Intensive English Classroom

Intensive English Classroom




Intensive English Classroom

Major Project Outline

Topic for exploration

Classrooms are meant to incorporate the various learning and absorbed teaching techniques from the instructors as passed to the students, to guarantee improved performance and practicality of knowledge acquisition. Various attributes are enabled within the classroom environment as means of providing for the best circumstances for success. The abilities of the students are diverse, and therefore require attention in specific manner to achieve the set objectives. However, the level of intensity within the classroom proves the catalyst towards success or failure of the student in the process. Quality reading is powerful top the student as accompanied by adequate instructions and mild intensity as opposed to the generation of too many orders from the instructor. A study of the effects of intensity levels in the classroom towards success or failure of the student is important.

Narrative Description

Effects on the level of intensity within the classroom are vital for understanding the behaviors and responses of students when acquiring knowledge. Consequently, they determine the level of success or failure gained throughout the system. Such a project study gives an insight into the various methods that have been deployed over the years, with the translated results so far. The study then enables a re-think of the whole system with a view to improve the learning environments and culture for holistic performance by the students as well as satisfaction to the instructors and parents alike. Various institutions use different criteria to address the level of intensity in classrooms by inviting cooperation and proposals between the instructors and students. Additionally, standard codes are enforced to achieve the required levels. The methodology of the study takes into account statistics from various learning environments, approved policies, and measured results over the years.



Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2007). Content reading and literacy: Succeeding in today’s diverse classrooms. Boston: Pearson/Allyn & Bacon.

Cook, B. G., Tankersley, M., & Landrum, T. J. (2012). Classroom behavior, contexts, and interventions. Bingley, U.K: Emerald.

Denton, C. A. (2011). High quality classroom instruction. RTI Action Network, 1, 1-4.

Hillyard, L. (2007). Bringing the outside world into an intensive English classroom. Oxford Journals, 3, 4-9.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, Va: Association for Supervision and Curriculum Development.



The location (University of Evansville) identification will need an analysis of three days into the project, while accessing the observation will be through a studied length of two weeks. After acquiring permission from relevant authorities within the institution and acceptance on the interviewee identification, the project will commence. The interview dates will be sanctioned on the mid-weeks for the entire three-week period. Research and review of all materials, statistics, information as well as compilation will require four to six weeks. Lastly, project conclusion will follow immediately.

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