuals with their own viewpoints, they are more likely to be motivated and willing to learn and participate actively. Engagement also increases when classroom content and formats are aligned with students’ interests and experiences; when students feel the subject “matters” to them personally.

1.2 Classroom Organization

Teachers keep the classroom organized and focused. They give clear instructions, set routines, manage time well, and prevent or handle disruptions calmly. This helps students know what to expect and what to do.

The Classroom Organization domain includes:

        1.2.1 Behaviour Management

Teachers who proactively address student behaviour and create predictable classroom routines increase engagement and academic achievement.

        1.2.2 Productivity

Classrooms are more productive when students are consistently challenged and engaged in meaningful learning        opportunities. Effective routines help start lessons quickly, structure transitions efficiently, and maintain flow.

       1.2.3 Negative Climate

Although not a desired trait, this dimension measures the absence of negative emotional  tone. Classrooms with frequent irritation, anger, threats, or harsh discipline tend to have lower productivity and poorer student outcomes.

1.3 Instructional Support

Teachers help students think deeply and solve problems. They ask open questions, explain clearly, and give feedback. This supports students’ learning and thinking skills.

The Instructional Support domain includes:

      1.3.1 Instructional Learning Formats

Clear goals, engaging materials, and teacher enthusiasm help maintain student attention and motivation. Variation in instruction supports concentration and interest.

      1.3.2 Content Understanding

Effective teachers build student understanding by connecting content to broader concepts, using scaffolding, and breaking down material into manageable steps.

They activate prior knowledge, model strategies, and show examples that highlight similarities and differences. Multiple perspectives and connections to real life enhance meaning-making.

    1.3.3 Analysis and Inquiry

Instruction that encourages all students to participate in higher-order thinking and metacognition leads to deeper cognitive engagement.

This includes exploring ideas together, asking “why” and “how,” and using students’ natural curiosity to foster learning.

   1.3.4 Quality of Feedback

High-quality feedback bridges the gap between current and target knowledge. It encourages reflection, effort, and confidence while reducing frustration.

   1.3.5 Instructional Dialogue

Students learn more when they engage in meaningful conversations about the content.Rather than following a strict “teacher-    question–student-answer” format, teachers co-construct understanding with students through discussion.

1.4 Student Engagement

In addition to the three domains, TTI highlights student engagement as a key indicator of classroom quality. Engagement is both influenced by and reflects the quality of emotional, organizational, and instructional support. To improve engagement, teachers must focus on strengthening interaction in all three areas.

Glossary – Key Concepts from the TTI Framework

    1. Emotional Support – Creating a positive learning environment

    A predictable, consistent, and safe classroom climate.

Positive Climate

• Reflects the quality of teacher–student and student–student relationships.
• Warmth, joy, and mutual respect.
• Smiling and good humour.
• Both verbal and nonverbal communication.
• Teacher moves around the classroom, maintaining connection.
• Positive expectations and encouraging comments.
• Communication about school and personal interests – showing care.
• Active contact, response, and interaction between teacher and students.

Teacher Sensitivity

• Continuously noticing and responding to students’ academic, social, emotional, and developmental needs.
• Monitoring: Do students understand? Are they participating?
• Offering support to students in need.
• Following up: Have students received the help they needed, or is further support required?

Regard for Student Perspectives

• Understanding students’ social and developmental needs and referencing them in teaching.
• Supporting student autonomy and decision-making.
• Making lessons relevant to students’ lives.
• Valuing students’ ideas, views, and goals by listening actively and being flexible.
• Communicating the purpose of the lesson and why it matters to students.

   2. Classroom Organization – Structuring time and behaviour

Behaviour Management

• Using effective strategies to encourage desired behaviour and prevent/correct unwanted behaviour.

For example: focusing attention on positive behaviour instead of highlighting negative behaviour.

• Being proactive by clearly communicating expectations.
• Maintaining consistency with classroom routines.
• Students meet expectations and follow routines; no visible chaos or aggression.

 Productivity

• Managing time and routines to optimize learning opportunities.
• Students are consistently engaged in meaningful tasks.
• Students know the routines and classroom structures.
• Rules and routines are co-created or clearly communicated.
• Smooth lesson starts and transitions minimize wasted time.
• Well-prepared in terms of content, materials, and classroom setup.

Negative Climate (to be avoided)

• Signs include irritation, anger, shouting, fighting, or physical aggression.
• Use of punishment, threats, yelling, or physical control.
• Bullying, mocking, or sarcastic remarks.

   3. Instructional Support – Supporting students’ academic learning

Instructional Learning Formats

• Stimulating student engagement with lesson content.
• Focusing student attention and effort on the learning task.
• Clearly presenting learning goals – what students are expected to know or do.
• Linking new content and chosen activities to the goal.
• Asking questions, challenging viewpoints, and showing interest in students’ ideas.

Content Understanding

• Helping students understand facts, skills, concepts, and structures.
• Making facts meaningful by connecting them to real-world contexts.
• Presenting multiple perspectives on the content.
• Introducing and developing understanding of key concepts and how to use them correctly.
• Drawing on students’ prior knowledge to expand, deepen, and broaden understanding.

Analysis and Inquiry

• Encouraging students to identify and explore problems.
• Asking open-ended questions that challenge students.
• Allowing time for students to reflect and verbalize their thinking.

For example: students explain their reasoning behind a solution or conduct self-assessment.

Quality of Feedback

• Providing responses that deepen student understanding.
• Encouraging participation and sustained effort.

For example: asking follow-up questions, offering hints, or prompting further thinking.

• Building on each other’s contributions – both teacher and students.
• Feedback is tied to the learning goals and lesson content.

Instructional Dialogue

• Goal-oriented discussions focused on the content.
• Conversation builds on what has previously been said.

For example: the teacher asks a question, one student answers, the teacher follows up with a question to another          student.

• Content-focused with balanced teacher and student participation.

QUIZ – Lesson 1

Wrapping Up Lesson 1: What Comes Next?

In this first lesson, you’ve explored the foundations of the Teaching Through Interaction (TTI) framework. By looking more closely at how teachers can support students emotionally, organize the classroom, and promote deep learning, you’ve gained a structure for analysing teacher–student interaction.

As you move on to the next lessons, you will apply this framework to real-life teaching scenarios. This will help you observe and reflect on the small choices teachers make every day and how those choices can affect the learning climate in subtle but powerful ways.

 In Lesson 2, you will watch and analyse a short simulated classroom interaction. Use your knowledge of the three domains and their dimensions to begin identifying strengths and potential areas for growth.