Strategies For Teachers Research Articles

Analysis of Aggressive Behavior in Early Children

The teacher's strategy in this research is the effort made by the teacher to achieve the goal of fostering and handling aggressive behavior in early childhood which is a problem in the learning process at school. Aggressive behavior in this research is the child's attitudes, actions and words when the child interacts with other people which shows anger and emotional outbursts as well as harsh words such as scolding and shouting at other people expressed by the child which can disrupt the learning process at school. The aim of this research is to determine teachers' strategies for dealing with aggressive behavior in early childhood. This research is qualitative research with the nature of a case study and is described descriptively. Data collection techniques in this research are observation, interviews and documentation. The data analysis technique in this research uses a model, namely data reduction, data presentation and drawing conclusions. The results of this research are about the teacher's strategy in dealing with children's aggressive behavior, namely the teacher embracing the child when the child takes action. aggressive, persuade teachers and give good advice to children, teachers must also be gentle in dealing with children who behave aggressively. Based on this research case study, it is known that the strategies implemented by the teacher can reduce children's aggressive behavior well using the Book Antiqua font size.

Challenges and Interventions of Physical Education Teachers in Assessing Students' Learning in the Online Modality

Despite the emergence of several studies on online learning in Physical Education (PE) research, little has been mentioned about the assessment of learning outcomes in PE. This qualitative research aimed to understand the challenges and intervention strategies of PE teachers in assessing learning outcomes in the online modality. Nine elementary PE teachers from the laboratory elementary schools in Baguio City, Philippines participated in a semi-structured interview. The findings revealed that elementary PE teachers were faced with challenges in assessing PE learning online, but made interventions to these challenges. Three themes surfaced to describe the challenges: challenges in viewing students’ output, challenges in trusting, and challenges in monitoring students. The two themes described the interventions as differentiating students’ requirements and collaborating with parents. In assessing the PE learning outcomes online, the participants found it difficult; however, they realized that finding ways to overcome these difficulties is part of what teachers should do. The findings offer valuable insights that can inform and guide PE teachers in effectively assessing students' learning outcomes in the online learning modality.

The literacy strategy of teachers to enhance students' reading interest in thematic learning in Grade IV of SD Negeri 09 Lintang Kanan

This research explores the literacy strategies teachers implement to enhance students' reading interest during thematic learning in the fourth grade of SD Negeri 09 Lintang Kanan, Empat Lawang District. Additionally, it seeks to identify the factors hindering these strategies' implementation. Utilising qualitative methodology and a descriptive approach, this study collected data through interviews, observations, and documentation to provide a comprehensive and in-depth understanding of the implemented literacy strategies. The findings are expected to provide insights into teachers' effective strategies to stimulate and sustain reading interest among fourth-grade students.

Exploring Teacher-Student Interaction in a Synchronous Online Modality: A Critical Discourse Analysis

The rise of online education, prompted by challenges posed by the COVID-19 pandemic, has revolutionized the education landscape and challenged the traditional norms and communications that have characterized communication in the education sector. This research, drawing on the interplay between Critical Discourse Analysis and Sinclair’s IRF model, peers into how language power is played out in cyberspaces of a virtual classroom. The study traces language’s hidden yet palpable influence in shaping power relations through an examination of various online engagements. Findings from the study show that teachers use rhetorical questions and affirmations to guide discussions and retain power based on Sinclair’s IRF model. On the other hand, Wodak’s CDA framework brings out the hidden power dimensions that lie unnoticed in language, which seems inclusive but seeks control. The outcome confirms how language influences power dynamics when teachers use linguistic strategies to shape narratives and dictate conversations. The study reveals strategies instructors utilize in General Education courses at Camarines Sur Polytechnic Colleges, Philippines. While appearing democratic, rhetorical questions and affirmations maintain the teacher’s authority as they help create an illusion of equality. The paper emphasizes the necessity of understanding language-power interplay in online education and advocates for including a course component devoted to language and power dynamics in teacher professional development programs. This awareness creates inclusive environments in online learning spaces where various voices are recognized, encouraging shared knowledge development. This research illuminates the intricate nature of language and power, laying the foundation for informed online learning teaching practices.

