Journal articles: 'Interaction between teacher'

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Macdonald, Doune. "The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction." Journal of Teaching in Physical Education 9, no. 2 (1990): 152–63. http://dx.doi.org/10.1123/jtpe.9.2.152.

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This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

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Bischoff, Judith A., Sharon Ann Plowman, and Lawrence Lindenman. "The Relationship of Teacher Fitness to Teacher/Student Interaction." Journal of Teaching in Physical Education 7, no. 2 (1988): 142–51. http://dx.doi.org/10.1123/jtpe.7.2.142.

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The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.

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Roller, Cathy M. "Teacher-Student Interaction during Oral Reading and Rereading." Journal of Reading Behavior 26, no. 2 (1994): 191–209. http://dx.doi.org/10.1080/10862969409547845.

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In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.

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Kathard, Harsha, Daisy Pillay, and Mershen Pillay. "A Study of Teacher–Learner Interactions: A Continuum Between Monologic and Dialogic Interactions." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 222–41. http://dx.doi.org/10.1044/2015_lshss-14-0022.

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Purpose Teachers and learners must be able to shift flexibly along the continuum of monologic and dialogic interactional repertoires to advance learning. This article describes how teachers and learners interacted during whole-class instruction along the continuum between monologic and dialogic interaction in primary school classrooms in Western Cape, South Africa. Method A video-observation method was used to analyze teacher–learner interactions (TLIs) across 15 lessons in intermediate-phase classrooms. TLIs were analyzed in relation to indicators such as authority, questions, feedback, explanation, metalevel connection, and collaboration. The transcriptions of TLIs were described using quantitative and qualitative techniques. Results The study found that teachers sustained dominant monologic interactions by asserting their authority, asking mainly closed-ended questions, and providing confirming/correcting feedback that constrained the interaction. Learners had limited opportunities for explanations or collaboration. Across most lessons, there were episodic shifts from monologic TLIs to transitional TLIs. These transitions were achieved by using mainly open-ended questions and feedback to expand the interaction. Dialogic TLIs were not evident. Conclusions Monologic TLIs were dominant, closing down opportunities for communication. Although transitional TLIs were evident, they were episodic and showed the potential for opening interaction opportunities. The absence of dialogic TLIs suggested that collaborative engagement opportunities were unavailable. The opportunity for intervention to increase dialogic TLIs is discussed.

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Semenova, T. S. "Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities." Psychological-Educational Studies 12, no. 1 (2020): 44–58. http://dx.doi.org/10.17759/psyedu.2020120104.

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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.

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Pakhrurrozi, Imam, Imam Sujadi, and Ikrar Pramudya. "Analysis of Interaction Jigsaw Learning Process on Geometry Material." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (2018): 75. http://dx.doi.org/10.18415/ijmmu.v5i5.306.

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This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher teaches the material, how the teacher directs the students, how the teacher gives criticism, student responses, student speech initiative and the level of silence or crowd. Data collection methods used in this study are observation, interviews, and documentation. Data obtained in the form of qualitative data in the form of observation results of teacher and student interaction, interview transcript and documentation of teaching and learning activities. The data obtained were analyzed by FIAC. The result of the research shows that jigsaw learning process is: 1) the interaction between teacher and student in the learning of mathematics is multi direction. The research results are confirmed by the value of Teacher Response Ratio (RRG) that is equal to 44.48% and the value of Student Initiative Ratio (RIS) of 43.47%; 2) The learning done by the teacher is successful. The success of multi-direction learning is evidenced by the average score of the student achievement test of 78.30. The value is categorized into either category.

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Le, Thu, Daniel Bolt, Eric Camburn, Peter Goff, and Karl Rohe. "Latent Factors in Student–Teacher Interaction Factor Analysis." Journal of Educational and Behavioral Statistics 42, no. 2 (2017): 115–44. http://dx.doi.org/10.3102/1076998616676407.

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Classroom interactions between students and teachers form a two-way or dyadic network. Measurements such as days absent, test scores, student ratings, or student grades can indicate the “quality” of the interaction. Together with the underlying bipartite graph, these values create a valued student–teacher dyadic interaction network. To study the broad structure of these values, we propose using interaction factor analysis (IFA), a recently developed statistical technique that can be used to investigate the hidden factors underlying the quality of student–teacher interactions. Our empirical study indicates there are latent teacher (i.e., teaching style) and student (i.e., preference for teaching style) types that influence the quality of interactions. Students and teachers of the same type tend to have more positive interactions, and those of differing types tend to have more negative interactions. IFA has the advantage of traditional factor analysis in that the types are not presupposed; instead, the types are identified by IFA and can be interpreted in post hoc analysis. Whereas traditional factor analysis requires one to observe all interactions, IFA performs well even when only a small fraction of potential interactions are actually observed.

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Riyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.

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One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.

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Kusuma, Putri Candra, Muhammad Reza Pahlevi, and Hilmansyah Saefullah. "EFL teachers’ perception towards online classroom interaction during covid-19 pandemic." ETERNAL (English Teaching Journal) 12, no. 2 (2021): 68–79. http://dx.doi.org/10.26877/eternal.v12i2.9211.

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The spread of Covid-19 is affecting education systems around the world and transform the learning from face-to-face to online learning. Interaction is important pattern to share knowledge between teachers and students. Previous research has said that interaction could also encourage students to master the subject matter. This study aims to describe the EFL teachers’ perception towards classroom interaction during Covid-19 pandemic especially on how the interaction between teacher-student, student-teacher, and student-student synchronously which is assisted by Google Meet. The research method used in this study is descriptive case study and taking data by conducting observation, interview, and documentation. Based on research result, teacher perceive online classroom interaction in balance emotion, exploratory talk tends to be implemented in online classroom interactions, Indirect talk of asking questions is the dominant online classroom interaction.

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Murata, Aki, Laura Bofferding, Bindu E. Pothen, Megan W. Taylor, and Sarah Wischnia. "Making Connections Among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study." Journal for Research in Mathematics Education 43, no. 5 (2012): 616–50. http://dx.doi.org/10.5951/jresematheduc.43.5.0616.

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This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted from superficial to deeper consideration of student learning. By providing a context in which interactions of diverse ideas drove teacher learning, lesson study facilitated teachers making connections between the craft knowledge of teaching and scholarly knowledge. Individual teacher talk paths varied within the group path, and one teacher's learning path and the interaction of different learning paths is discussed.

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SungKyoung Sim, 이선경, and 김은아. "The Relationship Between Early Childhood Teachers’ Teaching Flow and Teacher-Child Interaction." Journal of Korean Teacher Education 31, no. 4 (2014): 73–92. http://dx.doi.org/10.24211/tjkte.2014.31.4.73.

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Han, Yu, Xiaoyan Ji, and Jinghe Han. "Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context." International Journal of Contemporary Education 2, no. 2 (2019): 27. http://dx.doi.org/10.11114/ijce.v2i2.4393.

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This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.

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Handayani, Rinda Maripah, and Nurani Hartini. "Dynamic Moves Found in The Classroom Discourse." Academic Journal Perspective : Education, Language, and Literature 4, no. 1 (2018): 31. http://dx.doi.org/10.33603/perspective.v4i1.1684.

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Interaction is an important word for language teacher. The interaction between teacher and students can determine the quality of teaching learning. In some instances of classroom interaction, the occurrences of dynamic moves cannot be avoided. The dynamic elements are always found in the interaction between teacher and students. In this case, teacher plays significantrole in the classroom interaction. In the scope of this phenomenon, the research was aimed to find out types of dynamic moves in the classroom interaction and to reveal how question and answer are realized. The data were gathered from the Efl classroom interaction which was recorded. The findings revealed that varieties of dynamic moves were found in the interaction. These findings are interesting to be discuss among efl teachers so that the English teachers are able to boost their instructional practices.

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Hudzaifah, Hudzaifah. "Relationship between Prososial Behavior and Intensity of Class Teachers Social Interactions to Special Needs in Inclusive Schools." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (2021): 155–60. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.12.

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This study aims to find out the relationship of prosocial behavior with the intensity of teacher social interaction towards children with special needs in inclusion schools in Surakarta. The method used in this research is quantitative correlational method. The sampling method is to use purposive sampling method, with a research subject of 30 teachers of inclusion school class in Surakarta. Data collection techniques in this study used questionnaires with the scale of prosocial behavior and social interaction. The result of data analysis using Pearson Correlation Product Moment technique with the help of SPSS 23.0 program obtained correlation of r= 0.919, (p>0.05), thus means Ha rejected and Ho accepted, so it can be concluded that; 1) There is no significant link between prosocial behaviour and the intensity of teacher social interaction towards children with special needs in inclusion schools, 2) The embodiment of prosocial behavior also does not have to give rise to interactions between teachers and students with special needs but a teacher tends to give indirect assistance to students, and 3) The development of increasingly sophisticated technology makes a person, especially children with special needs less social and reduce their social attitudes. So it tends to do things based on its own interests.

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Elismawati, Elismawati. "Classroom Interaction Analysis in the EFL Speaking Class: A Study at English Department of IAIN Imam Bonjol Padang." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 5, no. 1 (2018): 25–32. http://dx.doi.org/10.30630/polingua.v5i1.21.

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The success of teaching depends to a large extent on the way teachers talk and interactions that occur between teachersand students. The happening of interaction is affected directly by ways of teacher talk. This study entitles “Classroom InteractionAnalysis in the EFL Speaking Class” aimed at analyzing the categories of teacher talk, student talk and classroom interaction typesused during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research werean English teacher and 35 students at the second semester at English Department of IAIN Imam Bonjol Padang. The data weregained through naturalistic observation and document analysis. The data were analyzed by using Foreign Language Interaction(FLINT) system. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT systemand classroom interaction types.

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Alexandrova, Ekaterina A., Stepan I. Akhmetov, and Mohamed R. Attia. "Advantages and Directions of Electronic Interaction in Web-Learning." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 9, no. 4 (2020): 385–91. http://dx.doi.org/10.18500/2304-9790-2020-9-4-385-391.

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E-learning (web-learning) is a relatively new and actively developing form of education and a field of scientific research. The purpose of the research presented in the article is to describe the advantages of electronic interaction between a teacher and a student. The hypothesis of the research was that web-learning in different directions creates many options for effective interaction between students and teachers. We revealed potentially equal opportunities for web-learning; freedom of access (freedom to choose); flexibility (mobility) of training; ability to develop in tune with the times (cultural conformity); reduction in training fees; the ability to determine the criteria for assessing knowledge (objectivity); individualization of the choice of teaching aids (freedom). We demonstrated direction of electronic interaction: a) active interaction of a student and teachers with content: interaction of students with content; teacher interaction with contents; interaction of content with content; b) personal and social interaction with a teacher, parents and peers: interaction of a student with a teacher; student-student interaction; interaction between a teacher and a teacher; c) interaction with the educational organization in the process of navigation between the interfaces of their interaction: the interaction of a student with an interface; teacher interaction with an interface; interaction with programs, applications and sites; interaction of a student with himself/herself. We propose following indicators for determining the level of interaction efficiency in web-based training programs: availability, feedback, validity of the task. The use of various orientations of web-learning by a teacher in practice will allow to ensure individualization of the choice of teaching tools, objectivity, accessibility, feedback from a student, as well as freedom of access to information, flexibility (mobility) of training, the ability to develop in tune with the times.

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Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 4, no. 2 (2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.

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The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach

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Podkovko, E. N. "FORMATION OF FUTURE TEACHERS’ MODEL OF EFFECTIVE INTERACTION BETWEEN A TEACHER AND PARENTS." Научное мнение, no. 3 (2019): 107–12. http://dx.doi.org/10.25807/pbh.22224378.2019.3.107.112.

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Song Min Young, Bbeun Sae Lee, and 류성연. "Mediating effect of teacher-child interaction on the relationship between teachers' happiness and child-peer play interaction." Korean Journal of Early Childhood Education 37, no. 4 (2017): 273–95. http://dx.doi.org/10.18023/kjece.2017.37.4.011.

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Priede, Ligita, and Dagnija Vigule. "INTERACTION BETWEEN PEDAGOGUE AND CHILD TO PROMOTE PLANNING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 577. http://dx.doi.org/10.17770/sie2019vol2.3820.

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The goal of the pre-school competence-based education lies in the promotion of all areas of development – physical, social, emotional and cognitive, as well as helping children to acquire core competencies, including the ability to plan own activities. The research aims at theoretical and empirical study of opportunity to promote planning skills within interaction between child and pedagogue.When dealing with both daily and teacher-created problem situations, children are involved in decision-making, are trusted to be co-responsible for the decision made. By working together with an adult, child acquires planning skills, ability to achieve the goal set. To reveal the pedagogical problem of the research in full, it is also important to look at it from the point of view of a preschool teacher. To find out opinion of pre-school pedagogues, surveying was conducted; it was aimed at studying principles of child development and upbringing taken into account in practice when organizing pedagogical process promoting planning skills of pre-schoolers. The experience of pre-school teachers was analysed by frequency and interpretation using descriptive and analytical statistics method (IBM SPSS Statistika-v19.0).

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Kazakova, E. V. "Interaction of a Primary School Teacher with Foreign Parents." Contemporary problems of social work 6, no. 4 (2020): 22–28. http://dx.doi.org/10.17922/2412-5466-2020-6-4-22-28.

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monitoring the process of teaching and educating migrant primary students, discussion with primary school teachers on the issues of education and school-adaptation of this category of students indicate the relevance of this issue and the necessity of further research. Despite the numerous scientific developments in the migrant pedagogy field, there are issues such as harmonizing relations and interaction between teachers and foreign parents. The successful adaptation of migrant primary students is associated with the necessity of effective communication between the teacher and students’ parents. It is necessary to establish a process of communication and cooperation to harmonize the teacher-student-parent relationship. In order to accomplish this, the types of assistance to the teacher are presented, contributing to the psychological and pedagogical support of migrant students, efficient forms of work with the class team involving parents, including migrant parents.

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Herliana, Monika, and M. Suryadi. "TINDAK TUTUR ILOKUSI PENGAJAR PADA PROSES PEMBELAJARAN BAHASA MANDARIN." Jurnal Lingua Idea 10, no. 2 (2019): 89. http://dx.doi.org/10.20884/1.jli.2019.10.2.2124.

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Speech acts are divided into three types, namely locus speech acts, illocutionary speech acts, and perlocution speech acts. Illocutionary speech acts consist of assertive, declarative, commissive, expressive, and directive. Illocutionary can be defined as speech acts that often occur in daily interactions, one of these interactions covers the interaction between teachers and learners in educational activities in the classroom. In this activity, the teacher gives command to the students to follow the instructions. This study aims to determine the illocutionary speech acts contained in the interaction between teacher and students in using Mandarin in the classroom of D3 program of Mandarin Language, General Soedirman University, Purwokerto. This research belongs to a descriptive qualitative research. The data of this research are served in the form of speech between teacher and students during the learning of Mandarin Intermediate Conversation courses of D3 Mandarin Language Study Program UNSOED Purwokerto. The data analysis used theory of illocutionary speech acts by Austin and Searle. The data are presented in an informal form in which the data presentation and writing rules used words not numbers. The results showed that the interaction between teachers and learners in the D3 Mandarin Study Program of UNSOED Purwokerto cover assertive, declarative, commissive, expressive, and directive speech acts.

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SANJAYA, PUTU. "PERANAN PSIKOLOGI PENDIDIKAN SEBAGAI KOMPETENSI DASAR PENDIDIK DAN TENAGA KEPENDIDIKAN." GUNA WIDYA: JURNAL PENDIDIKAN HINDU 4, no. 2 (2019): 47. http://dx.doi.org/10.25078/gw.v4i2.1058.

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Education is the interaction between educators and learners. Educational interactions are always related to knowledge, potential development, and the cultivation of values, either through the process of learning, guidance or training. In this interaction individuals behave, and behaviors into study materials of educational psychology. Thus the psychology of education is the study of a person's behavior (especially learners) in interacting with the educational environment. A teacher is obliged to understand the psychology of education, considering that teachers interact with students and also others, more often, in the educational process.

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Vervloed, Mathijs P. J., Rick J. M. van Dijk, Harry Knoors, and Jan P. M. van Dijk. "Interaction Between the Teacher and the Congenitally Deafblind Child." American Annals of the Deaf 151, no. 3 (2006): 336–44. http://dx.doi.org/10.1353/aad.2006.0040.

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Batavia, Edgar Lucero. "Asking about Content and Adding Content: two Patterns of Classroom Interaction." Colombian Applied Linguistics Journal 14, no. 1 (2012): 28. http://dx.doi.org/10.14483/22487085.3811.

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This research project focuses on identifying and describing the interactional patterns and the speech acts that emerge and are maintainedthrough teacher-student interactions in a university-level EFL Pre-intermediate class. This work also analyzes how these patterns potentiallyinfluence the participants’ interactional behavior. This study then answers two questions: what interactional patterns emerge and how they arestructured in interactions between the teacher and the students in the EFL class? And, how can the utterances that compose the interactionalpatterns potentially influence both interactants’ interactional behavior in the EFL class? The description and analysis of the problem followethnomethodological conversation analysis. The findings show that there are two main interactional patterns in the EFL class observed for thisstudy: asking about content, and adding content. Both patterns present characteristic developments and speech acts that potentially influencethe teacher and students’ interactional behavior in this class. These findings serve as a reference and evidence for the interactional patterns thatemerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

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Workman, Susan H. "Teachers’ Verbalizations and the Social Interaction of Blind Preschoolers." Journal of Visual Impairment & Blindness 80, no. 1 (1986): 532–34. http://dx.doi.org/10.1177/0145482x8608000104.

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Data suggest that teachers can facilitate interactions between blind preschoolers and their sighted peers by the use of verbal cues. The most useful cues appear to be descriptions of the social environment, direct prompts to the target child, and indirect prompts to other children in the group. Also, there are teacher-child interaction patterns that appear to hinder interaction with peers; these are indicated, and the discussion provides teachers with a basis for thinking about social interaction and ways of helping young children organize their social environment.

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Apriani, Reni, and Diana Marchelina. "AN ANALYSIS OF TEACHER QUESTIONING IN THE CLASSROOM INTERACTION." PROJECT (Professional Journal of English Education) 1, no. 4 (2018): 400. http://dx.doi.org/10.22460/project.v1i4.p400-405.

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Teaching learning process will be effective when there are interactions between the teacher and students. Classroom interaction is one of the crucial factors in the teaching-learning process. Questioning has been recognized as the equipment of classroom teachers and profound to prominent teaching. The objective of this research is to identify the types of basic questions the teacher asks. The research method used descriptive qualitative design. The data were obtained by doing observation and interview with the educator and students as respondent. The population of this research was teacher and students of the second-grade students of SMK TI Garuda Nusantara Cimahi. The data were investigated by applying questioning strategies focused on the variety of teacher questioning. The result showed that entire teacher questioning that found the most frequently used. Based on the result, it can be concluded that the questioning from the teacher was more dominant than student questions.

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Cikka, Hairuddin. "PERANAN KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM (PAI) DALAM MENINGKATKAN INTERAKSI PEMBELAJARAN DI SEKOLAH." Guru Tua : Jurnal Pendidikan dan Pembelajaran 3, no. 1 (2020): 43–52. http://dx.doi.org/10.31970/gurutua.v3i1.45.

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PAI teachers must have 5 competencies, namely pedagogic, personality, social professional and leadership in the learning interaction. A teacher must be able to build interactions with students because learning interactions are social activities between students and their peers, students and teachers in the form of social communication in the classroom or outside the classroom

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Glisic, Tanja. "Teacher-child interaction initiated with children’s questions." Zbornik Instituta za pedagoska istrazivanja 52, no. 1 (2020): 181–215. http://dx.doi.org/10.2298/zipi2001181g.

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This paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children?s questions. Insight into the existing body of research shows that there is a lack of similar studies, which address the cognitive side of such situations, but where the social aspect is neglected. Systematic observation was used to describe interaction situations in preschools initiated by children aged three to six years asking teachers questions. Qualitative and quantitative data analysis was performed, indicating consistency between the type of the child?s question, the teacher?s answer and the course of the interaction. After children receive answers to their questions requesting new information (cognitive questions) or those intended to create conditions necessary for particular activities (action-related questions), interaction ends. On the other hand, children ask so-called social questions for the sake of interaction, and it depends on the teacher?s reply whether they will develop. Another finding suggests that children?s questions are not automatically welcome at just any moment, especially if they go beyond the limits of the teacher guided activity in progress at the time the question is asked. The research findings afford remarkable insight into how preschool teachers with their different adequate responses and behaviours can support children?s development and learning in children- initiated interaction situations.

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Linda, Nova, and Mukhaiyar Mukhaiyar. "Teacher’s Behaviors: Verbal and Non-Verbal Behavior During the English Classroom Interaction." International Journal of Educational Dynamics 2, no. 1 (2020): 113–23. http://dx.doi.org/10.24036/ijeds.v2i1.239.

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An effective teacher has to be able to create a good communication between the teacher and the students. It can be seen from teachers behaviour include verbal and non verbal behaviours. In teaching context, teachers convey interaction in the classroom to contribute to interpersonal attraction through teachers’ verbal and nonverbal behaviours. This research study explored the teachers’ behavior in English classroom interaction. This research design is a qualitative research. Participants were two teachers at English School Indonesia, who taught in two intermediate levels. One teacher was represented for each classroom. The instruments used to collect the data was observation and interview. During the observation, each teacher was observed using video recording. And then the teachers were interviewed to strengthen the result of observation. The research found that both teachers who teach intermediate levels had effective behaviors during the English classroom interaction. The students were motivated to learn English

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Lockwood, J. R., and Daniel F. McCaffrey. "Exploring Student-Teacher Interactions in Longitudinal Achievement Data." Education Finance and Policy 4, no. 4 (2009): 439–67. http://dx.doi.org/10.1162/edfp.2009.4.4.439.

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This article develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels. The model specifies interactions between teacher effects and students' predicted scores on a test, estimating both average effects of individual teachers and interaction terms indicating whether individual teachers are differentially effective with students of different predicted scores. Using various longitudinal data sources, we find evidence of these interactions that is of relatively consistent but modest magnitude across different contexts, accounting for about 10 percent of the total variation in teacher effects across all students. However, the amount that the interactions matter in practice depends on the heterogeneity of the groups of students taught by different teachers. Using empirical estimates of the heterogeneity of students across teachers, we find that the interactions account for about 3–4 percent of total variation in teacher effects on different classes, with somewhat larger values in middle school mathematics. Our findings suggest that ignoring these interactions is not likely to introduce appreciable bias in estimated teacher effects for most teachers in most settings. The results of this study should be of interest to policy makers concerned about the validity of value-added teacher effect estimates.

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Spridzāns, Mārtiņš. "PECULIARITIES OF TEACHER- STUDENT INTERACTION IN E-LEARNING ENVIRONMENT." BORDER SECURITY AND MANAGEMENT 2, no. 7 (2018): 144. http://dx.doi.org/10.17770/bsm.v2i7.3479.

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While implementing e-learning courses at the State Border Guard College of the Republic of Latvia, the author of this article has discovered several differences in communication between students compared to traditional learning. Since the e-learning is going to expand in the future it is essential to explore theoretical and practical concepts on teacher student interaction peculiarities in e-environment. The author has gathered suggestions and proposals on best practices of teacher student interaction in order to improve e-learning outcomes. The goal of the article is to explore the peculiarities of the interaction between teachers and students in e-learning environment and provide suggestions on improving the efficiency of teacher-student interaction in e-learning.

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Uzuntiryaki-Kondakci, Esen, Betül Demirdöğen, Fatma Nur Akın, Aysegul Tarkin, and Sevgi Aydın-Günbatar. "Exploring the complexity of teaching: the interaction between teacher self-regulation and pedagogical content knowledge." Chemistry Education Research and Practice 18, no. 1 (2017): 250–70. http://dx.doi.org/10.1039/c6rp00223d.

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This study combined two important frameworks—teacher self-regulation and pedagogical content knowledge (PCK)—to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.

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Pillet-Shore, Danielle. "Criticizing another's child: How teachers evaluate students during parent-teacher conferences." Language in Society 45, no. 1 (2016): 33–58. http://dx.doi.org/10.1017/s0047404515000809.

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AbstractAs the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded naturally occurring conferences to elucidate a structural preference organization operative during parent-teacher interaction that enables participants to forestall conflict. Focusing on teachers' conduct around student-praise and student-criticism, this investigation demonstrates that teachers do extra interactional work when articulating student-criticism. This research explicates two of teachers' most regular actions constituting this extra work: obfuscating responsibility for student-troubles by omitting explicit reference to the student, and routinizing student-troubles by invoking other comparable cases of that same trouble. Analysis illuminates teachers' work to maintain solidarity with students, and thus parents. (Institutional interaction, parent-teacher conferences, conversation analysis, criticism, praise, evaluating students, assessments, preference organization)*

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Chen, Bo, Bing Wei, and Yuhua Mai. "EXAMINING CHEMISTRY TEACHERS’ PERCEPTIONS OF THEIR INTERACTION WITH CURRICULUM MATERIALS: A QUANTITATIVE APPROACH." Journal of Baltic Science Education 18, no. 2 (2019): 197–208. http://dx.doi.org/10.33225/jbse/19.18.197.

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On the basis of the model of the interactive relationship between teachers and curriculum materials, this research proposed the four dimensions of the interaction of chemistry teachers with curriculum materials: ‘routine use’, ‘scientific inquiry’, ‘STSE’ and ‘teacher learning’. An instrument with good validity and reliability was developed. Through a questionnaire survey of 208 junior high school chemistry teachers in three areas in Guangzhou, China, it was found that teachers thought they had a good interaction with curriculum materials, but the level of interaction is not very high. Teachers from different administrative areas were significantly different in the dimensions of ‘STSE’ and ‘teacher learning’; teachers with different years of teaching experience showed significant differences in the dimensions of ‘routine use’, ‘scientific inquiry’ and ‘STSE’. There was no interaction effect between the two variables of the areas and years of teaching. Designing educative curriculum materials and developing teacher training activities in terms of curriculum use are recommended to further improve teachers’ ability to use curriculum materials. Keywords: curriculum materials, curriculum use, chemistry teaching, survey research.

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Berekashvili, Nana. "The Role of Gender-Biased Perceptions in Teacher-Student Interaction." Psychology of Language and Communication 16, no. 1 (2012): 39–51. http://dx.doi.org/10.2478/v10057-012-0004-x.

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The Role of Gender-Biased Perceptions in Teacher-Student Interaction Differences in teacher perceptions depending on student gender and their impact on teacher-student interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. At the same time, most teachers are hardly aware of being gender-biased themselves.

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Fomichenko, A. S. "The influence of interaction in the «teacher-pupil» system on schoolchildren’s learning and development (based on foreign publications)." Современная зарубежная психология 8, no. 1 (2019): 76–83. http://dx.doi.org/10.17759/jmfp.2019080108.

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This article is devoted to the description of the influence of the teacher-pupils’ relationship on schoolchildren’s learning and development. Factual material is presented in favor of the fundamental importance of favorable interpersonal relations between the teacher and pupils. The problem of a negative relationship, its negative impact on academic performance, pupils’ behavior, their attitude to the learning process, peers, teachers and the school as a whole are analyzed in detail. This study demonstrates the relationship between teachers’ mental representations about the relationship in the teacher-pupil system and teacher behavior

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Friedman, Reva C., and Steven W. Lee. "Differentiating Instruction for High-Achieving/Gifted Children in Regular Classrooms: A Field Test of Three Gifted-Education Models." Journal for the Education of the Gifted 19, no. 4 (1996): 405–36. http://dx.doi.org/10.1177/016235329601900403.

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The movement toward inclusive schools in this country has necessitated a search for instructional models that would best meet the needs of gifted and high-achieving children in increasingly heterogeneous classrooms. In the present study, a multiple baseline design was used to evaluate three popular models of gifted education implemented by general-education teachers in their classrooms. The study focused on process-oriented dependent variables such as the cognitive level of teacher queries and student responses during classroom interactions. While none of the models showed dramatic changes in cognitive complexity of teacher-student interaction, the Cognitive-Affective Interaction Model (Williams, 1986) demonstrated the best results for increasing the cognitive complexity of classroom interactions and on-task behavior of high-achieving students. A strong relationship was found between the cognitive level of teacher queries and student responses across all models.

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Bahoo, Rabia, Akhtar Ali, and Musarrat Jahan. "Association Between Teacher-Student Interaction and Students Interpersonal Skills, Self-Management Skills and Academic Behavior." Global Regional Review V, no. II (2020): 90–101. http://dx.doi.org/10.31703/grr.2020(v-ii).10.

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This study aimed to find out the association between secondary school teachers' ways of interaction with students and students' interpersonal skills, self-management skills, and academic behavior. A sample of 2764 students, peers, and teachers was taken from Punjab province. The survey method was used to collect data and analyzed through percentage, mean, and Pearson correlation. Results indicate that uncertainty in teachers having a strong correlation with students' interpersonal skills. Moreover, teachers admonishing style and freedom of students have a significant negative correlation with the self-management skills of students. Whereas, all eight factors about teacher-student interaction remained a positive correlation with the academic behavior of students.

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Miklyaeva, A. V. "Phenomena of Inter-age Manipulations in Interaction "Teacher-Student"." Psychological-Educational Studies 8, no. 4 (2016): 13–23. http://dx.doi.org/10.17759/psyedu.2016080402.

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Thearticlepresentsthe results of studies of the phenomenon empirical inter-age manipulation in the pedagogical interaction. Inter-age manipulation is considered a form of manipulation carried out on the basis of an appeal to the participants in the interaction age roles. Based on the results of a survey 109 teenagers 13-15 years, using a questionnaire, color test of relations and projective drawing shows that inter-age manipulation is a common way to impact on the students, elected teacher. Teachers are the subjects of inter-age manipulation more often than students. It was revealed that the effectiveness of inter-age manipulation in pedagogical interaction increases if it is meaningful is consistent with the normative content of age roles, as well as «inter-age distance" between the teacher and the students. The greatest effectiveness of have inter-age manipulation undertaken for older teachers, and manipulation "from below" from young teachers

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Lounsbery, Monica Fabian, and Tom Sharpe. "Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice." Journal of Teaching in Physical Education 19, no. 1 (1999): 58–78. http://dx.doi.org/10.1123/jtpe.19.1.58.

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This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.

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Petrash, Elena Aleksandrovna, and Tat'yana Vladimirovna Sidorova. "Virtual Interaction between Teacher and Parents in Modern Educational Institution." Pedagogika. Voprosy teorii i praktiki, no. 5 (October 2020): 604–9. http://dx.doi.org/10.30853/ped200144.

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Shamai, S., Z. Ilatov, R. Hertz-Lazarovitz, and S. Bentsvi-Mayer. "Developing a Model of Classroom Interaction between Teacher and Students." Curriculum and Teaching 10, no. 2 (1995): 45–55. http://dx.doi.org/10.7459/ct/10.2.05.

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Wadesango, Newman. "Correlation between Teacher Participation in Decision-making and Collegial Interaction." Journal of Social Sciences 31, no. 2 (2012): 203–7. http://dx.doi.org/10.1080/09718923.2012.11893029.

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Ng, Christina, Alexander Seeshing Yeung, and Rachel Yuk Hung Hon. "Does online language learning diminish interaction between student and teacher?" Educational Media International 43, no. 3 (2006): 219–32. http://dx.doi.org/10.1080/09523980600641429.

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Jackson, Daniel O., and Minyoung Cho. "Language teacher noticing: A socio-cognitive window on classroom realities." Language Teaching Research 22, no. 1 (2016): 29–46. http://dx.doi.org/10.1177/1362168816663754.

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This article introduces the construct of teacher noticing, situates it in research on second language teacher cognition, and considers its implications for research on second language teacher training, acknowledging socio-cognitive perspectives on language learning and teaching. We then present a mixed-methods observational study that utilized quantitative and qualitative approaches to study novice teacher noticing in the context of teaching demonstrations carried out as part of eight participants’ undergraduate course requirements. Teacher noticing was defined as awareness of features of second language classroom interaction that may influence student learning. The goals of the study were to: (1) assess our approach to studying teacher noticing, (2) examine the interactional contexts in which teacher noticing occurs, and (3) identify themes in novice teacher noticing. The results indicated that the stimulated recall methodology used was, not surprisingly, sensitive to the time delay between teaching demonstrations and recall interviews. Nonetheless, all participants reported noticing. Teacher noticing occurred primarily when the participants were teaching to the whole class and tended to involve the difference between plans vs. reality, noticing as a trigger for action, and individual learner contributions. The discussion weighs the strengths and limitations of this study and explains how a focus on the significance that teachers place on classroom interactions they become aware of during lessons may benefit research on language teacher education.

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Solmon, Melinda A., Terry Worthy, and Jo A. Carter. "The Interaction of School Context and Role Identity of First-Year Teachers." Journal of Teaching in Physical Education 12, no. 3 (1993): 313–28. http://dx.doi.org/10.1123/jtpe.12.3.313.

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The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.

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Asharini, Nursamsiah. "Pendidikan Guru: “Pembebas atau Pembelenggu”." Humaniora 4, no. 2 (2013): 903. http://dx.doi.org/10.21512/humaniora.v4i2.3521.

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Each person will use their cultural knowledge in the interaction, likewise with teachers in their interaction with the students. Knowledges as a teacher, how to educate, and education are learned by the candidate when she/he studies at a teaching insitute of higher learning. Interaction between teacher and students in the classroom reflects the education done in the institute, and become student cultural knowledge.

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Purba, Debora Evania, Supriyatin Supriyatin, and Diana Vivanti Sigit. "The Relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 8, no. 2 (2018): 14–19. http://dx.doi.org/10.21009/biosferjpb.8-2.3.

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Interpersonal teacher behaviour is behaviors that specifically relate to how teachers interact with their students on a personal. The purpose of this study was to determine the relationship between students’ perceptions of interpersonal teacher behaviour with students’ biology outcomes. The research was conducted in January-June 2015 at the 13 Jakarta Senior High School. The method used was descriptive correlational method. The data of students’ perceptions of interpersonal teacher behaviour is colected with the Questionnaire on Teacher Interaction (QTI). Sampling was done by using Simple Random Sampling. The sample consisted of 85 students. The data tested by normality test using the Kolmogorov-Smirnov test (α = 0.05) and test homogeneity using Bartlett’s test at α = 0.05. The result showed that the data was normally distributed and homogen. The regression model is Ŷ = -85.53 + 0.96X. The correlation coefficient obtained was 0.76, which means there is a positive relationship between Students’ Perceptions of Interpersonal Teacher Behaviour with Students’ Biology Outcomes. In brief, teachers interpersonal has to be improved for getting great students learning outcome.

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An, So Young. "The Effects of consulting for infant daycare teacher on interaction between infant-teacher and sensibility." Korean Joural of Children's Media 16, no. 1 (2017): 25–52. http://dx.doi.org/10.21183/kjcm.2017.03.16.1.25.

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Journal articles on the topic 'Interaction between teacher'

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