Teaching and Learning in the Classroom

The classroom is an active place in which many things occur simultaneously. Cognitive, social, cultural, affective, emotional, motivational, and curricular factors assert their influence in ways that often are not obvious. The common image of a teacher standing in front of 20–25 students disseminating information fails to capture important characteristics of even traditional classrooms. In fact, it is impossible for a teacher to present a lesson in such a way that only cognitive information is acquired. What transpires in a classroom is far more complex than the simple exchange of knowledge. Furthermore, activities that occur in a classroom represent particular beliefs and assumptions about, for instance, the nature of student learning, the role of sociocultural factors, and the influence of linguistic interactions. Often, these beliefs are implicit, which can create difficulties when discussing different learning environments. Various characteristics of classroom environments, as well as various theoretical perspectives and models of classroom teaching and learning, are discussed in this article. These models range from traditional didactic models of ‘teaching by telling’ to contemporary constructivist and sociocultural models that involve active participation by students in authentic tasks.