Teacher Questions Research Articles

Embedding Sustainable Development Goals into critical English language teaching and learning

ABSTRACT One critical question for English language teachers is how their learners, especially in non-English-speaking developing countries, address global issues as they learn the foreign language. The question seems more viably answered following the United Nations’ dissemination of the Sustainable Development Goals (SDGs) in 2015 to be achieved by 2030. Against this backdrop, the present case study investigates an English language teacher’s attempts in his critically oriented undergraduate course to introduce SDGs as a tool for his Indonesian students to foster criticality through English language teaching and learning (ELTL). Data were generated from teacher-selected SDGs texts, teacher-initiated prompts/questions in worksheets based on the SDGs texts, students’ responses to the worksheets, and their SDG-related remarks elicited by the teacher in multiple meetings in a semester. Different theoretical lenses of criticality at language, cognitive, pedagogical, and philosophical levels were employed to examine the data. The findings suggest that the selected SDGs texts and the teacher’s prompts were prepared in ways that could elicit students’ critical responses at word, sentence, and discourse levels by identifying and addressing global issues before and after SDGs were introduced to them. The data could also be reflexively viewed through Marxist, postmodernist/poststructuralist, and postcolonial lenses of criticality.

Exploring Prospective Classroom Teacher Question Types for Productive Classroom Dialogue

Purpose This study explores prospective classroom teacher (PCT) question types and their role in initiating productive student-led talk. Design/Approach/Methods This study is a naturalistic inquiry focusing on the structure, nature, and productivity of PCT questions using data collected from 24 fourth-grade (exit-level) PCTs. Video-based data were analyzed via systematic observation. Findings This study identified nine types of teacher questions. Of these, six types—namely, communicating, monitoring-framing, critiquing, legitimating, evidencing, and modeling—were explicitly related to productive classroom talk indicators. While the remaining three question types—observe-compare-predict, concluding and naming, and maintaining—contributed to the variation in PCT questions, they were not directly linked to the indicators of talk productivity. Moreover, the critiquing, legitimating, and modeling questions expected to foster talk productivity were seldom asked, with classroom discourse dominated by communicating questions. Originality/Value The literature has yet to observe and systematically analyze the productivity of PCTs’ in-class questions. In addressing this gap, this study presents a wide-ranging and qualitatively oriented coding catalogue to identify several aspects of academically productive classroom discourse that can be triggered and maintained by PCTs’ questioning behaviors.

초등학교 프로젝트 수업의 교사-학생 상호작용 특성 분석

Objectives This study focused on the interaction between teachers and students among the various characteristics of project based learning, and attempted to reveal the characteristics by observing project-based elementary school classes. Methods To this end, The AF analysis was used to analyze the language interaction between teachers and students, and the CLASS analysis was used to analyze the ‘emotional support, classroom organization, and instructional support’ interaction between teachers and students. In addition, Pearson's correlation analysis was conducted to confirm the correlation between the Flanders area analysis, the Flanders Top 10 Index, and the CLASS analysis. In addition, Classes were classified by type to confirm the results of the interaction analysis of ‘emotional support, classroom organization, and instructional support’ according to the type of language interaction, and the results were compared. Results First, In the project based learning, the ratio of items 0 (others) was the highest, followed by items 5 (lecture), items 9 (student-led remarks), and items 4 (teacher's questions). Second, In the project based learning, the index in which teachers accept students' opinions or emotions and the index in which students take the initiative in asking and speaking were high. In addition, the index of teachers asking questions using students' remarks was also high. On the other hand, In the project based learning, the index in which teachers criticize students or justify teachers' authority was low. Third, In the project based learning, the flow of ‘teacher's lecture-nonverbal situation-teacher's lecture’ was high. Fourth, In the project based learning, the ‘emotional support’ area was the highest, followed by the ‘classroom organization’ and ‘instructional support’ area. However, the average for all three areas showed a moderate or higher level, and the deviation was not large, showing a similar tendency. Conclusions First, Project based learning is a class that utilize directive remarks from teachers to induce student-led inquiry activities. Second, Project based learning is a class that emphasizes the attitude of warm-hearted acceptance of students' opinions or emotions without advocating the authority of teachers. Third, Project based learning is a class with a high percentage of students leading throughout the class. Fourth, Project based learning is a class that mainly utilize teachers' questions as feedback on students' remarks. Fifth, Project based learning is a class in which non-verbal situations such as student-led inquiry activities or waiting time for student to think account for a high percentage. Sixth, The flow of project based learning is at a very high rate of ‘teacher's lectures-nonverbal situations-teacher's lectures’. Seventh, Project based learning is a class in which interactions through ‘emotional support, classroom organization, and instructional support’ appear positively.

