Positive Classroom Environment Research Articles

Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering

The purpose of this paper is to explore the influence of using AI chatbots on learning within the context of engineering education. We framed this study on the principles of how learning works in order to describe the contributions and challenges of AI chatbots in five categories: (1) facilitating the acquisition, completion, or activation of prior knowledge and helping organize knowledge and making connections; (2) enhancing student motivation to learn; (3) fostering self-directed learning and the acquisition, practice, and application of the skills and knowledge they acquire; (4) supporting goal-directed practice and feedback; and (5) addressing student diversity and creating a positive classroom environment. To elicit the uses, benefits, and drawbacks of using AI chatbots in students’ learning, we conducted a thematic analysis of qualitative data gathered from surveying 38 student volunteers from 5 different electronic and mechatronic engineering courses at a South American university. Based on a literature review and an evidence-based discussion, we offer practical suggestions for instructors who want to promote the use of AI to enhance their students’ learning.

Web Application for Providing Score Access to Facilitating Students’ Performance

Promoting student engagement is a primary goal in education, and educators have identified strategies to enhance student involvement. Among these strategies, providing access to scores has emerged as a vital component. Scores, as indicators of academic performance, hold a significant influence on student participation. When students work diligently to achieve good grades or scores, they not only experience a sense of accomplishment, but the scores also fuel their enthusiasm and commitment towards their studies. Providing students with access to their scores is significant for several reasons. It fosters a positive classroom environment and positively impacts student performance. Sharing scores on Microsoft Excel in the educational system offers convenience in organizing and sharing student scores, but may lead to negative consequences, including unhealthy competition and privacy concerns. The development of web applications to provide access to students’ scores ensures improved data security and privacy through authentication measures, while also encouraging self-assessment, motivation, accountability, and communication.

CONDITIONS OF EFFECTIVE USE OF INCREASING COGNITIVE ACTIVITY WITH INTERACTIVE METHODS IN TEACHING HISTORY OF AZERBAIJAN IN HIGH SCHOOLS

This research emphasizes the significance of cognitive activity in Azerbaijani history education. By integrating interactive teaching methods, technology, and learner-centered approaches, higher education institutions can effectively engage students and foster a deep understanding of the subject. Active learning methods, including critical thinking, multimedia tools, and online resources, enrich the learning experience. Recognizing students' prior knowledge and promoting a positive classroom environment contribute to meaningful education.

Mathematics Future Classroom Lab to Measure the Affective Domain of Pre-Service Teachers

The affective domain has a great influence on mathematics learning and academic performance. Therefore, it is important to analyze different variables to propose mathematics interventions that stimulate positive emotion, self-efficacy, and attitude in students. Pre-service teachers (PST) benefit from a novel pedagogical intervention in which they experience a positive classroom environment. The scope of this study is to understand the effects of PSTs by performing an innovative didactic intervention in the future classroom lab (FCL) in a mathematics course.

Impact of Teachers’ Behavior on Students’ Motivation and Learning at Elementary School Level in Tehsil Jampur District Rajanpur

This research was conducted to investigate the “impact of teachers’ behavior on students’ motivation and learning at the elementary school level." Teachers behave well to create a positive and supportive classroom learning environment. Teachers’ conduct can influence students’ motivation and learning in many ways. The objectives of the study were: 1) to identify the impact of teachers’ behavior on students’ motivation; and 2) to identify the impact of teachers’ behavior on students’ learning. The nature of the study was a mixed-methods design. The study was limited to the district of Rajanpur, male elementary schools, 6th, 7th, and 8th grades only. The target population of the study was all the elementary public school’s teachers and students in the district of Rajanpur. The sample of the study was 433 elementary school male students and 10 elementary school male teachers. The respondents were selected through a simple random sampling technique. A self-developed, closed-ended questionnaire for students and an interview protocol for teachers were developed by the researcher. The questionnaire and interview were finalized after conducting a pilot test. The students’ questionnaire was designed on a five-point Likert scale. The Cronbach alpha reliability was 0.885. The data was collected, organized, tabulated, and analyzed using percentage, mean, standard deviation, chi square, and Pearson correlation through SPSS version 29.0. The findings of the study were based on objectives. It was found that teachers positive and friendly behavior at the elementary school level impacted students’ motivation and learning positively. According to the salient conclusion of the study, teachers create an inclusive and positive learning environment through their kind behavior. Most students were more engaged and enthusiastic about their teachers’ cooperative classroom environment. Most of the teachers were well aware of the positive atmosphere in the classroom and provided standard teaching methodologies for elementary students. The study recommended that elementary school-level teachers show kind behavior in the classroom for better academic outcomes for the students. It was recommended that teachers create a positive classroom environment by paying extra attention to their students.

Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

The development of soft skills in pre-service teachers helps to improve the quality of teaching, create a positive classroom environment and ensure an individualized approach to learning. The integration of soft skills, in particular flexibility and adaptability to change, helps teachers to respond effectively to new teaching methods, technological innovations and the requirements of the modern educational environment. The authors of this article aimed to investigate the possibilities of developing soft skills within the educational components of the training programme for pre-service mathematics and physics teachers. The methodological basis of the study was the analysis of scientific literature, synthesis, formalization of scientific sources, description, comparison, and theoretical generalization of own pedagogical experience of teaching the course “Olympiad Mathematics”. The results of the study reveal some ways of developing soft skills of future masters of secondary education of Sumy State Pedagogical University named after A.S. Makarenko in the process of studying the course “Olympiad Mathematics”. At the same time, among the various topics of the course, the topic “Proof of Inequalities” was singled out. The peculiarities of applying the following methods and techniques to the proof of inequalities in the context of development of soft skills are revealed: the method of strengthening (weakening) of inequality, the method of mathematical induction, the Malikov's method, the method of transforming the common term in sums and its evaluation, the method of evaluating the terms of the product and introducing an additional factor, the method of applying the properties of functions to the proof of inequalities, the method of using the properties of the definite integral of a certain function on a segment. It has been found that the most common methods of proving inequalities have wide possibilities in the context of development of soft skills. Each of the methods of proving inequalities discussed in the article is illustrated by relevant examples with detailed explanations. It is proved that this topic opens up wide opportunities for the acquisition and development of a number of soft skills. The research allows identifying specific ways to improve soft skills in pre-service mathematics and physics teachers, which are practically significant for further development of these professions when studying specific topics of the “Olympiad Mathematics” course: using group work formats during seminars, problem-based learning in mathematics, applying digital technologies in the study of Olympiad Mathematics, self-analysis and reflection, using mentoring support technology, public speaking during seminars with presentations of own solutions

Cultivating Positive Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers’ perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students’ use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

Teachers’ Motivational Factors and Student Learning Achievements

The present study entitled Teachers' Motivational Factors and Student Learning Achievements tries to identify the factors responsible for low and high motivation of teachers and to investigate how far the teachers' motivational factor affects students learning achievements. I used qualitative research method and narrative design as a research methodology and unstructured interview as tool for data collection. The participants were 5 secondary level teachers of Solukhumbu district taken through purposive non-random sampling procedure. The findings were workload management, remuneration, recognition, accountability, career development, institutional environment, availability of resources, administrative efficacy, opportunities for professional growth, and autonomy. The study emphasizes the pivotal role of motivation in creating a positive classroom environment, enhancing instructional effectiveness, and providing personalized attention to students. Ultimately, motivated teachers serve as inspirational role models, fostering student engagement and driving improved learning outcomes. The implications included practical training should be given to the teachers for updating contemporary skills.

Evaluation of the Opinions of Teachers Working in Different Branches on How Effective Classroom Management Should Be

The purpose of this study is to evaluate the opinions of different branch teachers on how effective classroom management should be. In the study group of the research, face-to-face interview technique was used with 20 different branch teachers working within the Gaziantep Provincial Directorate of National Education and on a voluntary basis. In the research, the interview method, which is one of the qualitative research methods, was used and the data obtained was analyzed by the content analysis method. As a result of the research, teachers for effective classroom management; They stated that classroom discipline should be maintained and one should be open to innovation and development. In addition, it has been stated that creating a democratic and free environment, ensuring cooperation with students and involving students in the decision-making process will contribute to effective classroom management. In the classroom environment of the teachers participating in the research; It has been determined that increasing the student's motivation, focusing on the use of equipment and planning the lesson will increase success. In addition, it was concluded that teachers' following innovations in their fields, improving themselves and having effective communication skills will create a positive classroom environment.

Responding To Cyber Risk With Restorative Practices: Perceptions And Experiences Of Canadian Educators

ABSTRACT Restorative practices are gaining traction as alternative approaches to student conflict and harm in schools, potentially surpassing disciplinary methods in effectiveness. In the current article, we contribute to the evolving understanding of restorative practices in schools by examining qualitative responses from educators regarding restorative interventions for online-mediated conflict and harm, including cyberbullying and sexting. Participants include pre-service educators, as well as junior and senior teachers with varying levels of familiarity with restorative practices. Our findings highlight how educators who have implemented these practices largely hold positive perspectives of their effectiveness for resolving cyber conflicts and restoring a positive classroom environment. Educators emphasize the value of meaningful changes in student behaviour and acknowledge the potential of face-to-face mediation in mitigating online harm and promoting digital citizenship, though some educators raise questions about the appropriateness of restorative responses to serious incidents of online-mediated harm. This research offers fresh insights into the challenges and potential of restorative practices in schools, particularly in addressing cyber-based conflicts. We emphasize implementation challenges related to the distinct contexts in which schools operate and the influence of broader societal and systemic factors on the success of restorative practice initiatives.

The Impact of an Undergraduate Led Mathematics Summer Camp on High School Students’ Interest in Mathematics and Mathematics Teaching

ABSTRACT Considering the prevalence of mathematics teacher shortages in the United States, together with declining enrollments in teacher preparation programs, it is crucial for districts and teacher preparation programs alike to investigate new recruitment initiatives. In this pilot study, a university aimed to increase high school students’ interest in mathematics and mathematics teaching through a 1-week summer mathematics camp led by university undergraduates who were participating in an experiential learning program in mathematics teaching. The undergraduates engaged the high school students in activities chosen to allow exploration and discovery related tp advanced mathematics topics. High school students expressed highly positive perceptions of the mathematics camp outcomes. Furthermore, participants experienced increased interest in mathematics at the end of the week and approximately one-third of participants attributed the camp to improving their likelihood of entering a teacher preparation program. Participants highlighted the positive classroom environment and focus on social emotional learning as strong contributors to the success of the camp. Implications for future research and practice are discussed.

Inclusive Education: Strategies for Fostering Positive Classroom Environment for Students with Disabilities

Inclusive Education: Strategies for Fostering Positive Classroom Environment for Students with Disabilities

Peer Bullying Experiences and Management Strategies of Preschool Teachers

The objective of this study was to explore preschool teachers’ experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying.The incidence of physical and verbal bullying increased as children grew older.One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students.Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children.

MANAGEMENT STRATEGY OF LARGE CLASS OF PE IN PRIMARY SCHOOL

Classroom management of Large Physical Education (PE) classes is a problem that front-line teachers are particularly concerned about. The purpose is to improve the teaching quality. This study cited 24 relevant literature. I spent 4 years teaching in 2 of the 8 schools I visited on field trips. Ten experts were sequentially interviewed to learn more about how physical education is emerging in large classes. The research results show: 1) The teacher's lax management in the classroom results in poor learning effects and weak teacher authority. 2) Teachers' weak emotional management abilities can't easily lead to students to mobilise their enthusiasm for learning. 3) Long-term marginalisation can easily cause teachers to slack off and no longer pursue personal progress. In order to better manage students on the frontline teachers, the following countermeasures are proposed: First, the card system, team leader system, and reflection system are used in classroom management. Teachers can control the quality and safety well, solve the problem of large class teaching. Second, the cultivation of students' safety awareness not only emphasises theory but also practice, allowing students to participate in management. Third, create a positive classroom environment and serve all students in the classroom. Fourth, help students understand individual differences, formulate personal training plans, and promote healthy physical and mental development.

Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports

The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the most effective strategies to impact student learning. A secondary implication identified by the participants and their administrators in that study was that building relationships can create a positive classroom environment resulting in fewer discipline disruptions. This current study was conducted to measure the relationships between school children, in grades K-8 in the USA, and their teachers using a standardized instrument before and after a two-week implementation of a positive behavioral intervention and supports strategy to determine if there are any significant differences. The participants involved in this study are comprised of classroom teachers in their first year of teaching, and experienced classroom teachers (5+ years). Keywords: teacher preparation, teacher-student relationships, positive behavior support interventions

The Revealing the Practice of the Merdeka Belajar Curriculum: Implementation in Elementary Schools

This study explores the implementation of the independent learning curriculum in elementary schools, focusing on SDN 118 Pekanbaru. Employing a qualitative approach, the research follows a descriptive method to elucidate the implementation of the Merdeka Curriculum. The process encompasses planning, execution, and conclusion stages. During planning, teachers analyze the Education Unit's characteristics, develop the Operational Curriculum, and create teaching modules like Projek Penguatan Profil Pelajar Pancasila. Implementation involves initial, core, and concluding activities. The teacher establishes a positive classroom environment through friendly greetings, checks attendance, and gauges students' readiness. Core activities entail a collaborative understanding of learning objectives, aligning them with the subject matter, offering alternative activities based on student's interests, and fostering engagement through practical tasks. The teacher assesses learning outcomes in the concluding phase through exercises, attendance, responses, homework, and Q&A sessions. Various assessment methods are employed, including practice questions, summaries, and group discussions. The teacher inspires students through engaging activities, challenges misconceptions, and provides positive feedback. Recognition is given to bold and correct answers, while guidance is provided for students requiring further support in understanding the material.

Teacher’s Role as Motivator in the Development of Students at Neglasari Cipare Primary School, Serang, Indonesia

Apart from serving as a teacher, the teacher also acts as a mentor, guide, and motivator who helps students achieve their best potential. Motivation is the key to increasing student interest, participation, and learning achievement. This study aimed to assess the teacher's role as a motivator for students in Neglasari primary school. This study is qualitative observational research. Research requires assistance instruments, namely screening forms, informant data, interview guidelines, and recording equipment, which in this study required primary data and secondary data. Teachers have a key role in arousing and maintaining student motivation. Teachers can create a fun, inclusive, and positive classroom environment. Teachers must provide clear and structured goals to students. Teachers must use a variety of interesting and varied teaching methods. Teachers must provide constructive and positive feedback to students. Teachers can use a personalized approach to teaching. Teachers can help students see the relevance of the subject matter to the real world.

THE ESSENCE OF DEVELOPING CREATIVE ABILITIES IN PRIMARY SCHOOL PUPILS

The development of creative abilities in primary school pupils is a topic of increasing importance in education. Creative abilities encompass a range of cognitive, emotional, and social skills that contribute to pupils' overall growth and prepare them for future challenges. This abstract provides an overview of the essence of developing creative abilities in primary school pupils. The article emphasizes the significance of nurturing creative abilities from an early age, as it enhances pupils' critical thinking, problem-solving, and innovation skills. It explores the benefits of developing creative abilities, including improved academic performance, enhanced self-expression, and the cultivation of an entrepreneurial mindset. Effective strategies for developing creative abilities are discussed, such as creating a positive classroom environment, integrating arts and humanities, promoting divergent thinking, providing opportunities for exploration and experimentation, and fostering curiosity. Collaboration and peer interaction are highlighted as essential elements for stimulating creativity.

EFFECTIVE METHODS OF TEACHING HEARING IMPAIRED CHILDREN

This article discusses the effective methods of teaching hearing impaired children. Effective teaching methods for hearing-impaired children require patience, creativity, and customized instruction. Teachers must be flexible, attentive, and nurturing to ensure that hearing-impaired children can learn effectively and achieve their academic potential. It is important to understand and address each child’s individual needs, abilities, and communication styles. By using visual aids, technology, sign language, small-group instruction, repeating and rephrasing, positive classroom environments, breaking down complex concepts, and encouraging collaborative learning, teachers can provide an inclusive and effective learning environment for hearing-impaired children.