In this lesson, you will observe a second version of the same recorded classroom simulation presented in Lesson 2. While the topic and student group remain the same, the interaction between the teacher and the students unfolds differently.
The purpose is not to evaluate the teacher’s performance but to analyse how interactional choices affect classroom management and learning. You are encouraged to apply the Teaching Through Interaction (TTI) framework to identify how Emotional Support, Classroom Organization, and Instructional Support are expressed—or not—and to reflect on their consequences.
In this lesson, you will observe a second version of the same recorded classroom simulation presented in Lesson 2. While the topic and student group remain the same, the interaction between the teacher and the students unfolds differently.
The purpose is not to evaluate the teacher’s performance but to analyse how interactional choices affect classroom management and learning. You are encouraged to apply the Teaching Through Interaction (TTI) framework to identify how Emotional Support, Classroom Organization, and Instructional Support are expressed—or not—and to reflect on their consequences.
As you watch, consider:
After watching, you will complete a quiz that compares the two versions and helps you consolidate your observations.
Reflecting on classroom interaction and your role as a teacher
In this final task, you are invited to reflect on what you have learned by comparing the two versions of the classroom simulation. Consider how the teacher’s verbal and non-verbal behaviour affected the classroom dynamics, and what that might mean for your own teaching.
💡 Αnswer the following open questions. Your responses will help you connect theory to practice and begin to define your own classroom management strategies.
Open Questions for Reflection
In this lesson, you have compared two versions of the same classroom simulation and explored how different teacher behaviours—both verbal and non-verbal—can shape the emotional climate, classroom organization, and instructional flow.
By analysing interaction patterns through the TTI framework, you have practiced identifying strengths and areas for improvement in teacher–student communication. This kind of reflective observation is a powerful tool for building your own awareness and intentionality in the classroom.
As you move forward, continue using the TTI domains to observe, interpret, and plan your teaching interactions. The ability to notice subtle moments of connection, structure, or disengagement can help you create a more supportive and effective learning environment.