STRATEGI GURU MENGATASI PERILAKU DISRUPTIF SISWA DALAM PEMBELAJARAN DI SEKOLAH DASAR

This research is motivated by the number of students who do disruptive activities duringin the classroom. The purpose of this study is to describe in detaildetail teachers' strategies regarding disruptive behavior in elementary school students. The method in this research is a single phenomenology or case study. The place of research was conducted at SD NegeriWidoro, Wonogiri Regency with 36 students as participant.The data collection techniques used in the research were observation and interviews. Instruments for data collection use observation and interview sheets which have been validated by experts. The data analysis techniques used include data reduction, data display, and data verification. The results showed that the contributing factors were the lack of motivation from the teacher, the teacher being negative towards students, inconsistent parenting patterns, lack of parental care for children, overprotective parents, and poor teaching quality. The teacher's strategy in overcoming disruptive behavior uses three approaches, namely behavioristic, cognitive, and humanistic.Students' preferences in dealing with disruptive behavior lie in the problem of learning styles that must be adapted to the way teachers teach their students.

Exploring the Assessment Strategies of Secondary School Teachers in Schools: Views of Novice Teachers

This study aimed to explore the lived experiences of secondary school teachers in one of the Clusters of Schools in the Division of Davao City regarding their assessment practices during the post- pandemic era, utilizing phenomenological design. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. The themes were extracted using thematic content analysis. The findings were: addressing learning gaps, technological challenges, social and emotional considerations, reteaching basic literacy and numeracy skills, transition to online assessment, professional development needs, and supporting diverse learners are the experiences of the teachers; their coping mechanisms are collaboration and peer learning, individualized support, clear communication, incorporate social and emotional support, adaptability and resilience, staying informed, and employ flexible assessment methods; while their insights include need for professional development, flexibility in assessment approaches, recognition of individual learning needs, technology integration assessment, considers social and emotional well-being, and collaboration and sharing best practices. The recommendation advanced included recognizing the significance of technology in assessment by the Department of Education and invest in the required infrastructure and tools, ensuring that teachers have access to reliable technology and training in order to properly use digital technologies into their assessment processes.

Building Research Skills of Students: Setback of Senior High School Teachers

This study uncovered the difficulties of teachers in building the research skills of senior high school students. There were ten (10) participants in this study and they were senior high school teachers from cluster 5 of the Division of Davao City. The information data gathered from this phenomenological inquiry were obtained through in-depth interviews. Using thematic analysis, the theme on the difficulties of teachers in building the research skills of students were as follows: Lack of research competence and Lack of writing skills. The findings indicated that in building the research skills of the students, the lack of competence of the students and the lack of writing skills were the roadblocks that prevent the teachers. Meanwhile, on the coping strategies senior high school teachers in building the research skills of students, this study had developed the following themes: strengthen the assistance of research advisers and Making use of instructional videos. The findings indicate that, as a way to cope with the challenges of senior high school teachers in building the research skills of the students, the teachers make use of their time providing technical assistance to the students. From the difficulties and coping strategies of teachers. this study has developed insights that may help enrich the competence of senior high school students in writing practical research. The insights drawn from the findings of the study were as follows: reinforced composition writing in the school curriculum and reinforced composition writing in the school curriculum. This study provided in-depth knowledge and propositions to strengthen the research competence of students.

STRATEGIES FOR IMPLEMENTHING THE HIDDEN CURRICULUM IN THE DEVELOPMENT OF RELIGIOUS AND MORAL VALUES IN EARLY CHILDREN

The aim of this research is to identify the existence of a hidden curriculum in early childhood learning in developing aspects of religious and moral values as well as teacher strategies in implementing the hidden curriculum at PAUD Siti Rahma Pabelan. Data collection procedures use interviews, observation and documentation. Interviews were conducted with the school principal and teacher council at PAUD Siti Rahma Pabelan using structured interview techniques. Observation sheets are used to discover hidden curriculum in learning. Documentation is used to identify between the core curriculum and the hidden curriculum. Data analysis was carried out by collecting data from interviews, observation sheets and documentation, then reducing it, presenting it and drawing conclusions. The results of this research explain that there are several hidden curriculum in the learning process which are divided into programmed activities, non-programmed activities and incidental activities. The hidden curriculum is implemented in various ways, including storytelling, playing, habituation, and reward and punishment. The novelty of this research is describes activities regarding the hidden curriculum in early childhood institutions and strategies for implementing it so that teachers better understand and comprehend the importance of the hidden curriculum for the development of children’s religious and moral values.

