Inspiration For Teachers Research Articles

Javanese Language Learning Media Innovation Post-Covid-19 Pandemic

Entering the new normal, there is a change in the habits of students in using gadgets and technology. However, faceto- face learning activities need to be carried out again to foster a social spirit. The author is interested in knowing the innovations that have been carried out from previous studies and their application in the classroom. So it is hoped that it can be a depiction of innovation and inspiration for teachers throughout Indonesia. The research is a qualitative research with a narrative literature review approach to make an analysis and synthesis of existing knowledge. The results of this study divide innovations into several types, namely: Multimedia classroom learning using learning aids; applications on smartphones in the form of catalogs and games; illustrated stories, print and online comics; audio learning podcasts make it easy to access lessons where and when; as well as youtube javanese videos to maintain the javanese language. Teachers need to have new innovations or use existing innovations to deliver learning materials.

E-prevention in a rural school on the example of the "Edu_akcja Enter" programme preventing risky behaviours among students

Prevention of risky behaviours in children and adolescents consists in organizing activities, addressed to young people, the aim of which will be to eliminate or reduce the frequency of showing anti-health or problem-related behaviours by them. It is implemented not only by institutions and organizations that provide psychological and therapeutic help or preventive activities, but also by schools. During the COVID-19 pandemic, which caused enormous changes in the psychosocial functioning of adolescents, the preventive activity of schools changed its dimension and was transferred to a virtual space. Its example, created in one of rural primary schools, is the "Edu_akcja ENTER" project addressed to children and youth from grades IV-VIII, preventing risky behaviours among students and using distance learning methods. In its assumptions, it uses the philosophy of positive prevention, based on the use of resources and potential of students in the process of their education and upbringing. The aim of this article is to outline the problem of undertaking risky behaviours by children and adolescents in the context of remote education and to describe a preventive project implemented in primary schools in the Dobrzyniewo Duże commune, which may be an inspiration for teachers, educators, pedagogues who carry out tasks in the field of counteracting risky behaviours of students.

Upaya Peningkatan Partisipasi Belajar Sejarah Menggunakan Model TGT Dengan Aplikasi Quizizz di SMAN 2 Pariaman

This study aims to increase the participation in learning history of students in class XI IPS 3 at SMAN 2 Pariaman through the application of the Team Games Tournament (TGT) learning model with the Quizizz application for the 2021/2022 academic year. This research can be an input and inspiration for teachers using the Team Games Tournament (TGT) learning model with the Quizizz application in other classes. With the application of the Teams Games Tournament (TGT) learning model, it can increase student participation in learning, students remain active and participate in learning activities and can increase their potential. This research is a classroom action research (CAR) which is carried out in two cycles. The subjects in this study were students of class XI IPS 3 SMAN 2 Pariaman Academic Year 2021/2022 who found 17 students. Data was collected by observing student participation and documentation, while the instrument used in the study was a guideline for observing student learning participation. Data analysis was carried out by quantitative descriptive data analysis showing the emergence or participation of students in history learning. Based on the results of the study, it can be said that the application of the Team Games Tournament (TGT) learning model with the Quizizz application can increase the participation in learning history of students in class XI IPS 3 SMAN 2 Pariaman. This proves or is supported by research data that has increased in aspects of student learning participation, namely students listening to the material by the teacher, students asking the teacher about material that is not understood, students listening and obeying the rules of the game, participating in the Quizizz game, students learning with material sources from books and the internet, students answer questions on Quizizz, students discover in completing Quizizz games, students compete for scores, and the winning team receives a prize from the teacher.