Improving Student Participation in Online Engish Using Song Lyrics at SMAN 2 Tualang

This study aimed to determine the increase in students’ engagement in English language learning through the use of song lyrics. The study was conducted in a cycle of five sessions. The study design was a Classroom Action Research (CAR) of 35 XI MIPA 4 students at SMA Negeri 2 Tualang. The instruments of this study were observation sheets and interviews. From the findings, the researchers found an increase in students’ engagement, which was characterized by more enthusiasm in teaching and learning, like collecting more homework and being on time in online learning, asking more questions, and answering the teacher's questions. At the same time, the interview results indicated that several factors affecting the active participation in online classrooms were interesting media and easy song lyrics. The English teachers, referring to students’ perspectives, were able to improve students’ engagement and interest. To conclude, the teacher’s strategy in the use of song lyric is able to make students actively participated in the online classroom and make the teaching atmosphere more lively.

Using the Art of Questioning as Classroom Assessment for Learning English in Pre-service Teaching

Practice teaching is a salient phase for students deployed in the real school settings while they pursue a degree from a Teacher Education Institution (TEI). This mixed-method research examined the types and levels of classroom questioning of pre-service teachers of elementary English in a TEI in Mindanao. It also explored their perceptions and practices in questioning anchored on Kolb's experiential learning theory. Through purposive sampling, 16 pre-service teachers taking-up Bachelor in English Education with certificate in teaching elementary participated in the study. Their actual classes were recorded and seven of them joined the 30-minute focus group discussion which was transcribed, translated, and analysed thematically. The identified questions were categorized according to the types of questions in classroom discourse and classified as to low and high levels through Bloom's Revised Taxonomy. Based on the findings, the types of questions were retrieval style and yes or no questions which belonged to low cognitive levels. The participants developed practices to mitigate the challenges of questioning as classroom assessment. A wider exploration to compare results with other pre-service programs in the focused TEI is recommended as the study had relevant implications to teacher development.

Development of Make a Match Type of Learning Tools Assisted by Worldwall Applications on ASEAN Materials to Improve Critical Thinking Ability of Elementary School Students

Enforcement of online learning requires teachers to be able to use information technology to conduct online learning. It was found in online learning that some students were less enthusiastic about paying attention to the teacher's explanation, did not answer the teacher's questions, and were less active in expressing opinions. So, we need a learning innovation so that students feel comfortable and happy to learn and do not rule out the material that must be mastered by students with the Make a Match learning model assisted by the Worldwall application. The purpose of the study was to describe the effectiveness of the Make a Match cooperative model assisted by the Worldwall Application on ASEAN materials to improve critical thinking skills of elementary school students. The type of research used is a learning tool developed and made using the Make a Match Cooperative type which is supported by the Worldwall Application in ASEAN Materials at SDN Banjarsugihan II/117 Surabaya. The results of the responses of class VI B students to the Make a Match Type learning device with the help of Worldwall Applications with Cooperatives showed a positive response to improve students' critical thinking skills and provide a good understanding of the material being taught with a percentage of 89%. Teachers are also active in motivating and assisting students in providing reinforcement and responding to student work with the aim of making it easier for students to understand and solve problems regarding fractions so that they can be used as alternatives in learning ASEAN material.
 Keyword: Make a Match, Worldwall, ASEAN