Integrating Technology in Elementary Classroom: Teacher Strategies for Digital Literacy

Integrating Technology in Elementary Classroom: Teacher Strategies for Digital Literacy

Withdrawing from involution: The “lying flat” phenomenon of music teachers in China

“Involution” refers intensive and irrational competitions in workplace, “lying flat” is the phenomenon in which individuals perform the bare minimum of work required for employment. This study investigates the life experience of Chinese Music Teachers (CMTs) participating in involutionary work activities, explores how they cope with involution by “lying flat.” In-depth interviews with 16 participants identified three stages of involutionary work activities engagement: involvement, conflict, and defense. CMTs employed three “lying flat” ways including evasive behaviors, emotional compensation, and swan strategy. Findings suggest that “lying flat” serves as a strategy for teachers to avoid burnout, providing insights into emerging buzzwords across various cultures.

A Narrative About Homework in Primary Education – the Perspective of Pedagogical Staff

Abstract The paper discusses the issue of homework in primary education in Slovakia. It attempts to contribute to uncovering the homework narrative that is created and used by its teaching staff and to relate it to the discourse on homework and its place in education in the Anglo-American environment. The research used content analysis of the written products of 30 participants (teachers, educators in children’s school clubs, and teacher’s assistants). Data processing and analysis were carried out by thematic analysis. The results, concentrated in four topics, showed that the homework narrative in primary education is based on homework support. It clearly resonates with the teacher’s expectation of the involvement of the pupils’ parents in its completion. However, it is without the methodical support of the parents from the school. Part of the discourse is also the teachers’ prescription taking into account, particularly, the appropriate number of tasks, their attractiveness, an individual approach when assigning them, and the comprehensibility of homework for all persons involved. Such a setting should reflect potential inequalities between pupils concerning their family background. The narrative revealed details the semantics of school-family relations and the pedagogical strategies of teachers in primary education.

The Influence of Teacher Strategies in Utilizing the Kekhatuan Semaka Museum as a Learning Resource on Students' Learning Interests

The Influence of Teacher Strategies in Utilizing the Kekhatuan Semaka Museum as a Learning Resource on Students' Learning Interests

Students’ well-being development in the classroom: a mixed-method study

Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.

Flipped Learning with Gamification and Secondary School Students' Interest in Physics in Nigeria

This study investigated the effect of flipped learning with gamification on the interest of students in senior secondary schools in Ondo State, Nigeria. It also examined the moderating effect of gender on interest. The study was a two-group pretest-post-test quasi-experimental design of a 2x2 factorial matrix in which data was collected with the aid of a Questionnaire on Students' Interest in Physics (QSIP) which was found reliable at Cronbach’s alpha coefficient r = 0.91, and administered on 64 participants. The data collected were analysed with inferential statistics of t-test and ANCOVA at 0.05 level of significance. The results show that there was a significant difference in the interest of students in treatment groups, t = 5.49, p < 0.05; and that there was no significant interaction effect of students’ gender on their interest in Physics, F (1,62) = 1.40; p > 0.05. It was concluded that flipped learning with gamification significantly enhanced students’ interest in learning Physics, and that gender does not affect interest. Hence, gender should not be used to divide a Physics class. It was advised that teachers should teach Physics with a flipped learning strategy and curriculum planners should recommend the strategy for teachers.

Effective Instructional Strategies to Enhance Chinese EFL Learners’ Engagement in a Blended Learning Environment

This study aimed to investigate the effective instructional strategies perceived by EFL students to enhance their engagement in a blended learning environment. Data from an English Reading and Writing blended course at a Chinese university were collected and analyzed using both quantitative and qualitative methods. A total of 162 non-English majors responded to a survey and 10 were interviewed to express their views. The results identified 16 instructional strategies either online or face-to-face, which could enhance students’ behavioral, emotional, cognitive or social engagement. These strategies were further categorized into four groups, namely instructor presence, process monitoring and feedback, learning assessment and group cooperation. Student interviews were analyzed to gain a deeper understanding of the strategies. Pedagogical implications have been provided, with an emphasis on the fundamentals of developing effective instructional strategies for teachers in blended learning environments.