Intervention Reading Comprehension Programme in French Language

One of the priorities of European language policy is to maintain linguistic diversity, cultural identity and, last but not least, to promote effective foreign language learning. French language has a long tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In the educational context over the last decade, however, it has become a second foreign language, which has begun to be reflected in particular in the declining numbers of pupils studying French. Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent decrease in the number of pupils learning French at different levels of education. The lower numbers of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and language skills that the pupil has to acquire in order to be able to communicate at the required level in French. Based on the current position of French language in the Slovak school environment and the requirements that are placed on the language level of students, our goal was to design an effective tool that would take into account the various factors affecting the acquisition of foreign language competence of students in French. The main aim of our contribution is to present to the professional public a tool in the form of an intervention program, which specifically focuses on the development of one of the key language skills included in the Common European Framework of Reference for Languages, namely reading comprehension in French language. The degree of difficulty of its acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural specifics typical for French language plays an important role in this process. In a broader sense, however, it is a much more complex process, which is also conditioned by cognitive, social and personality variables. These variables can also be called predictors or factors that significantly affect the understanding of a foreign language text. The overall concept of the intervention program is based on pre-research associated with measuring the level of reading comprehension and determining the predictors affecting students' comprehension of the text. Considering the pre-research carried out to determine the achieved level of pupils in reading comprehension, the proposed intervention program can be regarded as a preventive, but also a corrective tool for the development of language competence in French language. The compilation of an intervention program in the form of ten model intervention units for the development of reading comprehension in French has a precise structure and takes into account the ontogenetic specifics of the target group (third-year students of secondary education). The ambition of the intervention program is to include various possibilities and ways of working with text in French with regard to the development of the relevant predictor, and thus contribute to improve the quality of language education of students and last but not least to be an inspiration for teachers (as well as future teachers) of French language in a new original way.

Grupy zamknięte na portalach społecznościowych inspiracją dla nauczycieli edukacji plastycznej. Świat plastyki w wirtualnej rzeczywistości

Closed Groups in the Social Network — an Inspiration for Teachers in Art Education: The world of visual arts in virtual reality The article is a report on research that was carried out on closed groups on a social media with art education. It shows the exact structure of the group. It paints a picture of the netiquette that reigns in closed communities. It determines the area and creates a list of places where you can receive specific tips on teaching tools and materials as well as lesson plans in art education, along with the effects of creative and artistic activities. Groups that inspire creative activities with children in the school space are described. The presented areas create an ideal and safe place to exchange experiences for teachers dealing with art education from the first stage of education. Virtual space inspire and bring practical knowledge about the principles of designing didactic tasks and the language of art at the elementary level.

Promoting Children’s Creativity through Drama in Education

Under the background of economic globalization, human creativity and imagination are key resources in a world dominated by technological innovations. Creative talents have become the pressing needs of the country. Promoting children’s creativity has also been one of the research interests in school education. This thesis aims to research the relationship between Drama in Education and the cultivation of children’s creativity and explore the feasibility of promoting children’s creativity through DIE in English teaching. The study employs a qualitative method utilizing classroom observation method and interview method to examine the effectiveness of children’s creativity promotion in the practical English DIE class. The findings show that the main elements of drama in education are consistent with theories proposed by some of today’s best-known scholars in the area of creativity studies and the use of DIE for English teaching has helped stimulate children’s creativity.It is hoped that the findings of this thesis will have a significance in promoting children’s creativity through DIE and provide some inspiration for teachers and researchers.

Designing Online Learning Environments for Flipped Approaches in Professional Mathematics Teacher Development

Aim/Purpose: Our research aims to explore which design elements and aspects of online learning environments are relevant for teachers when introduced to educational innovations such as flipped learning and, thereby, to enable facilitating the dissemination of these innovations. Background: Integrating educational innovations from academic discourses or professional teacher development into teachers’ classroom practices is challenging. Sustaining and reinforcing their effects on professional development is also difficult especially because of the lack of continuous support and inspiration for long term pedagogical changes. Online learning environments could facilitate such assistance, inspiration, and assist in developing supportive teacher communities. The current coronavirus pandemic and the associated homeschooling illustrate that supportive off- and online teacher communities and mutual support and inspiration of teachers will become increasingly significant, especially in virtual learning environments. Methodology: To discover key elements and aspects of such learning environments, an online learning environment for flipped mathematics education was developed, and its application was investigated following design-based research principles. Contribution: In this paper, specifications of design elements and aspects of our online learning environments for teachers embedded into flipped education and other educational innovations will be introduced. Findings: The evaluation of the research data using grounded theory principles indicated that if online learning environments was to promote flipped approaches in mathematics education for teachers in our study the following categories were essential: (a) teachers want to be able to make decisions concerning online learning, (b) online learning environments should illustrate advantages of approaches/technologies as well as their practical relevance, (c) online learning environments should not lead to additional work for teachers, and (d) privacy and security of online learning environments. Recommendations for Practitioners: Following results of our study, teachers should be provided with a variety of high-quality learning materials and opportunities for teachers to share their own learning materials through online learning environments in professional teacher development. However, when providing a variety of learning materials, course leaders should ensure not to overburden participants of professional teacher development. Recommendation for Researchers: For researchers, it is necessary to verify results of our qualitative study quantitatively and to apply our results in other fields of online learning as well. Focusing on the contradictions between the visibility and dissemination of innovation through OLE and teachers’ request for closed OLE could be fruitful. Impact on Society: Results of our study could also have an impact on working lives as a whole, and not just schools or professional teacher development. The corona pandemic has increased the relevance of online working and related online learning for a growing part of our society. High-quality online learning environments could play important roles in this professional transformation. Future Research: Our consecutive research step will be, on the one hand, to explore how online learning environments and their elements could support teachers in their everyday professional lives and thus shifting our research focus from professional teacher development to teaching and learning mathematics in schools. On the other hand, our future research will focus on developing quality standards for learning materials for online learning environments. Furthermore, research should also be continued in regions and subjects with less favorable conditions. This enhancement of research setting should improve the generalizability of our results.

