Journal articles: 'Classroom strategy'

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Mocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (May 14, 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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Jabeen, Norina, Huma Afaque, and Tanazza Sakha. "FLIPPED CLASSROOM LEARNING A MODERN STRATEGY: AN INSIGHT." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 286–91. http://dx.doi.org/10.52567/pjsr.v4i04.811.

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Currently educational research has centred on evaluating major disparities in the educational accomplishments of university students corresponding to the intercession model of conventional teaching and learning techniques contrary to the flipped classroom. These discrepancies have been found to exist between the two models. It has been discovered that the two types of classrooms are distinct from one another in these respects. This empirical study reveals the response of students to flipped classroom learning compared to normal teaching methodologies. The research for this study was based on research that had been done previously. According to the review of several studies that revealed substantial discrepancies on the typical grades obtained by university students, students who participated in the flipped classroom received elevated scores than students who followed a customary methodology. This was true regardless of the specialisation of the course that the students were enrolled in. In addition, the inferences of this investigation point to the conclusion that the flipped classroom approach presents a possibility for the traditional system to undergo a transformation. This could occur because of an improvement in the classroom environment, the teaching-learning process, and the evaluation of the students. This postulation is recommended by the evidence that the conventional scheme could be twisted utilizing the flipped classroom technique. Keywords: Flipped Classroom Learning, Schooling, Modern Strategy, University Students, Pakistan

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Shih, Ying-Chun, and Barry Lee Reynolds. "Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 345–77. http://dx.doi.org/10.1075/resla.16032.shi.

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Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

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Muslimin, Afif Ikhwanul. "Lecturers’ Motivational Strategy in ESP Classroom." EDULANGUE 1, no. 2 (December 17, 2018): 10–23. http://dx.doi.org/10.20414/edulangue.v1i2.285.

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Abstract: This study is aimed to investigate how teachers’ motivational strategies use in ESP classrooms in the success of language teaching. Hence, the present study is trying to examineteachers’ motivationalstrategies and their reasons in ESP classrooms in teaching EnglishatFDIK UIN Mataram from their point of views. This research employed descriptive qualitative design on lecturers’ motivational strategies in ESP classrooms. The subjects of this study are four lecturers of ESP classes representing each departmentsat faculty of dakwah and communication science (FDIK) ofUIN Mataram. Management dakwahdepartment, Islamic community development department, Islamic counseling guidance department, and Islamic communication and broadcasting department. Then, it was found that ESP teachers in FDIK UIN Mataram generally employ all Ten Commandments for motivating language learner as proposed by Chengand Dornyei(2007). Further, researcher found additional motivational strategy appeared in lecturer no 3that interview strategy is not belong to the ten commandment but also stated in Chengand Dörnyei (2007)as main instrument, it is promoting self-motivating learner strategy. Finally, the reasons why the teachers consider to use those motivational strategies are: (1) bringing teaching practicality and interaction to be easier, more comfortable, and being more fun, (2) creating students’ awareness on the future success, (3) showing their care on students’ learning improvement and interest, and (4) being fair and wise in assessment. Keywords: Lecturers’ motivational strategy, and ESP Classroom

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Dia, Eva Eri, Suyono Suyono, Widodo Hs., and Sunaryo Sunaryo. "RHETORIC STRATEGY IN CLASSROOM DISCUSSION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 118. http://dx.doi.org/10.26858/retorika.v13i1.9152.

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This article aims to describe the pattern of question strategies and strategies for answering in class discussion activities. The documentation technique is used in collecting data sourced from verbal data, namely the speech of students who present the role as presenters and discussion participants, and lecturers who respond to the results of the discussion. The results of the analysis show that there is a pattern of rhetorical strategies generated in the speech of students in class discussion presentations. The pattern includes question strategies and answer strategies. In the question strategy in class discussion there are four formulas, among others; (1) description + question + marriage - is there in the speech of the audience and questioner ,(2) description + question + explanation is in the lecturer speech, (3) question + description is in the questioner's speech, (4) question + explanation + question is in the speech questioner. Whereas in the strategy of answering in class discussions there are two strategies found, among others; (1) the directanswerstrategy is found in the answering speech and (2) the indirectanswerstrategy is found in the answering speech.

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Jurmey, Pema, Tshering Lham, Kelzang Lhaden, Tashi Pema, and Bak Bir Rai. "Flipped Classroom: Prospect in Freeing up Classroom Instructional Hours and Students’ Attitude Towards Flipped Classroom Strategy." Educational Innovation and Practice 5 (September 9, 2022): 1–16. http://dx.doi.org/10.17102/5.1.eip.2022.

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Flipped classroom is a pedagogical model that employs video, reading assignments, practice problems, and other digital technology-based resources outside the classroom to introduce the concept for more meaningful learning. In the Bhutanese education system, the conflict between limited availability of time and coverage of large volumes of syllabus material has become a central issue in curriculum design. Therefore, this study explored how flipped classrooms could be mediated to free up of classroom instructional hours without affecting student learning. This study also assessed students’ attitudes towards flipped classroom strategy. A total of 83 students participated in this study. A pre-test and post-test experimental research design for classroom instructional hours and survey questionnaire were employed to study students’ attitude towards flipped classroom strategy. SPSS was used for statistical analysis of the data on attitude rating and pre-test and post[1]test difference. Key findings include flipped classroom saved an average of up to 13.29% of instructional hours without affecting students’ learning. The difference of pre-test and post-test mean score for learning between the experimental and control group is not significant (p>.05, t=0.394). However, with a mean score of 4.60 on a five scale Likert scale for positive statements and a mean score of 1.49 for negative statements, students have positive attitude towards flipped classroom.

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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (October 17, 2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.

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Chin, Jeffrey C. "Teaching Sex Roles: A Classroom Strategy." Teaching Sociology 12, no. 3 (April 1985): 356. http://dx.doi.org/10.2307/1318287.

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Seaver, Paul W. "Pantomime as an L2 Classroom Strategy." Foreign Language Annals 25, no. 1 (February 1992): 21–31. http://dx.doi.org/10.1111/j.1944-9720.1992.tb00509.x.

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Karmels, Phyllis. "Classroom Discussion as a Teaching Strategy." Nurse Educator 20, no. 3 (May 1995): 9. http://dx.doi.org/10.1097/00006223-199505000-00007.

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Pressley, Michael, Fiona Goodchild, Joan Fleet, Richard Zajchowski, and Ellis D. Evans. "The Challenges of Classroom Strategy Instruction." Elementary School Journal 89, no. 3 (January 1989): 301–42. http://dx.doi.org/10.1086/461578.

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Sahib, Rahmawansyah. "Translanguaging as a Pedagogical Strategy in EFL Classroom." ELT-Lectura 6, no. 2 (August 21, 2019): 139–46. http://dx.doi.org/10.31849/elt-lectura.v6i2.3032.

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This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore the teacher’s reason for using translanguaging in EFL Classroom, and to explore the benefits of teacher’s translanguaging on students in EFL Classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on the teacher’s reason for using translanguaging in EFL Classroom, and the benefits of teacher’s translanguaging on students. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, there were four teacher’s reason used translanguaging in EFL Classroom. Furthermore, there were six benefits of teacher’s translanguaging on students in EFL Classroom

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Gent, Pamela J., and Louis E. Gurecka. "Service Learning: A Creative Strategy for Inclusive Classrooms." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (September 1998): 261–71. http://dx.doi.org/10.2511/rpsd.23.3.261.

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The movement for full inclusion is often hindered by the lack of creative and alternative teaching methodologies in regular classrooms. Service learning not only offers an alternative to traditional classroom teaching methods, it is also a vehicle to provide inclusive community based instruction, to promote the development of communities, and to provide functional skills training. This paper defines service learning and its components while also discussing applicability of service learning for all students.

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Kandasamy, Sasirekha, Tan Kim Hua, and Fazal Mohamed Mohamed Sultan. "The Impact of a Debriefing Strategy in Online ESL Classrooms." International Journal of Learning, Teaching and Educational Research 21, no. 3 (March 30, 2022): 247–62. http://dx.doi.org/10.26803/ijlter.21.3.13.

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This paper explores the impact of debriefing in online English as a second language (ESL) classrooms in an urban national primary school. Self-evaluation is essential to enhance teaching and learning. This paper pursues the impact of a debriefing strategy using an exit ticket to assist successful learning in online ESL classrooms. Fifty Year 5 students and eleven ESL teachers participated in this study. A mixed methods approach was implemented to investigate the impact of a debriefing strategy and to gauge teachers’ perceptions on debriefing in an online ESL classroom in the learning process. The students were divided equally into two groups. The group that had a debriefing session scored higher (mean = 19.64, min = 18, max = 20) than the control group (mean = 13.72, min = 9, max = 16), which did not have debriefing. The average test scores from the two groups were significantly different from each other. The teachers gave sufficient explanation related to their understanding on debriefing and its importance in the classroom. To understand teachers’ perceptions of debriefing as a tool in an online ESL classroom, data were generated from a semi-structured interview and analyzed by using chi-square analysis. The p-value was 0.0004226; therefore, there was a significant association or relationship between the answers in this interview. Debriefing proved to help the students with collaboration, reflective thinking, critical thinking, and ease of understanding. Teachers in schools should consider including a debriefing time in their lesson plans since this strategy has the potential of improving the efficacy of the teaching and learning process.

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Sardinha, Lara, Ana Margarida Pisco Almeida, and Neuza Pedro. "Bridging approaches: Classroom Physical Space as a learning ecosystem." Interaction Design and Architecture(s), no. 35 (December 20, 2017): 56–74. http://dx.doi.org/10.55612/s-5002-035-003.

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The classroom physical space enfolds several dimensions, beyond the learning one, as the social, cultural, architectural and technological. The current digitally classrooms scenario, calls for the need to rethink these spaces. Despite the already existence of some new classroom spaces, we argue that there might be lacking an innovative interior design strategy encompassing and fulfilling the classroom physical space dimensions. This paper aims to: 1) discuss the classroom physical space as a learning ecosystem and to argue the emergency of building the bridges between different approaches on this topic; 2) to understand how the Future Classroom Learning Labs (FCLL) were created and how they are currently being used by different actors, based on some results of an European web survey which was applied. The survey results show that the physical space of the FCLL is perceived as positive, although its potential could be better exploited, namely using an innovative interior design strategy.

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Hunter, William C., Sally Barton-Arwood, Andrea Jasper, Renee Murley, and Tarol Clements. "Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings." Beyond Behavior 26, no. 2 (June 27, 2017): 81–88. http://dx.doi.org/10.1177/1074295617711398.

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In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.

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Abu-Tineh, Abdullah M., Samar A. Khasawneh, and Huda A. Khalaileh. "Teacher self-efficacy and classroom management styles in Jordanian schools." Management in Education 25, no. 4 (October 2011): 175–81. http://dx.doi.org/10.1177/0892020611420597.

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Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.

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Del Rincón Igea, Bernat, Joaquim Salvador Oliver, and Glòria Valls Giralt. "A strategy for diversity: the flexible classroom." Educar 22 (February 1, 1998): 307. http://dx.doi.org/10.5565/rev/educar.365.

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沈, 雯瑶. "Study on Optimization Strategy of Smart Classroom." Advances in Education 10, no. 03 (2020): 384–89. http://dx.doi.org/10.12677/ae.2020.103064.

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Erkir, Sarp. "An Online Strategy Game for the Classroom." Procedia - Social and Behavioral Sciences 199 (August 2015): 50–56. http://dx.doi.org/10.1016/j.sbspro.2015.07.486.

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Birney, Lauren, and Denise McNamara. "Computational Thinking Integration Strategy for the Urban Middle School Classroom." International Research in Higher Education 3, no. 3 (July 17, 2018): 51. http://dx.doi.org/10.5430/irhe.v3n3p51.

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This article provides an overview of the work pioneered by the consortium of collaborators in the Billion Oyster Curriculum and Community Enterprise for Restoration Science Project (BOP-CCERS). The BOP-CCERS are working to support computational thinking in the New York City public school classrooms by creating curriculum which combines:1. The Field Station Research (Oyster Restoration Stations) and data collection2. The Billion Oyster Project Digital Platform and data input and storage 3. The New York State Science Intermediate Level Learning Standards. 4. The Computer Science Teachers Association K-12 Computer Science StandardsThe integration of computational thinking in the STEM middle school classroom is showcased through the intertwining of these dimensions into a trans-disciplinary learning experience that is rich in both content and practice. Students will be able to explain real-world phenomena found in their own community and design possible solutions through the key components of computational thinking.The Curriculum and Community Enterprise for Restoration Science Project digital platform and curriculum will be the resources that provide the underpinnings of the integration of computational thinking in the STEM middle school classroom. The primary functions of the platform include the collection and housing of the data pertaining to the harbor and its component parts, both abiotic and biotic and the storage of the curriculum for both the classroom and the field stations.

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Wolla, Scott A. "Yours, Mine, and the Truth: Using a Structured Minimum Wage Debate in the Economics Classroom." American Economist 63, no. 2 (November 8, 2017): 245–59. http://dx.doi.org/10.1177/0569434517736241.

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This article describes a strategy for using the minimum wage as a classroom debate topic. Classroom debate is an active-learning strategy that encourages students to develop skills that are often lacking in the college curriculum. Specifically, classroom debate promotes critical thinking and encourages students to see topics from various perspectives. Economics topics are well suited for classroom debate because most of the policy arguments have at least two well-reasoned positions. The minimum wage is an economics topic that students tend to care deeply about because it speaks to issues of poverty, income inequality, discrimination, and the economic value of education, and many students in the college demographic earn minimum, or near-minimum, wage. Instructors who use the minimum wage debate in their classrooms will find that students will apply an “economic way of thinking” to issues at the core of the curriculum. JEL Classifications: A21, A22, J3

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Deswila, Nurhamsi, Martin Kustati, Besral Besral, and Syayid Sandi Sukandi. "Content and Language Integrated Learning (CLIL) Approach across Curriculum in Science Classrooms: Are the English Language Use and Learning Reveal?" Journal of Innovation in Educational and Cultural Research 1, no. 1 (June 27, 2020): 15–21. http://dx.doi.org/10.46843/jiecr.v1i1.4.

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The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom. A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLIL Strategy.

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Effendi Hasibuan, Muhammad Haris, Fuldiaratman Fuldiaratman, Fatria Dewi, Urip Sulistiyo, and Susi Hindarti. "JIGSAW LEARNING STRATEGY IN A DIVERSE SCIENCE-CLASSROOM SETTING: FEASIBILITY, CHALLENGES, AND ADJUSTMENT." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 733–45. http://dx.doi.org/10.21831/cp.v39i3.30634.

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Jigsaw learning strategy is considered effective in enhancing students’ learning outcomes. Yet, it is problematic for a science classroom that contains educational challenges. The aim of this study was to investigate the implementation of the jigsaw learning in science classes in Indonesian classrooms. This included the feasibility of the jigsaw strategy, the challenges that interfered with the implementations, and the necessary approach to fit the strategy with the challenges. A qualitative case study was used. Three chemistry classes (each consisted of 35 grade 11 students) and a chemistry teacher were involved in this study. Data were collected from classroom observations and interviews. The findings showed that jigsaw learning was not fully feasible as it could not be completely implemented in the participating classes. Unsupportive educational settings such as time limitation, large population, the ill-sized classroom, teacher’s lack of participation and the complexity of the jigsaw structure had influenced the lack of success of the implementations. Rather than seeking help from educational supports that normally involves a financial-concern educational policy, this study recommends adjusting the jigsaw structure to increase its feasibility in such learning condition.

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Kotira, Salome, and Lou Shizhou. "CURRENT CHALLENGES OF STRATEGY USE IN SECOND LANGUAGE TEACHING: A CASE OF PUBLIC PRIMARY SCHOOLS IN TANZANIA." African Journal of Education and Practice 8, no. 3 (May 10, 2022): 27–37. http://dx.doi.org/10.47604/ajep.1530.

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Purpose: The main purpose of this study was to examine how the teaching challenges affect strategy use in second language classrooms in Tanzanian public primary schools, mainly in Manyara region. In the process of teaching second language teachers uses different strategies of teaching so they can help their students acquire a target language. There are some challenges that hinder the teaching process and caused the teaching strategies to be ineffective. Methodology: This particular study has used the qualitative approach method of which the descriptive method was applied. The data were collected through observation and interviews to investigate on those challenges and how it affects the teaching strategies in the second language classrooms. The 24 teachers from 46 teachers who teach Kiswahili and English languages of the three primary schools were randomly selected from Acronis, Engonongoi and Loorng'oswani located in Manyara region have been the participants of this research. Findings: The results of this study revealed that second language teaching in the classrooms faces different challenges in the use of strategies of teaching. Challenges that are been found are overcrowded classroom, lack of teaching materials and teachers’ poor knowledge on how students acquire second language. Unique contribution to theory, practice and policy: This study has found that teaching challenges are what make second-language teaching strategies to be ineffective. The results of this study will help language and education stakeholders to address these challenges in order the teaching strategies to be more effective when employed in the classroom. The study suggested that the general improvement of primary school classrooms should be conducted to fix this problem. The number of second language teachers should be increase to fit the number of students. These schools have divided their students in different classrooms but because there is shortage of teachers they have to put them in one classroom when they are teaching.

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Raza, Kashif. "Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom." Journal of Ethnic and Cultural Studies 5, no. 1 (June 23, 2018): 16–26. http://dx.doi.org/10.29333/ejecs/93.

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Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through means that would benefit all. The current article assesses the needs of Arab students that are different from other students and presents a model for assisting language teachers in modifying instructions in order to accommodate the needs of Arab students in English as FL classrooms. The article first presents the characteristics that language learners possess followed by a discussion on the significance of differentiated instruction in mixed-ability classrooms, a discussion on the significance of a teacher in learning and teaching, and the academic characteristics of Arab ELLs. The last part of this paper provides implications for instructors.

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Hernan, Colleen J., Julie Q. Morrison, Tai A. Collins, and Stephen D. Kroeger. "Decreasing Inappropriate Mobile Device Use in Middle and High School Classrooms." Intervention in School and Clinic 54, no. 1 (April 18, 2018): 47–51. http://dx.doi.org/10.1177/1053451218762498.

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Although mobile phones and tablets can be effective tools for searching and retrieving information efficiently, accessing interactive learning platforms, and capturing audio/video, the inappropriate use of mobile devices can create distractions in the classroom that are detrimental to learning. This column presents a classroom management strategy for reducing the inappropriate use of mobile devices and increasing academic engagement in middle and high school classrooms, including students with emotional and behavioral disorders.

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Li, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun, and Zhifeng Xiang. "Research and optimization of acoustic environment in ordinary classrooms of middle school." E3S Web of Conferences 356 (2022): 02055. http://dx.doi.org/10.1051/e3sconf/202235602055.

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A good classroom acoustic environment will contribute to teachers’ health and students’ learning. Comfortable acoustic environment requires suitable reverberation time, sufficient loudness, uniform sound field distribution, high language clarity, and no acoustic defects such as echo and acoustic focusing. In this study, the optimization strategy of acoustic environment is proposed through the investigation, field testing and numerical simulation analysis of a middle school classroom in Wenzhou under different ventilation conditions. The results show: the key factors affecting the classroom acoustic environment are outdoor activity noise, corridor noise, and classroom teacher-student activity noise. Through optimization, the quality of classroom acoustic environment is improved significantly. Classroom reverberation time (intermediate frequency) decreased from 1.5s to 0.7s; ALC decreased from 9.65% to 4.75%; STI increased from 0.534 to 0.664. The research results provided reference for acoustic design of secondary school classrooms in the future.

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Khalel, Ibrahim Alhussein, Omar saad Al- tmaran, and Abdulhamid essa Hashmi. "Employing the flipped classroom strategy in primary mathematics classes." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 497–528. http://dx.doi.org/10.29009/ijres.4.1.12.

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This study aims to identify the implications of using the flipped classroom strategy in the primary school in teaching practices of mathematics classes of mathematics teachers and their students. This study used a qualitative approach. The sample of the study consists of (2) mathematics teachers in the primary school and (42) students from the sixth grade students. The study used the following tools: Teacher notebook, participant note, interview. The study used thematic analysis to analyze the data. The study reached a number of results, including: flipped classroom strategy contributed to the development of mathematical achievement, classroom interaction, the attitude towards teaching and learning mathematics. The flipped classroom strategy allowed teachers to take more of lesson ideas, use several strategies in the classroom, plan and prepare for the lesson. The study recommended: We need to train teachers to employ techniques in mathematics education, and to produce instructional videos for math lessons.

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Subandi, S., C. Choirudin, M. Mahmudi, N. Nizaruddin, and H. Hermanita. "Building Interactive Communication with Google Classroom." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 460. http://dx.doi.org/10.14419/ijet.v7i2.13.18141.

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Google Apps for Education (GAFE) is a technology is provided and designed for college by promoting the use of information technology and collaboration. One of Google Apps for Education products is Google Classroom being a learning media between for Lecturers and Students to build interactive communication. Interactive communication leads to good feedback in the form of educational transformation from learning source to learner. This is what improves the engagement for the students themselves. By the concept of digital classroom, students no longer just sit passively in the classroom, they are interested in themselves to explore the things offered by technology. Building interactive communication among students need a good strategy. Strategy not only serves as a concept map that shows only direction, but is able to demonstrate operational tactics to achieve the established goals. A teacher or lecturer who does not have a good teaching strategy will not be able to create good communication with students. Building interactive communication among students need a good strategy. Strategy not only serves as a concept map that shows only direction, but is able to demonstrate operational tactics to achieve the established goals. A teacher or lecturer who does not have a good teaching strategy will not be able to create good communication with students.

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Nurakhir, Asih, Fiqih Nindya Palupi, Cornelia Langeveld, and Devi Nurmalia. "Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills." Nurse Media Journal of Nursing 10, no. 2 (August 11, 2020): 130–45. http://dx.doi.org/10.14710/nmjn.v10i2.29864.

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Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored. Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education. Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.

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Zeng, Chen. "Application of Large-Scale Cognitive Social Networks Based on Cooperative Transmission Mechanisms in Exploration of Flipped Classroom Teaching Strategy." Complexity 2021 (June 14, 2021): 1–11. http://dx.doi.org/10.1155/2021/8988165.

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With the deepening of the research on flipped classroom teaching theory, the flipped classroom teaching model has gradually been applied to classroom teaching at all levels and types of schools, and some beneficial results and experiences have been obtained. Due to the relatively low self-learning ability and motivation level of students, in the implementation of flipped classrooms, the quality of preclass self-study links is difficult to guarantee, resulting in unsatisfactory results of flipped classroom teaching in secondary vocational schools. This article aims to solve the current dilemma faced by the optimization of the flipped classroom teaching mode of programming courses by studying the course platform based on the flipped classroom teaching model. The source-destination node distribution is constructed with a model based on node affinity to restore the actual network node distribution architecture. The change in the distribution of source-destination nodes has led to different degrees of aggregation in the overall data flow of the network. After that, the capacity and delay performance of the primary network and the secondary network will change as the degree of data flow aggregation changes. By laying base stations in the main network, we reanalyzed the network. Through the comprehensive analysis of students’ learning status through the scores of students in class and the test situation after class, we modify the specific teaching plan of flipped classroom. Experiments have proved that the in-class flipping model we proposed effectively avoids the inherent shortcomings of students who are not strong in autonomous learning before class, solves the problem that secondary vocational students cannot do well in autonomous learning before class, and improves students to a certain extent. The results show that the flipped classroom teaching model in class can provide more powerful value for vocational teaching to achieve this goal.

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Yeboah, Rita, Ernest Ampadu, Doreen Ahwireng, and Abraham Okrah. "Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers." Journal of Education and Learning 9, no. 3 (April 6, 2020): 57. http://dx.doi.org/10.5539/jel.v9n3p57.

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This study was designed to examine Ghanaian teachers’ knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master’s degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was analysed using descriptive statistics (frequency, percentages) and inferential statistics (T-test). The results established that majority of the teachers acknowledged the importance of student-centred instructional strategy like the flipped classroom approach, however, majority of these teachers were of the view that they have not experienced or been introduced to this instructional strategy. It was, therefore, not surprising that most of the teachers attested to the fact that they are not using the flipped classroom instructional strategy. The results from the study also revealed that there was no significant difference between school type (public and private) and teachers’ knowledge and usage of the flipped classroom instructional strategy. The results from the study attest to the fact that the flipped classroom instructional strategy has not been conceptualised into the Ghanaian classroom. The researchers, therefore, recommend that there is the need for professional development training for teachers on the use of the flipped classroom instructional strategy and sensitisation workshop for students on the use of the flipped classroom instructional strategy and its relevance.

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Raharjo, Anettia. "Teacher’s Belief of Motivational Strategies Implemented in ABC Course Sidoarjo." K@ta Kita 6, no. 1 (November 16, 2018): 1–10. http://dx.doi.org/10.9744/katakita.6.1.1-10.

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A motivational strategy is seen as an important factor in learning language. This study was conducted to find out teacher’s beliefconcerning motivational strategiesand motivational strategies used by the teacher in the Basic 1 class of ABCcourse. The theory applied in this study was motivational strategies by Dörnyei (2001). This study used qualitative approach. The data were the answers from the teacher’s interview and questionnaire and also teacher’s utterances and gestures in the classroom related to motivational strategies. In order to collect the data of the study, the writer used three instruments: interview, questionnaire, and classroom observation. The writer found out that the teacher believed in all motivational strategies. However there were were two strategies that were not used in the classrom namely goals and related values.The writer found out some motivational strategy elements that have perfect 6 ratio in the questionnaire, yet it was not used so much often in the classroom such as Relevant Materials and Task. In conclusion, the teacher implemented motivational strategies in the classroom in order to engage the students in the learning process.

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Ningsih, Alisa Ratna, Dian Erlina, and Rizqy Dwi Amrina. "English Teacher’s Questioning Strategy in EFL Classroom Interaction." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 4 (May 7, 2021): 478–99. http://dx.doi.org/10.52690/jadila.v1i4.159.

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This study investigated the types of English teacher’s questioning strategy and Students’ perceptions towards the use of teacher questioning strategy in EFL classroom interaction. This study was conducted at SMA Muhammadiyah 1 Palembang with five students as the participants taken from the twelfthgrade nature science students by using purposeful convenience sampling. In collecting data, the researcher used one-on-one interviews through open-ended questions. The interviews conducted in the class XII IPA 1. The result of this study that those were three types of English teacher’s questioning strategy, they were (1) procedural, convergent, and (3) divergent, and the students’ perceptions toward questioning strategy, they were (1) English reading activity, (2) English speaking activity, (3) English writing activity, and (4) English listening activity. This study indicated that those were the students’ perceptions towards the types of teacher’s questioning strategy that used in EFL classroom interaction at SMA Muhammadiyah 1 Palembang.

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Thakral, Pardeep. "Cooperative Learning: An Innovative Strategy to Classroom Instruction." Learning Community-An International Journal of Educational and Social Development 8, no. 1 (2017): 17. http://dx.doi.org/10.5958/2231-458x.2017.00004.5.

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Yim, Sun Bin. "Use of Cooperative Learning Strategy in a Classroom." Journal of Educational Technology 13, no. 2 (December 30, 1997): 263–85. http://dx.doi.org/10.17232/kset.13.2.263.

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Rooyen, Hugo Gerhardus van, and Josef Johannes Jacobus de Beer. "A Holistic Teaching Strategy in the Biology Classroom." American Biology Teacher 56, no. 2 (February 1, 1994): 109–10. http://dx.doi.org/10.2307/4449763.

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Fewings, David R., and Nicholas X. Wonder. "Classroom Participation Strategy In Principles Of Finance Courses." American Journal of Business Education (AJBE) 2, no. 2 (March 1, 2009): 39–46. http://dx.doi.org/10.19030/ajbe.v2i2.4035.

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The challenge of introductory finance courses often surprises junior level university students. This paper describes a strategy that effectively motivates students to prepare solutions to problems for each class and to be prepared to check work presented by classmates. Empirically, the participation grade was found to be positively and significantly related to performance on the final examination while controlling for other performance attributes. Collateral benefits observed included a gradually reduced level of stress in students making presentations and an improved ability to focus on presentations by colleagues whose work they might be called upon to verify and discuss pedagogically.

