The second observed teacher showcased her ability in raising learners’

motivational spirit when there are no gender, race, or culture differences in the
classroom, leading to the minimal interaction among classroom members; however, the
classroom relationship exhibits a sense of belonging and ambiance when learners are
ready to share and ask further information from their peers without any embarrassment or
shyness. Theoretically, a classroom with a higher number of males is considered to be
more passive and less interactive in acquiring new lessons and engaging in activities so
that teachers usually put a lot of effort to both encourage and force them to speak;
compared to this communication class, the large proportion of male learners
enthusiastically give their attempt to fulfill meaningful learning requirements.
Accordingly, boys at school are recorded to vigorously response to teacher and show
immediate willingness to classroom oral activities; besides that, the particular group of
members typically maintains domination to teacher’s interaction and is always dynamic
to socialize and exchange ideas with teacher rather than female counterparts,
substantially forming gender bias in the teacher-students relationship (Mamnoun et al.
2023). Since then, the paper also illustrated that although boy group can be seen as
monopoly and dominant respondents to teacher’s questions, it is inevitable that there is
no gender disparity in the educational operation as the teachers are professionally trained
to treat all students equally and discover individual shortcomings with possible solutions
for a better learning environment. For instance, in my teaching reality, I am accustomed
to receiving more instant responses from male learners who are more sociable and
generous to provide me with detailed information related to my questions, causing my
pleasant and connected mental state to operate my planned lessons; on the other hand,
these sharing can be only considered as an extra activity to warm the lesson up or
consolidate the today’s knowledge so that teacher is only impressed by male learners’
innate characteristics without personally judging the learning capacity among two
genders. Comprehending learners’ psychological behaviors is one of the key themes in
university curriculum which strictly guides future teachers to behavioral equality in daily
interaction with children, so teachers are well-equipped with a special ability to manage
the classroom environment and detect different kinds of students for creating a
harmonious classroom climate and privately preparing an appropriate social etiquette and
politeness.

For communication courses, the most significant feature is to provide learners with
more practical and extensive sources of knowledge when the observed teacher
passionately offer learners more supplementary information beyond the textbooks. For
example, students in observed class possess simple language use such as “barber” or
“naughty” with uncomplicated grammatical structures, which gives teacher more chances
to assist learners to expand their lexical knowledge and meticulously adjust their usage.
This distinctive trait may easily attract learners’ eagerness and have a positive impression
by teacher’ advanced expertise and the collaboration with this teacher may lead to an
integrated and gripping learning attitudes in the road of foreign language acquisition.
More specifically, learners’ communicative skill is appreciated by teacher’s
knowledgeable preparation; besides having an approachable learning materials or joining
in a practical learning programs, teachers are also an indispensable role in cultivating
learners’ oral improvement. This embellishes learners’ proficiency when there are
abundant chances to strengthen their understanding based on in-class interaction and
usefulness of teacher’s information transmission (Harilama, 2023). Therefore, in spite of
the fact that I am working in a test preparation course, I cannot faithfully deny the
significance of teacher-students cooperation which contributes to boost the learning
process by getting accustomed to acquiring new ideas from peers and instructor, so I
normally spend approximate 15 minutes at the beginning of the class for latest topic
discussion, which can be persuasively appealing to learners, instead of forcing them to
assign their homework or going straight to the lessons.

However, it is essential to recognize that teacher’s time consumption is not so

effective that it took her nearly 15 minutes to wait for late students, lowering the learning
quality for wasted time. From my own points of view, the amount of 15 minutes is
adequate to organize short warming-up activity or playing a small game in order to wait
for students who have not arrived yet, which can both drive existing learners’ enthusiasm
and avoid wasting too much time. Moreover, it is imperative to establish stringent
classroom rules to reduce the frequency of delayed learners. To commence, students’
punctuality present their future success when they can accomplish their studying duties
on time and try to strictly follow the class schedule, contributing to form their innate
characteristics including consistency, independence, and responsibility when they are
older; as a result, these inherent traits are highly valued by employers or teachers, who
can be evident that they can punctually and perfectly complete their studying and
working responsibilities by Moral et al. (2023). These are the two fundamental issues that
need modifying
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