EFEKTIVITAS PEMBELAJARAN KERUCUT BERBASIS TEORI BRUNER

One effort that can be done to help teachers is to offer a variety of alternative learning as inspiration for teachers in teaching. As one of the learning theory, theory of Bruner could be one appropriate strategies used in improving student learning outcomes in learning the cone. To reveal the effectiveness of cone learning based on Bruner’s theory, this research uses a quantitative approach with this type of research is quasi experiment. The design of this research is the one-group pre-test-post-test design. The subject is a student of class IX Junior High School. Data collection is done with the test results of the study, observation and question form. The results showed that the activity of students to each category on each RPP is effective, the ability of teachers in managing cone learning based on Bruner’s theory is effective at RPP I achieved an average of 4.44 and on RPP II reaches an average of 4.50. Student response against cone learning based on Bruner’s theory is effective where > 80% of students gave a positive response. Student learning results indicates that 20 students (71.43%) completely studied, while the 8 students (28.57%) is not thoroughly studied. Thus it can be concluded that the mastery learning of classical learning was not met. Even so, there was a significant increase in the mastery learning in Bruner's theory with cone in classical i.e. amounting to 50%. For the students who hadn't learned i.e. 8 students (28.57%) will be given additional duties as well as remedial and homework to help students understand the material cone hadn't he learned.

Superflex: Innovative Learning to Develop Social Attitude Competencies

The 2013 curriculum aims to produce students to have three competencies: attitude, knowledge and skills. Competence of attitude is divided into two, namely spiritual and social. Competence of social attitude is done during the learning process and assessment. But not on all subjects, the process and attitude assessment is done by the teacher. Assessment of attitudes in primary schools is done by classroom teachers, teachers of religious instruction lessons, PJOK, and extracurricular coaches. Social attitude is an integral part of social thinking because attitude is the fruit of thought. Learning Superflex® is a model developed in 2008 in the United States and in this research is adapted to help address issues related to social attitudes. This research uses descriptive analysis method. Some of the data is taken from the results of research that the author did and still runs until this year. The data is collaborated with the data obtained from the literature to produce this study. The conclusion of this study that innovative learning model depends on the creativity of teachers in generating motivation learners. The Superflex® learning model can be an inspiration for teachers as one of the innovative learning models that can build students' social attitudes.

Možnosti zapojenia žiakov do praktickej ochrany prírody v rámci akcie „Pomoc ropuchám pri jarných migráciách“ na Železnej studienke v Bratislave (1986 – 2015)

The paper presents one of the possibilities of the involvement of school children in practical nature conservation. It deals with the conservation issue of migrating amphibians. Based on 30 years of experience in protection of the common toad (Bufo bufo) population nin the Železná studienka locality in Bratislava, it specifies how to involve pupils in particular activities. At the same time it emphasizes the positive impact of school children participation in these activities on their knowledge level and attitude to nature conservation and environment protection. In Slovakia and the Czech Republic the number of sites is recorded where an annual mortality of protected animals is observed. This contribution is a guide and inspiration for teachers to show that pupils can work alongside them tocontribute to changing this situation.

Common Activities of Parents and Preschool Children Strengthening Their Relationship

The paper deals with the theme of common activities of parents with children of preschool age. Attention is focused on activities strengthening the relationship between adult and children. The text presents the results of research. Research questions: What activities do parents together with their preschool children? What activities from the perspective of parents do strengthen the relationship between parent and child? The research group consists of parents of children attending kindergartens (occasional selection, N=96). Methods: weekly schedule and questionnaire of our own design. Results: description of parent activities carried out together with the children throughout the week, during weekdays dominate interest clubs and hobby groups (often associated with preparation for school), staying out (walk, hike, playing on the playground) and reading (often before bedtime), on the weekend occur more frequently playing on the computer and watching TV. Activities strengthening relationship are characterized by the following features: good atmosphere (whatever kid laugh) and body contact. Parents also expressed as to which activities should in this context be recommended for other parents. The obtained information may be useful to teachers of kindergarten for several reasons: 1) teachers know what to follow, what children di with their parents outside of kindergarten, 2) list of activities may serve as inspiration for teachers, what type of activities can be suitable for collective education, 3) knowledge teachers can use in the consultation and advice for parents.

