Selection and evaluation of the teaching materials for developing environmental awareness in all classrooms Contents Introduction Chapter I. Class as a social group and its atmosphere

Nondirective, cooperative leading of the model interactions. Teacher should act as a facilitator of an activity or a game initiating, coordinating and encouraging group interaction concentrating on negotiating and coordinating feedback. Authoritative, directive leading approach is according to unsuitable¹².
Well prepared teacher. It is very important for the teacher to be educated in the field of interaction techniques and well prepared for their realization in the classroom since they often deal with conflicts and can put him into very demanding situations involving learner’s emotions which may sometimes get out of control.
Several authors including however warn teachers not to play ‘therapist’ and instead try to create model situations which correspond rather with a thematic game (play) then a therapist session. According to the main point of interactive activities isn’t to solve the model problem but obtain authentic feeling or a sense of sharing and belonging, encouraging self-reflection, sociability, social creativity and social intelligence as a whole. They can be used for the training of optimal communication, adequate self-assertion or for improving learner’s relations, better understand problematic situations or learner’s individual problems. For these aims to be fulfilled without any harm to learners it is really important to pay enough attention to careful, thoughtful planning
Choosing a game. When choosing a game a teacher must be aware of the fact, that not every game can be used at any time and with any group. It is very important to give enough thought to the process of selection considering things as for example the current problems and issues in the classroom, learner’s age, how well they know each other, learner’s individual reactions as well as some possible negative reactions as refusal to cooperate and so on. “Every group is different and the balance and emphases of activities will need to be different for every group you teach. In the end it is a matter of your temperament, your class’s temperament, the complex interaction between them, and ultimately your own sensitivity, that must determine how you structure group activities, what you include and what you leave out”.¹³
Activities aimed at the affective part of learning should be incorporated regularly and preferably in a continuous sequence one in consideration of the others in order to not only establish but also maintain the atmosphere they help to create also remarks .Whatever the composition of your group, you will probably find that the dynamics shift during the course of a term and what was an appropriate strategy in the first weeks may no longer be suitable or necessary by mid-term. When planning out what activities to select, you will need to be constantly responsive to changes in roles and relationships within the group. A teacher should also select activities which he feels comfortable using as the learner’s can sense a lot from teacher’s behaviour and are influenced by it. According to “if you feel constraint or awkward, then your group is not likely to feel at ease either. On the other hand, an open mind and willingness to experiment may give you some pleasant surprises”.
Aside from providing information for possible self-reflection and self-correction feedback also has another important function teaching a child to discover the value of other person’s point of view and the benefits different point of view can bring. In other words teaches a child to appreciate the value of an alternative. However for all this to be possible a feedback according to needs to match these requirements: