Beginning Of Lesson Research Articles

AN ANALYSIS OF CLASSROOM MANAGEMENT USED BY TEACHER IN TEACHING ENGLISH

This research used a qualitative research design. The English teacher at SMAN 1 Enrekang's 11 IPA 1 grade served as the study's subject. In-depth interviews and observation were the research tools used to get the data. For both the interview and the field notes, the researcher utilized semi-structured questions. The five aspects of classroom management that were the focus of the study were discipline, rules and routines, relationships, engaged and motivated instruction, and physical design. The actual layout of the teacher's classroom had two separate seating configurations. The first arrangement was in tidy rows for when the teacher delivered lessons and made presentations. The second arrangement had separate tables set up for small group discussions. This demonstrated the teacher's flexibility in changing the seating position to accommodate various class activities. The teacher devised routines to encourage discipline and enthusiasm in the learning process, as well as a learning agreement with each student at the start of each lesson. The teacher used team-building exercises that required collaboration to reach a common objective as well as small group talks to encourage relationships among the students. In order to establish relationships with the pupils, the teacher also adopted a personal style, frequently encouraging them at the beginning of lessons and complimenting their efforts. The teacher used a variety of teaching tools, including a whiteboard for presentations and questioning and laptops and speakers for games, to keep the class interested and motivated.

INTERNALIZATION OF MULTICULTURAL VALUES IN THE LEARNING PROCESS OF ISLAMIC RELIGIOUS EDUCATION

Abstract This research aims to describe, analyze and interpret the multicultural values contained in the learning process of Islamic Religious Education. The internalization process of multicultural values in the learning process of Islamic Religious Education. The internalization model of multicultural values in the learning process of Islamic Religious Education at Muhammadiyah Vocational High School 1 Ngoro. This research used a qualitative type with Crasswell's realist ethnographic approach. Data collection techniques used participant observation techniques, in-depth interviews, and documentation. Informant determination technique used purposive sampling and snowball sampling techniques. Data analysis techniques used J.Spreadly analysis techniques, which perform four-step analysis: domain analysis, taxonomic analysis, component analysis, and cultural theme analysis. While the technique tests the validity of data using methods of triangulation of sources, methods, and theories. The results of this research are the first, multicultural values contained in the learning process of Islamic Religious Education at SMK Muhammadiyah 1 Ngoro are honest, disciplined, responsible, caring, polite, environmentally friendly, mutual cooperation, collaboration, peace-loving, responsive and pro-active. The second, The internalization process of multicultural values in the learning process of Islamic Religious Education at SMK Muhammadiyah 1 Ngoro Jombang through three different processes in the internalization of these values are processes through transparency; the teachers become models or examples for students. Through habituation, prayer at the beginning of lessons, habituation of congregational dhuha prayer, congregational dhuhur prayer, and congregational Friday prayers, clean and healthy living culture, 3S culture (Smile, Greetings, Salim). Cultivate a skilled and independent attitude through equality in association with democratic attitudes, attitudes of togetherness, attitudes of respect for differences and diversity in association. The third, the internalization model of multicultural values in the learning process of Islamic Religious Education in SMK Muhamadiyah 1 Ngoro Jombang based on data and analysis of researchers. The theoretical findings of this study are that Researchers named the Cross Culture and Religion Model. There are three forms, namely with the Islamic Religious Education Learning Process by including the K13 curriculum in subjects with multicultural values as in core competence and basic competence. With habit forming, consistent and programmatic learning: Consistent in moral development, language skills and worship. Programmatically carry out coaching activities regularly and periodically. By the examples, the teacher's example in morals, manners, and good habits that are taught and familiarized with the real examples practiced by students in school until returning home.Keywords:Â Internalization of Values, Multicultural Values, Learning Process of Islamic Religious Education.

Onomatopoeia and your School Libraries

According to Article 5 in school library law in Japan, a teacher librarian should be posted to the school library. However most of teacher librarians are involved into the other tasks in school so much that they cannot afford to engage school library. The students, who take lesson on school librarianship at university, are less experienced in libraries in school days. Therefore at the beginning of lesson I always try to execute the activity of describing school libraries into onomatopoeias. This activity encourages them to study school librarianship. We will find out the condition, the problems and the challenges of school libraries in Japan.

Prior knowledge and its activation in elementary classroom discourse

The purpose of the current study was to: (a) examine the frequency of prior knowledge (PK) activation in elementary classrooms while students were engaged with text, (b) investigate the relevance of students’ responses to teacher prompts, (c) explore the nature of teachers’ and students’ prior knowledge activation utterances, and (d) investigate whether there were discernible routines in the interactions between teachers and students when activating PK. Participants were 6 teachers and 99 students from a private elementary school in the mid-Atlantic. An analysis of classroom discourse suggested that teachers infrequently prompted students to activate their prior knowledge during reading. Yet, when teachers did prompt PK, they asked about a prior lesson most often, or about a specific text, students’ world knowledge, or their personal experiences. Students then responded to their teachers according to the prompted referential frame. Additionally, four routines of classroom discourse were identified in the data including nonresponsive, question–answer, simple feedback, and interaction routines, with less elaborate routines being most common and primarily occurring at the beginning of lessons.