Sukhomlinsky in the 21st Century

Vasily Sukhomlinsky (Ukrainian: Vasyl’ Sukhomlyns’kyi) (1918–1970) was a schoolteacherand principal and arguably the most influential Soviet educator of the postwar period.This article offers a brief introduction to his life and work and examines his continuinginfluence in the 21st century. Sukhomlinsky’s influence remains strong in Ukraine andRussia and is growing particularly quickly in China, where most of his numerous bookshave been translated and many teachers and schools are attempting to implement hisideas. As well as being of considerable historical interest, Sukhomlinsky’s writing has thepotential to provide insight and inspiration for teachers in English-speaking countries, ashe discusses perennial issues of interest to teachers everywhere. He describes a holisticapproach to the education of children, in which their health and character developmentprovide a foundation for all other development: physical, emotional, intellectual, aesthetic,and vocational. His writing in the 1960s anticipated current interests in values education,environmental education, and the role of the brain in learning.

Experimental Stochatics (2nd edition)

Otto Moeschlin and his co-authors have written a book about simulation of stochastic systems. The book comes with a CD-ROM that contains the experiments discussed in the book, and the text from the book is repeated on the CD-ROM. According to the authors, the aim of the book is to give a quick introduction to stochastic simulation for `all persons interested in experimental stochastics'. To please this diverse audience, the authors offer a book that has four parts. Part 1, called `Artificial Randomness', is the longest of the four parts. It gives an overview of the generation, testing and basic usage of pseudo random numbers in simulation. Although algorithms for generating sequences of random numbers are fundamental to simulation, it is a slightly unusual choice to give it such weight in comparison to other algorithmic topics. The remaining three parts consist of simulation case studies. Part 2, `Stochastic Models', treats four problems---Buffon's needle, a queuing system, and two problems related to the kinetic theory of gases. Part 3 is called `Stochastic Processes' and discusses the simulation of discrete time Markov chains, birth--death processes, Brownian motion and diffusions. The last section of Part 3 is about simulation as a tool to understand the traffic flow in a system controlled by stoplights, an area of research for the authors. Part4 is called `Evaluation of Statistical Procedures'. This section contains examples where simulation is used to test the performance of statistical methods. It covers four examples: the Neymann--Pearson lemma, the Wald sequential test, Bayesian point estimation and Hartigan procedures. The CD-ROM contains an easy-to-install software package that runs under Microsoft Windows. The software contains the text and simulations from the book. What I found most enjoyable about this book is the number of topics covered in the case studies. The highly individual selection of applications, which may serve as a source of inspiration for teachers of computational stochastic methods, is the main contribution of this electronic monograph. However, both the book and software suffer from several severe problems. Firstly, I feel that the structure of the text is weak. Probably this is partly the result of the text from the CD-ROM being put into a book format, but the short paragraphs and poorly structured sentences destroy the reading experience. Secondly, although the software is functional, I believe that, like me, many users will be disappointed by the quality of the user interface and the visualizations. The opportunities to interact with the simulations are limited. Thirdly, the presentation is slightly old fashioned and lacking in pedagogical structure. For example, flow charts and Pascal programs are used to present algorithms. To conclude, I am surprised that this electronic monograph warranted a second edition in this form. Teachers may find the examples useful as a starting point, but students and researchers are advised to look elsewhere.

Educating the Educators: The Standards and Eighty-One Years of Hispania

Lawrence Wilkins, the first president of AATS, said that the Association should make as its first aim that of helping the teacher of Spanish to become a better teacher of Spanish. The programs, advice, thoughts, and inspiration for teachers, as well as the national trends for teacher education and support, can be seen in eighty-one years of Hispania. A historical correlation for the Five C's of the National Standards is ex- plored. Our rich tradition in Hispania details how the Standards of today were preliminarily addressed in the past and, therefore, woven into our fabric as educators.

Karl Ziegler: master advocate for the unity of pure and applied research

A brief overview of the life of a chemist whose career epitomized the unity of pure and applied chemistry. This article contains much information and inspiration for teachers who wish to disabuse t...