How is my teaching practice of teacher-student interaction evidenced in order to teach English?

Abstract

Teachers and students meet during a considerable amount of time at schools every week, discussing and discovering new understandings from their subjects. However, learning opportunities may increase or decrease depending on the setting established in the classroom and how teacher-students interaction is developed. In this research, different teaching practices are boarded aiming to identify their importance and relation to the acquisition of a second language as English. By studying this area from a qualitative approach, two written personal journals, a reflective essay, and a lesson plan will be used to gather the proper data and unveil this phenomenon. The findings show that my teaching practices are beneficial for learning a second language. The literature promotes teachers to interact positively with students to accomplish goals. Final conclusion and implications raise awareness to enhance positive decisions.