Utilization Of Mobile Phones To Apply Blended Learning At Higher Education: Computer Subject at State Vocational High School 1 BENGKULU

The application of blended learning at vocational high schools is one of the solutions to increase interest in learning to students. The preparation of software is easily accessible on gadgets, thus the delivery of material can be done online. Tasks and practices may be applied in class according to teacher's instruction. By data in the form of the amount of gadgets used by students reaching 100 percent, the delivery of material by video, voice recordings to learning materials can be received easily. The task and practice plan project is delivered at the beginning of lesson with targets determined in accordance with the applicable curriculum. By applying the blended learning method by utilizing gadgets, it can be one alternative for developing and increasing interest in learning to students.

Examining Lesson Plan Use Among Instrumental Music Education Majors During Practice Teaching

Undergraduate instrumental music education majors ( N = 18) taught a series of 5-minute lessons to an ensemble of their peers. Investigators compared participants’ written lesson plans with activities demonstrated during teaching, and calculated frequencies and durations of teacher episodes, student episodes, and overall rates of pacing. Results suggest that although written plans tended to contain vague and nonspecific language, participants relied on their lesson plans during teaching in terms of general content. Analysis of teacher time use indicated that participants were able to significantly reduce teacher talk time and reduce latency time at the beginning of lessons. Findings are similar to previous research in some areas of time use but contrast with results of previous research in relation to participants’ reliance on lesson plans during teaching. The authors use these results to recommend deeper investigation into the nature of transfer of learned lesson-planning skills across various teaching contexts.

Comparing outcomes from two case studies on chemistry teachers’ readiness to change

This study reports the outcomes of two in-service courses, which targeted the development of chemistry teachers’ skills to promote inquiry or reasoning and creative thinking skills among their students. Sixteen chemistry and four biology teachers participated in two intervention studies, both designed according to the philosophy of scientific and technological literacy (STL), and each ran for 8 months, but used different types of supplementary teaching materials. Data were collected through questionnaires, interviews and teacher-created teaching materials. Categories of teachers’ readiness to change were created in each case and implications for teaching were discussed. In both cases it was found that changing the classroom environment towards student-centeredness was the hardest task. All teachers appreciated real life scenario-type beginning of lessons, which according to activity theory met the need-motive initiation for undertaking activity by students. One third of the Estonian chemistry teachers involved were not ready for change; the major factors holding them back related to the curriculum and external services constraints.

Pause, prompt and praise – peer tutored reading for pupils with learning difficulties

Eila Burns undertook the enquiry that is the subject of this article while studying for her MEd degree at the University of Birmingham. She is now a lecturer in teacher education at Jyvaskyla University of Applied Sciences in Finland. The project she describes here aimed to assess the effectiveness of peer tutoring and the advantages of the structured ‘pause, prompt and praise’ reading method in improving reading skills among pupils working in Key Stage 4. Action research was undertaken in a secondary level special school catering for pupils with moderate learning difficulties (MLD) in order to explore the benefits of establishing such interventions within special school environment.The pause, prompt and praise reading sessions were conducted at the beginning of lessons, employing same‐age peer tutors and using subject‐based texts. The findings reveal that, after a slow start, the tutees' rates of self‐correction began to rise, indicating improvements in reading skills. Eila Burns also reports growing skills and confidence in the tutors, suggesting benefits for all involved in the peer tutoring process. She describes, in detail, interesting differences between outcomes for the different tutor‐tutee pairings in her work and proposes a number of ways in which her small‐scale enquiry could be taken forward. The implications of this study are, however, very encouraging for practitioners considering the use of peer tutoring in their own environments.

Undisciplined Actions and TeacherñStudent Transactions During two Physical Education Lessons

This study concerns teacher–student transactions regarding undisciplined actions in physical education. Two lessons (A and B) of the same teacher were observed and recorded. The speech acts of teacher and students were transcribed verbatim and analysed from individual transactions. The observational data were triangulated with the data from post-lesson interviews. The results showed that during transactions in which the teacher prescribed the students to act, they did not produce undisciplined actions but performed the prescribed actions only in his presence and that, during the same transactions based on the teacher’s prescriptive actions, the number of students’ undisciplined actions decreased in Lesson A and increased in Lesson B. When students produced undisciplined actions at the beginning of Lesson A, prescriptive actions were efficient; when students did not performed undisciplined actions at the beginning of Lesson B, prescriptive actions provoked the appearance of these undisciplined actions.