Primary school teachers’ and students’ views about robotic coding course

Coding, which is among the 21st century skills, has been included in the curriculum of many countries in recent years from preschool to high school. Primary school teachers are very important in the teaching of coding. In this context, this study aims to reveal the coding education that primary school students receive and the contribution of this course to them from the perspective of classroom teachers and primary school students. In this study, the qualitative method and phenomenological design were used in the study. The study group consists of 8 classroom teachers and 16 primary school students in the city center of Amasya. Easily accessible sampling was used to constitute the study group. In order to obtain the data, a quasi-structured interview form consisting of six questions for teachers and one question for students was prepared. Nvivo 9 program was used to analyze the data. Content analysis has been done as previously created code and themes are used. According to the results of the research, Robotics and Coding course contributes to children's mental development and metacognitive skills such as creative and reflective thinking and improves their problem-solving skills. In addition, it was concluded that Robotics and Coding course should be given to students at an early age, so it should be included in primary school programs.

Оценка планируемых результатов обучения предмету «Основы религиозных культур и светской этики»

The publication provides an explanation regarding the construction by the teacher of a system for monitoring and evaluating the planned educational results of fourth-graders when they master the content of the subject “Fundamentals of Religious Cultures and Secular Ethics” (FRCSE). The question of an elementary school teacher from Khabarovsk is answered by Doctor of Pedagogical Sciences, professor N.F. Vinogradova. In accordance with the provisions of the Law "On Education in the Russian Federation", an educational organization has the right to independently choose a system for current monitoring of progress, intermediate certification, as well as the forms, frequency and procedure for its implementation. Recommendations for the organization of monitoring activities are contained in the updated Federal State Educational Standard for Primary General Education. The publication explains in detail the features of the teacher's assessment of subject, meta-subject and personal achievements of fourth grade students in connection with the originality of the subject of the FRCSE.

The Artificial Intelligence and Neural Network in Teaching.

This study aims to explore the application of artificial intelligence (AI) and network technology in teaching. By studying the AI-based smart classroom teaching mode and the advantages and disadvantages of network teaching using network technology and taking the mathematics classroom as an example, this study makes an intelligent analysis of the questioning link of classroom teachers in the teaching process. For the questions raised by teachers, the network classification models of convolutional neural network (CNN) and long short-term memory (LSTM) are used to classify the questions according to the content and types of questions and carry out experimental verification. The results show that the overall performance of the CNN model is better than that of the LSTM model in the classification results of the teacher's question content dimension. CNN has higher accuracy, and the classification accuracy of essential knowledge points reaches 86.3%. LSTM is only 79.2%, and CNN improves by 8.96%. In the classification results of teacher question types, CNN has higher accuracy. The classification accuracy of the prompt question is the highest, reaching 87.82%. LSTM is only 83.2%, and CNN improves by 4.95%. CNN performs better in teacher question classification results.

Using the Art of Questioning as Classroom Assessment for Learning English in Pre-service Teaching

Practice teaching is a salient phase for students deployed in the real school settings while they pursue a degree from a Teacher Education Institution (TEI). This mixed-method research examined the types and levels of classroom questioning of pre-service teachers of elementary English in a TEI in Mindanao. It also explored their perceptions and practices in questioning anchored on Kolb’s experiential learning theory. Through purposive sampling, 16 pre-service teachers taking-up Bachelor in English Education with certificate in teaching elementary participated in the study. Their actual classes were recorded and seven of them joined the 30-minute focus group discussion which was transcribed, translated, and analysed thematically. The identified questions were categorized according to the types of questions in classroom discourse and classified as to low and high levels through Bloom’s Revised Taxonomy. Based on the findings, the types of questions were retrieval style and yes or no questions which belonged to low cognitive levels. The participants developed practices to mitigate the challenges of questioning as classroom assessment. A wider exploration to compare results with other pre-service programs in the focused TEI is recommended as the study had relevant implications to teacher development.

Инклюзивное образование в вузе: проблемы и перспективы развития

The article presents an analysis of the results of a comprehensive sociological study conducted with the aim of identifying the problems of introducing inclusive education in universities and determining ways to solve them. This study was conducted taking into account the opinions of three groups of participants in the inclusive educational process: teachers, students and disabled people. To collect empirical information, the methods of a questionnaire survey and in-depth interviews were used, the study was conducted on the basis of the Volgograd Institute of Management, a branch of the RANEPA. The results of the questioning of teachers showed that the majority of respondents have a positive attitude towards inclusive education, however, negative stereotypes remain in their perception regarding certain groups of students with various types of disabilities. An analysis of the data from in-depth interviews with students showed that most of them have a positive attitude towards creating an inclusive environment at the university. However, it turned out that most of the interview participants are poorly informed about the goals, objectives, educational technologies, the planned results of inclusive education, about the rules and basics of interaction with students with disabilities. 71.1% of the surveyed disabled people showed a desire to study at a university, which indicates the social demand of this group of the population for higher education. Co-education with students without disabilities, according to 53.3% of survey participants, will provide an opportunity to receive a quality education and will allow them to participate in the life of the team. The majority of the surveyed disabled people generally positively assess the prospects for the development of higher inclusive education. The analysis of the collected empirical information made it possible to identify a set of problems in the development of inclusive education at the university: worldview, information, social and labor, organizational and educational. The solution of these problems can be carried out by creating an effective system of professional training of university teachers, organizing a student volunteer movement to accompany students with disabilities, forming support staff at the university to work with people with disabilities, and using distance education opportunities along with traditional forms of education.

Stimulus Fading Techniques and Token Economic Techniques to Increase Talk Ability in Selective Mutism Students

Children with selective mutism generally have difficulty in social communication and communication in class which ultimately affects their academic grades. Therefore, there needs to be an effort to help students who experience selective mutism, especially at school. The purpose of this study was to determine the effectiveness of using stimulus fading techniques and economic tokens in improving speaking skills in students with selective mutism. This study used a single-subject design with the subject of a 7-year-old male student who is in grade 1 of elementary school and has selective mutism. The results of the intervention showed an increase in the number of subjects' speaking ability wherein the baseline condition 1 subject spoke 3 times and at baseline 2 subjects managed to speak 21 times. Based on these results, it can be concluded that the use of stimulus fading techniques and economic tokens can improve the subject's speaking ability, especially in answering the teacher's questions and imitating the teacher's instructions.

Using Turn and Talk to Develop Language: Observations in Early Classrooms

AbstractTurn and Talk is widely used in early‐grade classrooms, but very little rigorous research or evidence‐based guidance has been offered to teachers. In this exploratory paper, we take the first step toward establishing a teacher‐friendly discussion on this common technique. After briefly describing the Turn and Talk technique, we first ask: What does research on adult–child and child–child conversations in classrooms tell us would make Turn and Talk as effective as possible for early language development? We summarize evidence‐based guidelines from the research. Second, we ask: What specific, real‐world examples show how preschool, kindergarten, and first‐grade teachers can use Turn and Talk in ways that align with research recommendations? We share short vignettes from observations of teachers bringing these research recommendations to life. We conclude with reflection questions for teachers who are currently using, or considering using, Turn and Talk.

