Most teachers face challenges to ensure a harmonious atmosphere in the classroom

Without a conducive classroom environment, the process of teaching and learning could be jeopardised (Emmer and Stough 2001)

In order to ensure an orderly classroom atmosphere, teachers must aptly be prepared

Careful consideration and planning for a new class

The passage is about Skills-Based Focus where the syllabus encourages teachers to integrate the four key language skills such as listening, speaking, reading, and writing. This holistic approach is intended to enhance overall language proficiency among students.

Based on the classroom observation, teachers A and D hardly engaged students in listening activities, indicating a gap in practical listening skills development. This could hinder students’ ability to comprehend spoken English in real-life contexts.

Speaking activities are primarily limited to short responses to teacher questions, with only Teacher E facilitating more in-depth discussions. This lack of interactive speaking opportunities may restrict students' ability to express themselves and engage in meaningful conversations.

Based on the reading focus, Reading activities dominate classroom time, with practices like reading aloud emphasized, particularly by Teachers A and C. This suggests a reliance on this method to compensate for students' limited language proficiency, as the teachers feel students struggle with silent reading and comprehension.

Teachers believe that reading aloud enhances comprehension and pronunciation. While this can be beneficial, it raises concerns about whether students are developing independent reading skills.

Be clear and direct

• Teacher should read a texts aloud and conducting question and answer sessions

• suggests an emphasis on direct instruction and comprehension

• These activities can enhance understanding, they may not cater to diverse learning styles

Use Action Verbs

• Teacher should instruct students to do individual work using worksheet

• This method can reinforce learning

• Teacher should instruct students to make a collaborative learning

• These activities can be beneficial for language development and social skills.

The paragraph is about teacher behavior, teacher's management style, teacher–student relationships and student behavior and labeling and Its effects

Impact of Teacher Behaviour

• teacher behavior, whether conscious or unconscious, directly affects the classroom environment, student response, and academic outcomes.

• A teacher who is engaged, passionate, and has clear goals can motivate students to learn effectively.

Teacher's Management Style:

• Teachers adopt different management styles based on their personal preferences and values.

• Student-directed management is about students who are responsible for their behavior, promoting ownership and self-discipline.

• Collaborative management is about teacher and students share responsibility, fostering joint accountability.

• Teacher-directed management is about teacher takes full responsibility, often more suitable for structured environments.

Use calm and respectful tones

• A teacher should use calm and respectful tones when manage the classroom. By doing this, it can fosters a positive learning atmosphere.

• A teacher should built positive relationship towards students such as make the students feel comfortable. Effective teachers who serve as role models, and strong connections can lead to improved classroom behavior.

Provide immediate feedback

• A teacher should Offer positive reinforcement immediately after observing desired behaviors such as giving feedback and praise will create a supportive classroom atmosphere.

• A teacher should give verbal praise and constructive feedback such as praising them and give rewards so that it can maintain effectiveness in managing behaviour

• Use calm and respectful tones

  • A teacher should use calm and respectful tones when manage the classroom. By doing this, it can fosters a positive learning atmosphere.

  • A teacher should built positive relationship towards students such as make the students feel comfortable. Effective teachers who serve as role models, and strong connections can lead to improved classroom behavior.

• Use of Rewards

  • A teacher should give reward announcement to stop disruptive behaviour such as implementing a system to motivate students through various forms of rewards.

Providing written feedback is intended to help students improve their writing

It carries a psychological implication by boosting students’ morale as feedback is a way to indicate that the teacher as read students’ work carefully

The importance of feedback

• It stated that feedback is crucial for student learning and development, as highlighted by Ramsden (2003). It positions feedback as a decisive factor in how students progress academically.

Teacher role are important

• Teachers are described as mentors responsible for delivering constructive feedback. This highlights their role not just as educators but as guides who facilitate student improvement.

• The necessity for feedback to be constructive is emphasized, indicating that teachers should aim to provide insights that help students grow rather than merely critique their work.

Oral feedback

• A teacher should give positive enforcement such as “You did an excellent job explaining your ideas today! Your explanation really helped your classmates understand”. By doing this, it can encourage their desired behavior such as participation, effort and cooperation.

• A teacher should give encouragement such as “I can see how much effort you put into this. Keep it up, and don’t hesitate to ask for help if you need it!”. By doing this, it can boosts the students confidence and making them more willing to take risks and engage in learning.

Written Feedback

• A teacher should give affirmative comments like “ Great job on your presentation. Well done!”. By doing this, it will reinforce students effort rather than just helps student to understand the value of hard work and persistence

Thinking could not be done in a vacuum and free from context

The requirements for developing HOTS are content within and through which thinking is applied and context that is encouraging and reassuring; basic skills in thinking; and dispositions towards thinking and cognitive abilities.

Students who have already fulfilled these requirements can be trained and guided to develop HOTS through relating new information to prior knowledge; and translating prior knowledge for application in new context

The passage begins by positioning philosophical questions as a vital aspect of inquiry, particularly in educational contexts. It draws on the work of Golding (2006) to frame the discussion.

It equates philosophical questioning with Socratic Questioning, emphasizing its historical roots in Socratic dialogues. This highlights the method's longstanding significance in philosophy and education.

The analysis of Plato’s dialogues illustrates how Socrates employed questions to explore concepts, justify meanings, and examine important life issues. This method encourages deeper thinking and understanding.

Socratic Questioning serves multiple functions: clarifying meanings, uncovering assumptions, providing justifications, and considering implications. This multi-faceted approach encourages a thorough exploration of topics.

The passage emphasizes the role of questioning in fostering dialogue among students. By stimulating discussion, teachers can help students articulate their thoughts and challenge each other’s viewpoints.

The passage implies that teachers can leverage Socratic Questioning as a strategic tool to enhance student engagement and critical thinking. This method encourages students to take ownership of their learning through inquiry.

While the passage mentions that Table 5 contains examples of Socratic questions, it underscores the practical application of this technique in facilitating deeper understanding among students.

A teacher should give clarifying question such as “ What do you mean by…?” so that the students will encourages their critical thinking skills.

A teacher should ask questions about perspectives such as “You seem to be approaching this issue from perspective. Why have you chosen this perspective rather than that perspective?” so that it can fosters their empathy and appreciate others experience and feeling to promoting empathy and social awareness.