Conclusion Given the importance of learning foreign languages to adults

Conclusion Given the importance of learning foreign languages to adults and their need to develop their language skills in this study, we tried to analyze and understand more about this process, about education psychology and more specifically perceptions and attitudes of the two groups of actors for this ever-changing process. We have tried to provide our assistance in a field that requires further research, with regard to the approaches and strategies used in teaching. According to sociology of education and according to Charlot, Bautier (Botie) and Rochex (Rosheks) (1992, 29), it is necessary to share the knowledge report with the school report.

They are a relation of feelings, values, between an individual (and a group) to processes and products of knowledge as well as situations and persons. Improving teaching is a process that requires and goes through many stages, and is about awareness, planning, implementation, and reflection. Good ideas come from talented people working together. Clear requirements are set and then work is centralized.

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Using active methods, placing an adult student at the center of learning, where he or she takes decisions, is very important. Most of the pedagogical literature deals with the teaching of foreign languages at younger and younger ages. It is thought that more scholars who teach foreign language, general or specific language, are required to have much to do with their practical experience and in-depth studies to further enrich the teaching methodology with the ages of increased. In conclusion, the objectives set out in the planning of learning and activities are not mandatory to apply as it does to the subject objectives.

This means that the teacher can plan those goals he feels most appropriate for students to manage the class, taking into account the diversity of students. He always takes care to set goals that facilitate and improve student learning in formal learning. Classroom management consists mainly of its physical and social aspect and it is the responsibility of the teacher and the student to provide and protect it so that it is more effective for successful learning development, including all the student's social classes. From the paper we came to a conclusion that interactive games are very necessary to help children learn English and to make the subject more beautiful and enjoyable for children. Bibliography Bibliography 1.Musai, B. (2003). Metodologji e M"smdh"nies , Tirane, Botime ALBGFAR. 2.Garo, S. (2008). M"simdh"nia Bashkohore,Tirane, botimet TOENA. 3. Planifikimi i Politikave dhe Pratikave t" P"rgatitjes s" M"suesve p"r nj" Arsim gjithep"rfshir"s n" kontekstin e Diversitetit Social dhe Kulturor - Raporti Vendor p"r Shqip"rin" " Raport Pune, Working Together Learning for Life, Bolonj", 20 Dhjetor 2009 4. John H. Hollo"ay, September(2003) Managing Culturally Diverse Classrooms. 5. Standartet p"r Shkollat Mike p"r F"mij"t " Insituti Pedagogjik" Kosov", Prishtin" 2012 6. Manual p"r M"suesit " M"simdh"nia dhe t" nx"nit n" edukimin jo formal, (2006)Tiran" , Botimnga ILO IPEC, 7. T" marr"sh parasysh k"to dy interpretime supozon t" ndryshosh, diferencosh, personalizosh " Eroll Veliaj. 8. Diversiteti Sfida K"rkesa P"rkrahja " Paketa e Masave p"r Integrim, Prill 2010 9.Manual Jam mes jush", Ministria e Arsimit, F. Kulla, L. Remacka. M. Ndrio, Tiran" 2014 10.Radoman, V, Nano, V., Closs, A., 2006 11. Metodat e k"rkimit shekncor sasior n" shekecat sociale, Aleksand"r Kocani,(2009) Tirane, Botimi i dyt", U.F.O.Pres, 12.Balla, B (2014), Cik"l leksionesh, Metodat e k"rkimit shkencor, Tirane 13 Ylli, M (2011) .Cik"l leksionesh, Metodat e k"rkimit shkencor,Tirane 14Muharremi,A (2013) Menaxhimi ne klase (Marredheniet e mesimdhenies ndervepruese me sjelljen disruptive te nxenesve ne klase ) teme doktorature ,Universiteti i Tiranes Fakulteti I Shkencave Sociale Shqiperi. 15. Madsen, J. C. H., Becker, ‹. C., &Thomas, D. R. (1968). Rules, praise, and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis 16. UNICEF Manual p"r M"suesit nd"rmjet"simi i konflikteve n" grup moshat shkollore, Botimi Pegi, 2006. 17.Anderson,C,M, & Spaulding,S.A, (2007) Using positive behavior support to design effective classrooms, Chicago. 18. Karaj, Theodhori, (2008) Menaxhimi I klas"s,Tiran", 19. Miller, Bonnie. (2005)Komunikimi me f"mij" (Doracak p"r prind"r dhe arsimtar). Ferizaj: QPEA. 20. Muharremi, A. Marr"dh"niet e m"simdh"nies nd"rvepruese me sjelljen disprutive t" nx"n"sve n" klas", (teme doktorature). 21. Miller, Bonnie (2003)Si t" krijohet kontakti i suksessh"m me nx"n"sit,Prishtine QPEA, 22. Musai, B. (2003). Metodologji e m"simdh"nies, Tiran": Pegi 23. Musai, B, (1999) Psikologji edukimit,Tiran" , Zylfiu, Njazi, Didaktika, Prishtin" 2001 24. ‹illo"er, D, J. Eidell , T. L & Hoy, ‹. K , The school and Pupil control Ideology, Educational Researsh, Ne" York, 1973 25. Agbuga, B. (2011). Expectancy-Value Model of Achievement Choice and Self-Reported Disruptive Behaviors of Elementary School Students, Education and Science 2011, Vol. 36, No 160, f. 24 26. Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart & Winston, Cituar nga Orlich, C. D., Harder, J., Callahan, C., Kravas, H., Kauchak, H., Pendegrass, R.A., Keogh, J. (1995). Strategjit" e t" m"suarit, Eureka, Tiran", f. 318, 319. 27. Eggen D.P. Cauchak D.P. Educational psychology: windows in the classroom Pearson Merill, Prentice Hall 2004 28. Fives H and Buehl M.M (2008) What do teachers believe? Developing a framework of examining beliefs about teachers knowledge and abilityContemporary educational Psychology