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Lam, Wendy Y. K. "Metacognitive strategy teaching in the ESL oral classroom." Australian Review of Applied Linguistics 33, no. 1 (January 1, 2010): 2.1–2.19. http://dx.doi.org/10.2104/aral1002.

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While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.

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Suneetha, Y. "Constructive Classroom: A Cognitive Instructional Strategy In ELT." i-manager’s Journal on English Language Teaching 4, no. 1 (March 15, 2014): 1–3. http://dx.doi.org/10.26634/jelt.4.1.2636.

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Wood, William C., Sharon L. O'Hare, and Robert L. Andrews. "The Stock Market Game: Classroom Use and Strategy." Journal of Economic Education 23, no. 3 (June 1992): 236–46. http://dx.doi.org/10.1080/00220485.1992.10844758.

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Inman, Duane. "Humor in the Classroom as a Teaching Strategy." Adult Learning 2, no. 7 (May 1991): 29. http://dx.doi.org/10.1177/104515959100200711.

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Lam, Wendy Y. K. "Metacognitive strategy teaching in the ESL oral classroom." Australian Review of Applied Linguistics 33, no. 1 (2010): 2.1–2.19. http://dx.doi.org/10.1075/aral.33.1.01lam.

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While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.

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Lai, Chun, and Xiaolin Lin. "Strategy training in a task-based language classroom." Language Learning Journal 43, no. 1 (May 18, 2012): 20–40. http://dx.doi.org/10.1080/09571736.2012.681794.

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Seymour, Rosalee J. "Creating a Collage; A Meaningful Interactive Classroom Strategy." Nurse Educator 20, no. 3 (May 1995): 19–21. http://dx.doi.org/10.1097/00006223-199505000-00015.

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Wood, William C., Sharon L. O'Hare, and Robert L. Andrews. "The Stock Market Game: Classroom Use and Strategy." Journal of Economic Education 23, no. 3 (1992): 236. http://dx.doi.org/10.2307/1183226.

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Linling, Zhong, and Rohaya Abdullah. "The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review." SAGE Open 13, no. 1 (January 2023): 215824402211481. http://dx.doi.org/10.1177/21582440221148149.

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The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies’ research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study’s findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.

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Devana, Trisilia, and Merie Agustiani. "EXPLORING THE USE OF PEER-MEDIATED INSTRUCTIONAL STRATEGY IN EFL READING CLASSROOM." Edukasi Lingua Sastra 17, no. 1 (April 15, 2019): 143–51. http://dx.doi.org/10.47637/elsa.v17i1.250.

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Peer-mediated instruction strategy adalah intervensi kelas yang memberikan bantuan antar para siswa. Diyakini bahwa peer-mediated instruction strategy dapat meningkatkan hasil akademik, sosial, dan komunikasi bagi para siswa. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas Peer-mediated instruction strategy dalam meningkatkan kemampuan pemahaman membaca siswa. Penelitian ini dilakukan di SMAN 5 OKU dan diikuti oleh enam puluh tiga siswa yang dipilih melalui teknik purposive sampling. Selanjutnya, 30 pertanyaan pilihan ganda digunakan dalam tes membaca pemahaman dan uji-t digunakan untuk mengetahui apakah Peer-mediated instruction dapat membuat perbedaan yang signifikan terhadap pencapaian pemahaman membaca siswa. Hasil penelitian menunjukkan bahwa baik CWPT dan PALS, sebagai dua model Peer-mediated instruction strategy, efektif digunakan sebagai alternatif strategi pembelajaran membaca.

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Lane, Kathleen Lynne, Holly M. Menzies, Robin Parks Ennis, Wendy Peia Oakes, David James Royer, and Katie Scarlett Lane. "Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success." Beyond Behavior 27, no. 3 (August 2, 2018): 160–67. http://dx.doi.org/10.1177/1074295618786965.

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Instructional choice is a practical strategy for increasing student engagement and decreasing challenging behavior. In this article, we describe a step-by-step process for incorporating instructional choice into classroom activities, with teaching tips to assist with successful implementation. Throughout the article, we offer lessons from the field featuring the perspectives of practitioners and students who have used instructional choice in classrooms that include students at risk for emotional and behavioral disorders.

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Journal articles on the topic 'Classroom strategy'

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