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1
Baghirova, Sayana Movsum. "The Kinds of the Linguistic Interference." Theory and Practice in Language Studies 11, no. 2 (2021): 176. http://dx.doi.org/10.17507/tpls.1102.09.
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In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.
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Faber, Mieke, Sunette Laurie, Mamokhele Maduna, Thokozile Magudulela, and Ellen Muehlhoff. "Is the school food environment conducive to healthy eating in poorly resourced South African schools?" Public Health Nutrition 17, no. 6 (2013): 1214–23. http://dx.doi.org/10.1017/s1368980013002279.
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AbstractObjectiveTo assess the school food environment in terms of breakfast consumption, school meals, learners’ lunch box, school vending and classroom activities related to nutrition.DesignCross-sectional survey.SettingNinety purposively selected poorly resourced schools in South Africa.SubjectsQuestionnaires were completed by school principals (n 85), school feeding coordinators (n 77), food handlers (n 84), educators (n 687), randomly selected grade 5 to 7 learners (n 2547) and a convenience sample of parents (n 731). The school menu (n 75), meal served on the survey day, and foods at tuck shops and food vendors (n 74) were recorded.ResultsTwenty-two per cent of learners had not eaten breakfast; 24 % brought a lunch box, mostly with bread. Vegetables (61 %) were more often on the school menu than fruit (28 %) and were served in 41 % of schools on the survey day compared with 4 % serving fruit. Fifty-seven per cent of learners brought money to school. Parents advised learners to buy fruit (37 %) and healthy foods (23 %). Tuck shops and vendors sold mostly unhealthy foods. Lack of money/poverty (74 %) and high food prices (68 %) were major challenges for healthy eating. Most (83 %) educators showed interest in nutrition, but only 15 % had received training in nutrition. Eighty-one per cent of educators taught nutrition as part of school subjects.ConclusionsThe school food environment has large scope for improvement towards promoting healthy eating. This includes increasing access to vegetables and fruit, encouraging learners to carry a healthy lunch box, and regulating foods sold through tuck shops and food vendors.
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Mocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (2021): 2827. http://dx.doi.org/10.3390/en14102827.
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Indoor climate comfort is important for school buildings. Nowadays, this is a topical problem, especially in renovated buildings. Poorly ventilated school classrooms create improper conditions for classrooms. A post-occupancy study was performed in a school building in temperate climatic conditions. The evaluation was based on the results of long-term monitoring of the natural ventilation strategy and measurements of the carbon dioxide concentration in the school classroom’s indoor environment. The monitoring was carried out in an old school building that was constructed in the 1970s and compared to testing carried out in the same school classroom after the building was renovated in 2016. Surprisingly, the renovated classroom had a significantly higher concentration of CO2. It was found that this was due to the regulation of the heating system and the new airtight windows. The occupants of the renovated classroom have a maintained thermal comfort, but natural ventilation is rather neglected. A controlled ventilation strategy and installation of heat recovery units are recommended to solve these problems with the classroom’s indoor environment. Microbiological testing of the surfaces in school classrooms also shows the importance of fresh air and solar radiation access for indoor comfort.
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Nurputra, M. Irham, Rosady Mulyadi, and Muhammad Taufik Ishak. "PENGARUH BESARAN RUANG DAN JUMLAH MAHASISWA TERHADAP TEMPERATUR DI RUANG KELAS." ATRIUM: Jurnal Arsitektur 5, no. 1 (2020): 13–21. http://dx.doi.org/10.21460/atrium.v5i1.69.
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 Title: Influence of Space and Number of Students on Classroom Temperature
 This study aims to examine the classroom temperature in the Class Room building Faculty of Engineering at Gowa campus. And will focus on classroom temperature influenced by conditioning the dimension of space and the number of students in the Class Room building. The reasearch method used the is quantitative-descriptive. Then collecting data related with the measurement of space, the temperature measured with the instrument then presented in tabular form for later the comparisson with the data from the treated classroom. From the result of this research, concludes that the temperature in the classroom related with changes in the size classroom and the number of students in the classroom indicates that with the addition of the number of users in the classroom will increase the temperature and fewer user in different classrooms shows the decrease the classromm temperature.
 
 
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López Castillo, Humberto, Elizabeth A. Lockhart, Alison B. Oberne, and Ellen M. Daley. "Contraceptives Scavenger Hunt: An Example of Experiential Learning in a Sexual and Reproductive Health College Class." Pedagogy in Health Promotion 3, no. 2 (2016): 82–89. http://dx.doi.org/10.1177/2373379916651886.
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Teaching sexual and reproductive health in general, and contraceptives in particular, presents instructors with diverse challenges. While instructors need to cover textbook concepts, the classroom setting does not offer much context for a significant, experiential learning opportunity. We have developed and implemented a Contraceptives Scavenger Hunt assignment, designed to facilitate experiential learning and put class concepts into real-life context. Students were provided with three groups of sexual and reproductive health items that were discussed in class (contraceptives for males, contraceptives for females, and other interesting items). They had to choose one item from each group and hunt for it in local stores, pharmacies, sex shops, and so on. They reported on their overall experience and identified barriers they would not have thought of in class (e.g., transportation, cost, ease of access). Variations to this activity, its implications for experiential learning, challenges to its implementation, and its impact on student learning outcomes were discussed.
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Ghimire, Nani Babu. "Teachers’ professional development in community campuses of TU: Expectation and responsibility." Siddhajyoti Interdisciplinary Journal 1 (January 30, 2020): 63–73. http://dx.doi.org/10.3126/sij.v1i0.34921.
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Teachers' professional development programme enables teachers to develop the knowledge and skills they need to address the students' learning. It assists the teachers to improve their instruction for the improvement of student learning achievement and better performance of community campuses. The purpose of this study was to explore the significance of Teachers’ Professional Development (TPD) to the teachers of community campus with their expectation, and responsibility. Qualitative case study design was adopted and three teachers were purposively selected from three distinct community campuses of Sindhuli district. Data were collected through semi-structured open-ended interview guidelines. Collected raw data were analysed using thematic analysis. The finding exposed that only teaching in the classroom is not enough for teachers' professional development. Besides, the teachers should participate in training, research work, writing journal article, teachers discussion programmes, learning from media, self/further study, attending in seminars/work-shops/conferences. TPD helps the teacher to develop professional knowledge, skills, new techniques and technology of teaching. The teachers are themselves supposed to be conscious and initiative for their professional developments.
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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.
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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.
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Huang, Li-Shing, Jui-Yuan Su, and Tsang-Long Pao. "A Context Aware Smart Classroom Architecture for Smart Campuses." Applied Sciences 9, no. 9 (2019): 1837. http://dx.doi.org/10.3390/app9091837.
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The Smart campus is a concept of an education institute using technologies, such as information systems, internet of things (IoT), and context-aware computing, to support learning, teaching, and administrative activities. Classrooms are important building blocks of a school campus. Therefore, a feasible architecture for building and running smart classrooms is essential for a smart campus. However, most studies related to the smart classroom are focused on studying or addressing particular technical or educational issues, such as networking, AI applications, lecture quality, and user responses to technology. In this study, an architecture for building and running context-aware smart classrooms is proposed. The proposed architecture consists of three parts including a prototype of a context-aware smart classroom, a model for technology integration, and supporting measures for the operation of smart classrooms in this architecture. The classroom prototype was designed based on our study results and a smart classroom project in Ming Chuan University (MCU). The integration model was a layered model uses Raspberry Pi in the bottom layer of the model to integrate underlying technologies and provide application interfaces to the higher layer applications for the ease of building context-aware smart classroom applications. As a result, application interfaces were implemented using Raspberry Pi based on the proposed technology integration model, and a context-aware energy-saving smart classroom application was implemented based on the proposed classroom prototype and the implemented web application interface. The result shows that, in terms of technology, the proposed architecture is feasible for building context-aware smart classrooms in smart campuses.
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Alikulova Sevara Abduvassi qizi. "The pros and cons of teaching speaking skills in the classroom." Middle European Scientific Bulletin 6 (November 7, 2020): 38–39. http://dx.doi.org/10.47494/mesb.2020.6.108.
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Language is first and foremost a spoken and not a written entity. Speaking is a major skill in communication. This review article represents the position of the skill of speaking in communication classroom; what are the prominent benefits about the educating speaking skill; what are the principle drawbacks of teaching speaking skills. The classroom is the optimum platform to acquire good communication skills, especially, speaking skills. The teachers have to understand the problems of demand of today’s globalized world towards communication skills and try to implement various teaching strategies in their classrooms in order to develop their learners' speaking skills in classrooms. However, precise downsides of conducting speaking skills in classroom are also available. In this given article shows as well as discusses both options by representing relevant data.
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Sasaki, Yusuke, and Evan Ortlieb. "Investigating why Japanese students remain silent in Australian university classrooms." Journal of Asian Pacific Communication 27, no. 1 (2017): 85–98. http://dx.doi.org/10.1075/japc.27.1.05sas.
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Abstract While Australian academic contexts generally prioritize verbal participation, Japanese educational environments expect students to participate silently. This research project explored why Japanese students remain silent in Australian classrooms despite knowing the expectations of western universities. Contrary to prevailing conceptions of silence in classroom contexts, findings revealed that some participants’ silent in-class behavior does not necessarily suggest reluctance or inability. Rather, participants assumed that verbally contributing to the class would impede the teacher’s lecture and their peers’ learning. Additional findings indicated that while cultural, identity traits, and previous education in Japan may have shaped their silent in-class behavior, some participants acknowledged the need to participate verbally to satisfy their teachers and peers in Australian classrooms. Peripheral factors such as the size of classrooms and lack of genuine rapport between classmates also influenced their classroom behavior. The findings expand upon existing literature which shows that Japanese students’ silence in Australian classrooms is often juxtaposed with teacher and student expectations.
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Zong, Jie, Wenjun He, Lingna Wang, Hongkai Chai, Yingying Zhao, and Jiying Liu. "Experimental study on indoor environment quality in a naturally ventilated classroom of a university using natural ventilation and ventilation fan." E3S Web of Conferences 165 (2020): 04082. http://dx.doi.org/10.1051/e3sconf/202016504082.
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Strengthening indoor ventilation is an important measure to improve air quality. In transitional season between spring and summer, a university classroom in Jinan city was selected as the research object. Mechanical air supply is adopted to solve the problem of insufficient fresh air or excessive carbon dioxide concentration in the classroom. CO2 concentration and air change rates are compared in natural ventilation and mechanical classrooms. The experiment shows that the indoor CO2 concentration of mechanical ventilation classroom is relatively low. Under natural ventilation, mechanical ventilation and mixed ventilation, the average air change rates were 1.05 h-1, 1.83 h-1 and 2.7 h-1, respectively. According to the statistics analysis of the questionnaire, 72.84% of the students hope to install the mechanical ventilation in the classroom.
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Arifin, Muhammad Fatkhu. "THE INDONESIAN CLASSROOM MANAGEMENT (An Ethnographic Study of Indonesian Classroom Behavior)." UAD TEFL International Conference 1 (November 20, 2017): 365. http://dx.doi.org/10.12928/utic.v1.188.2017.
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This study entitled “The Indonesian Classroom Management. It is purposed to answer the problem formulation that questioning about how the Indonesian classroom behaves, how Indonesian classrom is managed by the teacher, and how the confortable classroom look like based on the students’ perspective. This research used descriptive qualitative that describe the data that have been collected. The object of this study is the Indonesian classroom behaviour. The data were collected by observing the Indonesian classroom especially in English subject. The data collected were interpreted and described in the report. The result shows that Indonesian classroom has some behaviours such as; make a line before entering the class, praying before the class begin, singing the National Anthem, shaking the teachers’ hands whether in the begining and closing of the class, asking permission when to leave the class just for washing hands, praying after finish the whole activities in a day. In can be concluded from the result that Indonesian classroom has a very polite and orderly.
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Ohanyelu, Charles N. "AUGMENTATION OF STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS THROUGH CLASSROOM MANAGEMENT PRACTICES IN NIGERIA." Acta Prosperitatis 12 (2021): 103–18. http://dx.doi.org/10.37804/1691-6077-2021-12-103-118.
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The academic performance of students in mathematics among public secondary schools in Nigeria has consistently been low over a period. There are many factors that may have contributed to this, however, the influence of classroom management practices on the academic performance have not been given much attention. Studies have shown that very little learning occurs in disorganized classrooms. This study therefore aims to explore how students’ academic performance in mathematics could be augmented through classroom management practices. Three research questions were raised, the main question is, how does classroom management practices enhance academic performance among students of public secondary schools in Nigeria? A descriptive research design was adopted using a total sample size N=250. The research instrument was a paper‐based questionnaire on a five‐point Likert scale administered face to face to randomly selected mathematics teachers from among 5 states in Nigeria, Mean and standard deviation were used to analyze the data and possible conclusions were drawn. The result among others shows that disciplined and well‐motivated classrooms have a significant impact on students’ academic performance in mathematics.
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Zhamanov, Azamat, Seong-MooYoo, Zhulduz Sakhiyeva, and Meirambek Zhaparov. "Implementation and Evaluation of Flipped Classroom as IoT Element into Learning Process of Computer Network Education." International Journal of Information and Communication Technology Education 14, no. 2 (2018): 30–47. http://dx.doi.org/10.4018/ijicte.2018040103.
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Students nowadays are hard to be motivated to study lessons with traditional teaching methods. Computers, smartphones, tablets and other smart devices disturb students' attentions. Nevertheless, those smart devices can be used as auxiliary tools of modern teaching methods. In this article, the authors review two popular modern teaching methods: flipped classroom and gamification. Next, they implement flipped classrooms as an element of IoT (Internet of Things) into learning process of computer networks course, by using Cisco networking academy tools, instead of traditional learning. The survey provided to students shows good feedback from students. The authors report the impact of flipped classroom implementation with data obtained from two parallel sections (one flipped classroom and the other traditional classroom). The results show that the flipped classroom approach is better than the traditional classroom approach with a difference of approximately 20% increase in the average of attendance, lab work, quizzes, midterm exams and final exam.
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Habyba, Anik Nur, Novia Rahmawati, and Triwulandari SD. "Analisis Sentimen Mahasiswa untuk Perbaikan Desain Afektif Ruang Kelas Jurusan Teknik Industri, Universitas Trisakti." Jurnal Rekayasa Sistem Industri 10, no. 1 (2021): 27–34. http://dx.doi.org/10.26593/jrsi.v10i1.4319.27-34.
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Improving the affective classroom design is essential to maximize student performance and learning achievement. The comfort and performance achievement of Trisakti University Industrial Engineering students are influenced by the affective design of classrooms. This study aimed to use sentiment analysis in the classification of students’ perceptions of the affective classroom design. Student sentiment classification is done using a Support Vector Machine (SVM). The questionnaire analysis results also showed perceptions about the subjects that were considered the most difficult (statistics). The classrooms had a positive sentiment: FGTSC, a sample for the next stage of classroom design formulation. The results show what impressions and things the students consider in choosing the FGTSC class. Some examples of the dominant kansei word are “comfortable,” this shows that students really care about the comfort of a classroom in the learning process. The word kansei for the design concept was collected from students' perceptions of the “positive” label. Design elements that need to be improved include equipment that is less comfortable to use, less lighting, walls with graffiti and uncomfortable seating. The classification results using three SVM types Kernel linear, radial and polynomial obtained linear have the best accuracy value (76%). These results indicate that the classification of student sentiment has the maximum results with SVM linear kernel (dot) type. This method will be used in classifying student sentiment on the results of improving classroom design.
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Raja Mohd Yazit, Raja Nur Syaheeza, Eliana Mohd Husini, Mohd Khedzir Khamis, Megat Faridrullah Zolkefli, and Yakubu Aminu Dodo. "Illuminance Level Measurement at Lower Working Plane Height in Islamic Religious School." Asian Journal of University Education 16, no. 3 (2020): 125. http://dx.doi.org/10.24191/ajue.v16i3.11076.
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Islamic religious school is an institution that integrates Quran hafazan (memorization) in the curriculum. Between 2011 to 2017, estimated that 900 new Islamic religious schools were established in Malaysia due to high demands. Designing a classroom layout that receives sufficient daylight is important because it influences the students’ task performance such as reading and writing. The standards recommend that any classrooms require an illuminance level between 300 lx to 500 lx when measured at working plane height between 800mm to 900mm, although the working plane height of rehal used for hafazan is between 250mm to 300mm. This study focused on the illuminance level measured at rehal working plane height for Arabic handwriting as a hafazan learning task in two selected standardised classrooms at Kolej Genius Insan. The students were required to rewrite the modified Balsam Alabdulkader-Leat (BAL) Arabic eye chart, where the students’ Arabic handwriting performance were evaluated based on their word per minute (wpm) scores. Both classrooms’ average illuminance level were 507 lx to 603 lx, which were too high based on standards and guidelines. The average Arabic handwriting scores for both classrooms were 9.4 and 12.6 wpm, which shows that the inefficient average illuminance level has caused the students’ performance to be very low. It can be concluded that the existing standardised classroom layout design was not suitable for hafazan learning tasks at rehal working plane height. Thus, the classroom layout design for Islamic religious schools needed further studies, which implicated the unsatisfied built environment of the classrooms and the school education for Islamic religious schools in Malaysia.
 Keywords: Arabic handwriting, Daylighting, Illuminance level, rehal, working plane
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Dinan, Susan E. "Technology in the Classroom: Microsoft PowerPoint Slide Shows." Sixteenth Century Journal 31, no. 2 (2000): 453. http://dx.doi.org/10.2307/2671621.
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Fitzpatrick, Brian R., and Sarah Mustillo. "The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning." Sociology of Education 93, no. 3 (2020): 277–94. http://dx.doi.org/10.1177/0038040720918857.
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Research on college admissions shows that all students tend to benefit from overmatching, but high-status students are most likely to be overmatched, and low-status students are most likely to be undermatched. This study examines whether mismatching takes place when students are sorted into classrooms in middle school. Given prior research on effectively maintained inequality, we theorize that classroom sorting acts as an opportunity for privileged parents to obtain a qualitative advantage for their children. Our research uses administrative data from Indiana and hierarchical linear models to analyze classroom mismatch in sixth through eighth grades. We find that privileged students are more likely to be overmatched in both math and English language arts (ELA) classrooms but that overmatching is beneficial in math but detrimental in ELA. This suggests that inequality can be effectively maintained only if parents have an accurate understanding of what constitutes an advantage.
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Cebrián, Gisela, Ramon Palau, and Jordi Mogas. "The Smart Classroom as a Means to the Development of ESD Methodologies." Sustainability 12, no. 7 (2020): 3010. http://dx.doi.org/10.3390/su12073010.
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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms’ transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students’ and teachers’ needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.
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Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "How classroom design impacts for student learning comfort: Architect perspective on designing classrooms." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 469. http://dx.doi.org/10.11591/ijere.v9i3.20566.
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This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate & supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building & site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.
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Karlapp, Marlene, and Wiebke Köhlmann. "Adaptation and Evaluation of a Virtual Classroom for Blind Users." i-com 16, no. 1 (2017): 45–55. http://dx.doi.org/10.1515/icom-2017-0002.
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AbstractDigital media offers multiple possibilities for inclusion of people with disabilities. Nevertheless, they pose barriers especially for blind learners as they hinder an active participation in synchronous learning settings. Virtual classrooms are a particularly good example for a complex media application as they combine various media types such as audio, video, graphical content and text which can only partially be perceived.Our work pursues the goal to facilitate an equal participation in virtual classrooms for blind users. In order to overcome these barriers, alternative user interface concepts for the display on a two-dimensional tactile Braille device have been conceived. Based on these concepts, the virtual classroom solution BigBlueButton was improved thereupon. A subsequent evaluation simulated a learning session with blind users in order to determine the acceptance and usability of the software adaptation. This user study shows that an active participation of blind learners in virtual classroom sessions can be achieved by using multimodal output devices and alternative concepts.
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Taggart, Germaine L., Paul E. Adams, Ervin Eltze, John Heinrichs, James Hohman, and Karen Hickman. "Fermi Questions." Mathematics Teaching in the Middle School 13, no. 3 (2007): 164–67. http://dx.doi.org/10.5951/mtms.13.3.0164.
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How middle school students view mathematics is a function of what they learn and how they learn it. Evidence from actual classrooms shows that a serious disconnection sometimes occurs between what students think mathematics can deliver and the real world (Burrill 1997). Students must have the opportunity to discover multiple ways to solve real-life problems through problem solving, using estimation and conjecture, and developing critical communication skills in the classroom.
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Chen, Chien-Chih. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective." Sustainability 13, no. 16 (2021): 9298. http://dx.doi.org/10.3390/su13169298.
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This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.
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Abraham, Reem Rachel, Asha Vashe, and Sharmila Torke. "“Heart Shots”: a classroom activity to instigate active learning." Advances in Physiology Education 39, no. 3 (2015): 189–91. http://dx.doi.org/10.1152/advan.00027.2015.
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The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named “Heart Shots” was implemented for a batch of first-year undergraduate students ( n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10–11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning.
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Zulfikar, Zulfikar. "RETHINKING THE USE OF L1 IN L2 CLASSROOM." Englisia Journal 6, no. 1 (2019): 42. http://dx.doi.org/10.22373/ej.v6i1.2514.
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Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.
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Farber, Judith, Mary Ellen Denenberg, Susan Klyman, and Patricia Lachman. "Language Resource Room Level of Service." Language, Speech, and Hearing Services in Schools 23, no. 4 (1992): 293–99. http://dx.doi.org/10.1044/0161-1461.2304.293.
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This article describes the Philadelphia School District’s approach for providing an intensive level of language treatment by combining aspects of the traditional itinerant pull-out method with instruction received in the classroom. The speech-language pathologist assumes the roles of co-teacher, consultant, and direct treatment provider. This innovative program allows flexibility of programming and adjusts the level of effort to individual and classroom needs. Students with moderate to severe speech-language disorders are selected on a system-wide basis for this level of service. Initial resistance to the presence of speech-language pathologists in classrooms eases as students’ speech-language performance shows marked improvement. Preliminary data analysis indicates that the Language Resource Room model is a successful adjunct to traditional treatment modes.
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Liebert, Sara. "The cycling shop." Teaching Children Mathematics 24, no. 1 (2017): 14–17. http://dx.doi.org/10.5951/teacchilmath.24.1.0014.
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The August 2016 problem scenario introduces a task designed around SMP 2: Reason abstractly and quantitatively, and encourages students to move between decontextualizing and contextualizing as they work toward solutions. To access the full-size activity sheet, go to http://www.nctm.org/tcm, All Issues. Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. Find detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.
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Cheryan, Sapna, Sianna A. Ziegler, Victoria C. Plaut, and Andrew N. Meltzoff. "Designing Classrooms to Maximize Student Achievement." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (2014): 4–12. http://dx.doi.org/10.1177/2372732214548677.
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Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. Two findings are key: First, the building’s structural facilities profoundly influence learning. Inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to worse student achievement. Over half of U.S. schools have inadequate structural facilities, and students of color and lower income students are more likely to attend schools with inadequate structural facilities. Second, scientific studies reveal the unexpected importance of a classroom’s symbolic features, such as objects and wall décor, in influencing student learning and achievement in that environment. Symbols inform students whether they are valued learners and belong within the classroom, with far-reaching consequences for students’ educational choices and achievement. We outline policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.
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Muhamad, Maizatulliza, and Richard Kiely. "An Analysis of Focus on Form Practice in Communicative English Language Teaching Classrooms." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 2 (2018): 115. http://dx.doi.org/10.21093/ijeltal.v2i2.97.
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In communicative English language teaching classrooms, one of the main issues discussed is the teaching of forms. Research shows that Focus on Form (FoF) practice which focuses on building students’ communicative ability is effective and desirable in helping students acquire their second language. This is unlike Focus on Forms (FoFs) practice which emphasises building students grammatical accuracy. However, many of the studies on FoF practices are designed within a controlled environment with pre-determined categories, which is different from an actual classroom setting. This study is conducted in actual communicative English language teaching classrooms to investigate teachers’ FoF practices. Data were gathered from 15 non-participant classroom observations and interviews with three Malaysian ESL teachers. The data from the observations showed the teachers’ tendency to employ isolated form-focused instructions (I-FFI) and reactive FoF practices in teaching grammar. However, the interviews revealed that the teachers focused more on helping students to master grammatical rules which conformed to the principle of FoFs practice. The contradicting findings suggest a complexity of teachers’ actual practices which is not highlighted by many of the research studies in this area.
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Muhtarom, Muhtarom, Dwi Juniati, and Tatag Yuli Eko Siswono. "EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY." Journal on Mathematics Education 10, no. 2 (2019): 185–202. http://dx.doi.org/10.22342/jme.10.2.7326.185-202.
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Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.
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Flynn, Michael. "The Cycling Shop." Teaching Children Mathematics 23, no. 1 (2016): 10–13. http://dx.doi.org/10.5951/teacchilmath.23.1.0010.
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This article introduces a task designed around SMP 2: Reason abstractly and quantitatively and encourages students to move between decontextualizing and contextualizing as they work toward solutions. Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.
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Chavez, Benjamin, Eric H. Gilliam, Rolee Pathak, and Lucio R. Volino. "Popular game shows as educational tools in the pharmacy classroom." Currents in Pharmacy Teaching and Learning 4, no. 2 (2012): 146–49. http://dx.doi.org/10.1016/j.cptl.2012.01.001.
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Bogdanovica, Snezana, Jurgis Zemitis, and Raimonds Bogdanovics. "The Effect of CO2 Concentration on Children’s Well-Being during the Process of Learning." Energies 13, no. 22 (2020): 6099. http://dx.doi.org/10.3390/en13226099.
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There are more than 200 thousand pupils in Latvia. Most of them are still learning in non-renovated classrooms without proper mechanical ventilation. The classrooms are often ventilated only during the breaks by opening windows. This can lead to increased CO2 levels and reduced mental performance. To test how CO2 concentration in classrooms influences student attention level and their ability to perform mental tasks, the students had to complete a short test at the start and the end of the class. At the same time CO2 concentration, temperature and relative humidity were logged. In addition, an anonymous survey on how the pupils felt regarding the overall indoor environmental quality (IEQ) in the classroom, their thermal sensation, are they fatigued, any difficulty concentrating and if they have headaches during the lesson performed. The measurements were performed in a Secondary School in Daugavpils, Latvia. The analysis of results shows that existing 10 min breaks are not enough to fully ventilate the classroom, and they must be increased to at least 15 min. At the same time, 30 min breaks can be reduced to 20 min. The correlation between CO2 concentration and test results of pupils’ performance test results is noticeable but not definitive. It indicates that at increased CO2 levels the performance lowers—when the concentration of CO2 corresponds only to the Category 3 norm, the lowest results are achieved while the best results are when the CO2 concentration level corresponds to Category 1. To improve the study, observations of CO2 concentrations must be extended throughout the school year, as well as measurements in other classrooms in the school should be made.
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Rosli, Mohd Shafie, and Muhammad Fairuz Nizam Awalludin. "Improving Vocabulary Skills Using Video Games." Asia Proceedings of Social Sciences 2, no. 4 (2018): 87–90. http://dx.doi.org/10.31580/apss.v2i4.324.
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As the world is embracing the 21st century, a new tool that could facilitate English as Second Language (ESL) classroom is imperative. In this case, video games seem to offer a promising positive impact toward ESL classroom. Video games is interactive, which at the same time is suitable for 21st century learner who are craving for technologies. Thus, this study was conducted. Data collection was done in a primary school in South of Malaysia which two class being sampled. The two classrooms were separated into control group and experimental group. Before any statistical test being conducted, the data was tested for its normality. For this research, the researchers had performed Shapiro-Wilk test. Based on the test, the data was found as normally distributed. To study the effectiveness of video games in facilitating ESL classroom, a Paired Sample T-Test was conducted to measure the different between the pretest and posttest score. A significant different was visible from the test. Further statistical test shows that experimental group perform better that their counterpart in control group.
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Siddiq, Rafqi Awlia, Martin Kustati, and Luli Sari Yustina. "Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom." Al-Ta lim Journal 27, no. 1 (2020): 80–91. http://dx.doi.org/10.15548/jt.v27i1.606.
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This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.
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Koretz, Daniel, Daniel McCaffrey, and Thomas Sullivan. "Predicting Variations in Math Performancein Four Countries Using TIMSS." education policy analysis archives 9 (September 14, 2001): 34. http://dx.doi.org/10.14507/epaa.v9n34.2001.
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Although international comparisons of average student performance are a staple of U.S. educational debate, little attention has been paid to cross-national differences in the variability of performance. It is often assumed that the performance of U.S. students is unusually variable or that the distribution of U.S. scores is left-skewed – that is, that it has an unusually long ‘tail' of low-scoring students – but data from international studies are rarely brought to bear on these questions. This study used data from the Third International Mathematics and Science Study (TIMSS) to compare the variability of performance in the U.S., Australia, France, Germany, Hong Kong, Korea, and Japan; investigate how this performance variation is distributed within and between classrooms; and explore how well background variables predict performance at both levels. TIMSS shows that the U.S. is not anomalous in terms of the amount, distribution, or prediction of performance variation. Nonetheless, some striking differences appear between countries that are potentially important for both research and policy. In the U.S., Germany, Hong Kong, and Australia, between 42 and 47 percent of score variance was between classrooms. At the other extreme, Japan and Korea both had less than 10 percent of score variance between classrooms. Two-level models (student and classroom) were used to explore the prediction of performance by social background variables in four of these countries (the U.S., Hong Kong, France, and Korea). The final models included only a few variables; TIMSS lacked some important background variables, such as income, and other variables were dropped either because of problems revealed by exploratory data analysis or because of a lack of significance in the models. In all four countries, these sparse models predicted most of the between-classroom score variance (from 59 to 94 percent) but very little of the within-classroom variance. Korea was the only country in which the models predicted more than 5 percent of the within-classroom variance in scores. In the U.S. and Hong Kong, the models predicted about one-third of the total score variance, and almost all of this prediction was attributable to between-classroom differences in background variables. In Korea, only 19 percent of total score variance was predicted by the model, and most of this most of this was attributable to within-classroom variables. Thus, in some instances, countries differ more in terms of the structure and prediction of performance variance than in the simple amount of variance. TIMSS does not provide a clear explanation of these differences, but this paper suggests hypotheses that warrant further investigation.
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Graham, Keith M., Sharon D. Matthews, and Zohreh R. Eslami. "Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies." Latin American Journal of Content & Language Integrated Learning 13, no. 2 (2021): 163–89. http://dx.doi.org/10.5294/laclil.2020.13.2.2.
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This systematic review examines whether the use of children’s literature in EFL classrooms supports the 4Cs of CLIL—content, communication, cognition, and culture. Previous research has shown many benefits for using children’s literature in English-dominant classroom settings, but it seems little attention has been given to its use in EFL contexts and no attention in CLIL. This study utilizes a systematic search strategy to collect and synthesize current research on children’s literature use in EFL settings in order to better understand how children’s literature may impact EFL student learning and, specifically, examine whether its use can meet the 4Cs of CLIL. Records from four databases were screened for studies using children’s literature in EFL settings, resulting in the inclusion of 15 articles. The analysis of the articles reveals that current research shows evidence that the use of children’s literature can help facilitate student learning in content, communication, cognition, and culture. However, despite this clear connection to the goals of CLIL, investigations on children’s literature remain absent from CLIL research. We believe this research lends support for the use of children’s literature in the CLIL classroom and calls for more attention, both by practitioners and researchers, toward the use of children’s literature in CLIL classrooms.
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Rahim, Mohammad Naim, and Sayed Ali Reza Ahmadi. "The Teachers’ Roles in Reducing the Interference of L1 in Audio-lingual Classrooms: A Qualitative Case Study in Malaysian Primary School." REiLA : Journal of Research and Innovation in Language 3, no. 2 (2021): 96–104. http://dx.doi.org/10.31849/reila.v3i2.6335.
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This research article explores the teachers’ roles in reducing L1 (First Language) interference in audio-lingual classrooms. The main concern of the audio-lingual method is to focus less on grammar and teaching it inductively. There is also an emphasis on pronunciation in this method. Using tapes, visual language aids, and new materials are presented in an interactive model. The teacher presents a new structure using communicative models, and there is less focus on L1. The study applies a qualitative case study and uses observation and interview data collection techniques in a particular primary school of Malaysia during the English language sessions. The thematic analysis technique is performed to categorize the significant findings into three main themes: teacher as a role model, teacher as an orchestra leader, and teacher as a motivator. The data from classroom observation is triangulated to determine how the data is closed to the interview. The finding shows the problematisation of using L1 in teaching L2 (Second Language) since the interference of L1 negatively impacts learning L2. The study contributes to the perspective that English teachers in audio-lingual classrooms are expected to understand their objective roles. The result also implies the teachers' significance to accept that using L1 in maxim spoils learning L2, especially in an audio-lingual classroom.
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Huda, S. Thoriqul, Mujibul Hakim, and Muhammad Mizam. "The Realization of Code Switching: An Analysis of the Novices of Pre-Service Teachers in EFL Classroom." Pedagogy : Journal of English Language Teaching 8, no. 1 (2020): 73. http://dx.doi.org/10.32332/pedagogy.v8i1.2203.
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Code-switching is one of the linguistics phenomena in daily activities. The study aims at focusing on the novices of pre-service teachers’ who use code-switching in the EFL classroom. It also explains why novices use code-switch in the learning process. The study used a qualitative approach. The data was recorded and transcribed to analyze why and how code-switching was used by nine novices in the classroom of MA NU Batang. The analysis of the classroom revealed that nine novices used code-switched in categorizing the forms of the utterances. The result shows that: (1) There are two ways in which the novices use code-switching in teaching and learning process, including form (word, phrase, and sentence) and function and condition were 132 or 55% utterances of code-switching (2) The novices use code-switching from L2 to L1 including form (word, phrase, and sentence) in learning activities. (4) The reason that the novices use code-switching in the classroom is to help the students when they explain in difficult words, phrases, or sentences the lesson. (5) The use of code-switching makes their students easier to understand what they are learning. Therefore, code-switching has a good effect in EFL classrooms to facilitate teaching and learning.
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Mora-Menjura, Willian Alexander. "Promotion of Critical Reading through the Use of Political Cartoons." HOW 28, no. 2 (2021): 121–40. http://dx.doi.org/10.19183/how.28.2.564.
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Critical exploration of socio-political issues has been a topic strongly carried out in English classrooms in the last decades. This article is the result of a research study that shows what the use of political cartoons reveals about the promotion of critical reading in an EFL classroom at a private university in Colombia. The study was developed with fourteen students under a qualitative case study method. Workshops, teacher journals and focus-group interviews were used to collect data. The emerging categories show the positive results of using political cartoons and the change that the students had in their thoughts and actions in both the academic and social context. In the results, the students portray how they have perceived the ELT classroom, the importance of being a critical reader of texts and contexts, and how the different activities helped them construct their own critical awareness concerning social and political issues.
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Mavroudis, Nick. "Drama in Education as an Educational Tool for the Management of Cultural Diversity in Primary Schools." International Journal of Learning and Development 10, no. 4 (2020): 95. http://dx.doi.org/10.5296/ijld.v10i4.18136.
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This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children. Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development. In an era when cultural diversity in classrooms is more intense than ever, this article proposes theatre-pedagogy practices that establish a collaboration culture in the group and contribute to the acceptance and respect of different religious, national, linguistic and racial identities at school.
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Curran, F. Chris, Michael H. Little, Lora Cohen-Vogel, and Thurston Domina. "School Readiness Assessments for Class Placements and Academic Sorting in Kindergarten." Educational Policy 34, no. 3 (2018): 518–47. http://dx.doi.org/10.1177/0895904818802109.
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Kindergarten readiness assessments are commonly used in schools nationwide. Prior work shows that the use of such assessments for class placement decisions has increased in recent years. This article uses the Early Childhood Longitudinal Study of 2011 to explore whether the use of readiness assessments for such purpose predicts differential sorting of students across classrooms by prior academic ability. Results from multilevel models as well as other sensitivity analyses suggest that the use of readiness assessments for classroom placements is predictive of slightly higher cross-class ability sorting, particularly in English/language arts. The implications for policy and practice are discussed.
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Pennington, Robert, Connie Strange, Don Stenhoff, Monica Delano, and Laura Ferguson. "Leave the Running Shoes at Home: Addressing Elopement in the Classroom." Beyond Behavior 21, no. 3 (2012): 3–7. http://dx.doi.org/10.1177/107429561202100302.
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Backer, David I. "The Politics of Recitation: Ideology, Interpellation, and Hegemony." Harvard Educational Review 87, no. 3 (2017): 357–79. http://dx.doi.org/10.17763/1943-5045-87.3.357.
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In this article, David I. Backer introduces the politics of recitation as a third realm for research on recitation pedagogy, in addition to process and product. Recitation is the pattern of classroom talk where a teacher asks a question, a student responds to the question, and the teacher evaluates the response. Research on classroom talk shows that this pattern is the dominant script in classrooms in the United States. Revisiting debates among critical theorists of schooling, particularly around the concept of hegemony, Backer argues that the politics of recitation is best understood in terms of interpellation, the concrete occurrence of ideological reproduction. He also maintains that recitation does not interpellate students into a particular category but instead teaches students to become interpellatable to any social category, independent of historical context. The article opens new possibilities for research into the connection between recitation and ideology and describes what liberatory pedagogy can look like.
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Savov, Teodor, Valentina Terzieva, Katia Todorova, and Petia Kademova-Katzarova. "SMART CLASSROOM, INTERNET OF THINGS AND PERSONALIZED TEACHING." CBU International Conference Proceedings 7 (September 30, 2019): 1001–7. http://dx.doi.org/10.12955/cbup.v7.1491.
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Nowadays, information and communication technologies (ICT) and the Internet of Things (IoT) are already ubiquitous in the field of education. They began significantly to change the way of teaching and learning. A large-scale online survey in Bulgarian schools shows that in most classrooms different innovative tools are available which allow technology-enhanced teaching. The next step is to integrate these resources and tools into a smart environment and to manage them through a control system. The authors provide a conceptual framework for the development of an integrated technology-rich learning environment that is supervised by a control module within a contemporary smart classroom. In particular, the paper presents in detail a technical solution for ensuring the communication process between students and the teacher as well as allowing the involvement of parents in the educational process. Additionally, some use cases of the smart classroom are outlined, along with discussions on the potential benefits for teachers, learners and parents.
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Khan, Misbah A., Misbah R. Khan, and Iftikhar A. Chughtai. "ESL Learners’ Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers’ Remarking Practices." English Language Teaching 13, no. 11 (2020): 59. http://dx.doi.org/10.5539/elt.v13n11p59.
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The study attempts to highlight a major cause of learners’ detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers’ feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than ‘face-saving acts’ during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on ‘Face Wants, Politeness theory, and Speech Acts’ are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept.
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Heffernan, Laura. "Axel's Classroom." Modernist Cultures 14, no. 3 (2019): 316–36. http://dx.doi.org/10.3366/mod.2019.0258.
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Edmund Wilson's Axel's Castle (1931) has been much blamed for characterising modernist literature by an aesthetic refusal to engage with society, and for encouraging the narrow formalism of New Critical pedagogy. The recovery of Wilson's own distinctive teaching practice, however, shows that he used the book to teach modernism's development out of coterie symbolism towards social engagement and cultural criticism. Modern literature classrooms like Wilson's functioned not to define literature's purity, but to explore the connections between then-contemporary modernism and all kinds of writing that describes, references, and names the material world in which it was created.
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Anderson, Rick, and Joyce Bishop. "Problem Solvers: Shoes for a Pen Pal." Teaching Children Mathematics 13, no. 4 (2006): 218–19. http://dx.doi.org/10.5951/tcm.13.4.0218.
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The goal of the “Problem Solvers” department is to foster improved communication among teachers by posing one problem each month for teachers of grades K–6 to try with their students. Every teacher can become an author: Pose the problem to your students, reflect on your students' work, analyze the classroom dialogue, and submit the resulting insights to this department. Through contributions to the journal every teacher can help us all better understand children's capabilities and thinking about mathematics. Remember that even students' misconceptions provide valuable information.
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Bourassa, Nicole. "The Classroom as Studio—The Studio as Classroom." LEARNing Landscapes 2, no. 1 (2008): 115–25. http://dx.doi.org/10.36510/learnland.v2i1.278.
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In this article a studio approach to teaching is examined. Based on her own pedagogical experience, the author shows how the "classroom as studio" and "studio as classroom" become a home for rich learning both within and beyond the classroom walls. She observes that through the skills, work ethic, processes, and discipline inherent to the arts, students develop the competencies that transfer easily across disciplines. Further, she demonstrates that the creative and natural language of movement and dance, in conjunction with a supportive studio atmosphere, can serve as a strong pedagogical equalizer that enables each student to flourish in an uninhibited way.
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Gyogi, Eiko. "Stepping into others’ shoes." Translation and Translanguaging in Multilingual Contexts 4, no. 2 (2018): 223–47. http://dx.doi.org/10.1075/ttmc.00011.gyo.
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Abstract The purpose of this paper is to examine possible uses of translation in language teaching in the beginner-level language classroom. In particular, it analyses students’ performance in the translation of e-mails of refusal from Japanese to English before and after a series of five study sessions. The results show a significant change in students’ performance before and after the sessions. Before the study sessions, students largely focused on the transfer of the referential meanings of words and syntactic structure. In contrast, after the sessions, students took into consideration a range of the factors at stake in translation, including the relationship between the writer and reader, the nature of e-mails, and the writer’s intentions/feelings. Based on these results, this paper argues that (1) translation activities enable beginner students to act as cultural mediators between the writer of the source text and the reader of the target text, by mitigating potentially offensive acts to the reader; and (2) they encourage students to be more conscious of their choice of words and of the consequences of those choices.