OK...I'm thinking that you are refering to class dynamics and this is what I am basing my answer on. All classes have a dynamic. For instance, one of my classes is very motivated. The majority of the kids in the class care very much about their grades and come from very stable families that put a strong emphasis on education. As a result, teaching them is a dream. They are open to new ideas and easily adapt to change. These kids are sponges and absorb everything. Because the entire class dynamic is very motivated, they are learning more because they are all open to it and look down upon those that are not trying to learn as much as they can. Also, I can be creative with them because they are always open for a challenge.
In another case, I have had a couple of classes that had very head-strong children in them. The dynamics of these classes are awful. Because of their strong personalities, I spent less time teaching and more time getting them to understand that I got the degree and they had not yet passed middle school. As a result, these kids did not learn much from me and I admit that.
So the dynamics of a class directly influences how well one teaches and how much students learn. Source(s):
I teach. As a teacher, I know that classroom dynamics greatly influences one's teaching style as well as how well the students learn.
If a class has a number of "clowns," time may be spent less on teaching and more on discipline. This disrupts the educational process, to say the least. It also creates ill will between the educator and the students. Even the best teachers may have to use overtime to be creative in her/his presentation of the material.
A class dominated by students who put learning first can generally expect to learn more or cover more material. A cooperative attitude can be contagious for the class members who don't necessarily want to learn, but don't want to be left out either.
Establishing positive interactive routines at the beginning of the school year helps to promote a positive, interactive learning environment in which each individual is valued as a contributor, regardless of academic ability. To do this effectively, I believe an educator must openly acknowledge all learning styles and strengths and try to teach accordingly. Yes, it is not the easiest thing to do, but a child who feels valued by his/her teacher and peers is less likely to disrupt class and more likely to appreciate the "process of learning" and thereby becoming a life-long learner/seeker of knowledge. Source(s):
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