Director's Play as a Means of Mastering Dialogue by Older Preschoolers

The subject of the study is the use of the possibilities of the director's game for the development of dialogic speech in older preschool children. The study was conducted on the basis of a preschool group at MBOU No. 12 in Minusinsk, Krasnoyarsk Krai (Russia). The study involved 40 preschoolers. The age of preschoolers is 5 – 6 years. The relevance of the study is determined by the need of preschool pedagogy to use the possibilities of the game, including director's, as a means of mastering dialogue and dialogic speech of older preschool children. We conducted a study consisting of a ascertaining, formative and control experiment. The director's game "We are going to a birthday party" was developed. After analyzing the results of the study, its ascertaining stage, we came to the conclusion that children mainly have a low and average level of ability to maintain a dialogue. They found it difficult to answer questions, often thought about the teacher's questions, asked again, gave monosyllabic answers, did not know how to comment on their statements, could not defend their position in the dialogue. The children experienced embarrassment and tightness when making contact. The answers to the questions were monosyllabic, the replicas carried little information, important details were omitted. We suggested that the director's play can have an impact on the development of dialogue in children. She teaches children to conduct a dialogue correctly, develops the ability to maintain a dialogue, dialogical relations. During the control stage, the hypothesis of the study was confirmed. In the group of preschoolers where the director's game was used, the level of mastering dialogic speech became higher compared to the group where the director's game was not used.

Exploring Science Teacher Questions’ Influence on the Students’ Talk Productivity: A Classroom Discourse Analysis Approach

It is still less known how teachers organize classroom dialog to foster intellectual contributions to classroom talks. The current study developed a coding scheme to clarify science teacher questions and identify how different questions affect students’ talk productivity. The participants were 28 fifth-grade students and a science teacher who conducted argument-based implementations. The verbatim transcriptions were analyzed through a systematic observation approach. The teacher elaborated on the students’ background reasoning in a metacognitive learning setting. In addition, the teacher assigned the students as co-evaluators of the credibility of the presented ideas. The teacher invited the students to re-consider their ideas’ explanatory power by displaying discrepant questions. Moreover, the students had to propose justified claims once they were requested to support their propositions with ample and proper data. The teacher used his questions to guide the students to handle basic process skills and make inferences regarding natural phenomena under consideration. The legitimating, discrepant, and justified talk questions fostered the students’ talk productivity than the eliciting, metatalk, process skills, and inference questions. Recommendations are offered around the teacher noticing term regarding the relationship between questions asked in science classrooms and students’ talk productivity.

영어 수업나눔 과정에 나타난 초등 예비교사의 교사학습과 경험 분석

This study examines the experiences of teacher learning and lesson sharing of pre-service elementary school teachers in the English lesson sharing model process. For this purpose, data were collected from 35 pre-service teachers attending a national university of education and taking an English Integrated Education Practice class at the time of the study. The data used in the analysis were three video analysis assignments in the pre-lesson sharing stage, two lesson sharing recordings in the lesson sharing stage, and one reflective journal in the reflective stage. As a result of the analysis, first, in the lesson sharing preparation stage, pre-service teachers mainly experienced individual teacher learning opportunities. They understood and learned their colleagues’ various perspectives on English instruction. They also began to look critically at their previous thoughts on English education. In the lesson sharing stage, through social interaction with colleagues, pre-service teachers understood various perspectives and methods of English instruction and improved their communication skills for class sharing. They also showed the ability to ask questions by analyzing the lesson and logically answering the questions of fellow teachers. In the reflective stage, pre-service teachers reflected on their classes and thought about ways to improve them. They identified the strengths as well as the shortcomings of their classes and formed a positive attitude toward the English instruction demonstration. This reflection led to new determination and motivation concerning English instruction as a pre-service teacher. Pedagogical implications and future research are also discussed.

TYPES OF QUESTIONS USED BY ENGLISH TEACHERS AT SMP MUHAMMADIYAH 5 PADANG

Class interaction is part of the communication between teachers and students that occurs in the class. To interaction with student in the classroom, should have conversation are the teacher and student. Interaction occurs when teachers and students have the same opportunity to talk in class. However, most classroom interactions are dominated by teacher talk. Therefore, as a teacher, choosing the type of conversation is important. As a type of teacher talk, the use of teacher questions is considered an appropriate way to encourage student responses while creating balanced interactions in the classroom. This is what influenced the researchers to conduct research at SMP Muhammadiyah 5 Padang, namely grade 8. The teacher in the class had difficulty interacting with students in the classroom. Therefore, he always tries to ask students questions to encourage student responses to create interaction in the classroom. This study is aimed to find out: first, the types of question used by English teacher at SMP Muhammadiyah 5 Padang. Second, The relation of questions to classroom interaction. To achieve that goal, the researcher used a qualitative method by conducting classroom observations, recording, and interview English teachers at SMP Muhammadiyah 5 Padang. The research shows that there are 32 questions in 2 hours of learning. Of the 32 questions,

Peningkatan Hasil Belajar pada Pembelajaran Tematik Terpadu dengan Menggunakan Model Cooperative Learning Tipe Numbered Head Together di Kelas IV SDN 07 Sungai Limau

The researcher found that: 1) The teacher had not divided the students into several groups and gave different numbers, 2) the teacher had not asked questions to the students, 3) the teacher had not given students the opportunity to think about the answers to the teacher's questions, and 4) the teacher had not given the opportunity to the students. students to provide answers to the teacher's questions. The purpose of the study was to improve student learning outcomes in integrated thematic learning with the Numbered Head Together Cooperative Learning Model in Class IV SDN 07 Sungai Limau. The approach used in this research is a qualitative approach and a quantitative approach. This type of research is classroom action research, which consists of 2 cycles, carried out in 4 stages, namely planning, implementation, observation, and reflection. The technique of this research is observation and test. This research data is in the form of information about the implementation process obtained from observations of lesson plans, teacher aspects, and aspects of students and learning outcomes. The research subjects were teachers and fourth grade students of SDN 07 Sungai nLimau, totaling 13 people. The results showed that planning, implementation and learning outcomes had increased. The RPP assessment in the first cycle was 77.78% with qualification (C) and in the second cycle it increased to 94.4% with qualification (SB). The assessment of the implementation of the first cycle of teacher activities is 79.16% with qualifications (C) and increases to 95.83% in cycles with qualifications (SB). For student activities in the first cycle, 79.16% with qualification (C) increased to 95.83% in cycle with qualification (SB). The assessment of student learning outcomes in the first cycle was 66.42 with qualifications (PB) and increased in the second cycle to 84.83 with qualifications (B). Thus, it can be concluded that the Numbered Head Together Cooperative Learning model can improve integrated thematic learning in elementary schools.

Classroom Interaction — Different Turn Designs of Question and Evaluation of Teacher's Talk

As the core element of classroom interaction, teacher's talk plays an extremely vital role in that it contains numerous question and evaluation turns. It's through the question-answer-evaluation sequence that the teacher raises different class topics, tests the students, and gives further feedback. There are different ways for the teacher to raise questions and evaluate the students' answers. Consequently, this paper will analyze and classify various types of turn designs of question and evaluation in teacher's talk based on real classroom observation, thus shedding light on pedagogical and practical implications for teaching and learning.

Game loops, Game design loops, Game Terakoya loops and Ludic Language Pedagogy loops

What is this? An exploration of well-designed games, game design “best practices,” solid steps in my Game Terakoya teaching, and straightforward questions for other teachers using games. I’ll loop back again and again ;) in this paper to the central concept of “loops:” sequences or systems that repeat and vary to different educational or entertaining effects. Why did you make it? I read and think a lot about games and game design. I also spend a lot of time designing and improving my teaching. I noticed the connections and wanted to create something that would help other teachers think about the loops in their teaching as well. Who is it for? It’s for experienced teachers: you’ve been teaching for “forever” … step back a bit from your work and think about whether your teaching is overly complex and not “loopy” enough. Let’s all aim for some elegant ludic language pedagogy!