Strategi Guru PAI dalam Pembentukan Karakter Religius Siswa Kelas XI di SMA N 9 Padang

This research aims to find out the PAI teacher's strategy in teaching the formation of religious character in class XI students at SMA Negeri 9 Padang, the PAI teacher's strategy in cultivating the religious character of class Padang. The method used in this research is qualitative method. The research data sources were Islamic Religious Education teachers and class XI students at SMA N 9 Padang. The data collection techniques for this research include observation, interviews and documentation. All interview results were then analyzed systematically through three phases, namely (Data Reduction, Data Presentation and Drawing Conclusions). The results of the research show that the PAI teacher's strategy in teaching students' religious character takes the form of enriching religious content in class and strengthening Islamic school culture. The enrichment program carried out by PAI teachers is in the form of improving student learning achievement, preventing students from getting bored studying in class, and making it easier for students who are slower learners. Meanwhile, the implementation of Islamic culture in schools takes the form of reading prayers before studying, the Koran, Duha prayers, 5s culture, congregational prayers. The strategy used by teachers to raise awareness of students' religious character is to provide habituation and role models to students. The habits carried out are checking students' neatness, going to school on time, praying and memorizing short letters before learning begins, midday prayers, midday prayers in congregation. Meanwhile, providing a good example to students in the form of teachers entering class to teach on time, having a neat appearance, carrying out midday and noon prayers in congregation, teachers having good morals and obeying the rules. The strategies used by PAI teachers in monitoring students' religious character include providing rewards and punishments to students and taking attendance for five daily prayers and religious activities.

Paints of the Artist’s Palette in STEAM Teaching

This qualitative study was an emergent phenomenological study based in the tradition of portraiture, which shares many of its features with ethnography, case study, and narrative inquiry. The purpose of this study was to identify the most engaging cooperative learning methodologies for students to actively participate in home-school learning with parents during scientific inquiry investigations and supportive strategies for teachers to employ for Science, Technology, Engineering, Art, and Mathematics (STEAM) education. The conditions identified motivated students and their parents to take ownership of the learning in which they became self-managed, self-responsible, and self-directed. Data indicated the increased success of students were the result of students participating in teacher-designed experiential, constructivist learning activities that utilized a facet of involvement strategies and provided students with authentic and socially constructive learning. Providing a guided inquiry-based learning environment also promoted student achievement and empowered students to assess their learning for developing self-responsibility, acquiring self-management skills, and raising student efficacy. As a result, students were empowered to develop scientific inquiry and literacy skills and were enabled to take control of the learning through cooperative learning that included interactive homework, collaborative inquiry-based activities, metacognitive questioning, self-assessments, and dialogue journaling.

A Study on Speaking Skill Difficulties Encountered by the Eleventh-Grade Students of the Islamic Boarding School of Darul Aman Gombara

This research aims to find the students' speaking skill difficulties, the causes of students' difficulties and to know the teacher strategies for overcoming the speaking difficulties encountered by the eleventh-grade students of the Islamic boarding school of Darul Aman Gombara Makassar. The research design of this research is descriptive qualitative. The data were collected through classroom observation and interviews. The findings indicate that (1) The students' speaking skill difficulties encountered by the Islamic Boarding School Darul Aman Gombara students were classified into two aspects; linguistic and non-linguistic problems. The linguistic problems are divided into three kinds; lack of vocabulary, incorrect pronunciation, and lack of grammatical knowledge. Nonlinguistic Problem is divided into Fear of Making Mistakes, shyness, and anxiety. (2) There are some causes of the students' speaking skill difficulties encountered by the Islamic boarding school of Darul Aman Gombara students. Those problems were caused by several problems such as; insufficient subject knowledge, low motivation, limited practice, and English being difficult to learn. (3) and some strategies used by the teacher in overcoming students' speaking skill difficulties were; Games, Role Play, Storytelling, and Brainstorming.

Teacher vulnerability as a pedagogical tool: A comparative case study in two literacy classrooms

AbstractViewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video‐recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a humanizing pedagogy, and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool.

Examining Elementary Preservice Teachers’ Beliefs About Literacy Instruction

ABSTRACT This study used semi-structured focus group interviews to examine specific literacy beliefs of 21 elementary pre-service teachers (PSTs) from five teacher education programs across the eastern, southern, and central parts of the USA. The interviews were transcribed and analyzed for statements about literacy beliefs. Each belief statement was also tagged as being positive (+), negative (-), or equal (=) to further identify the nuanced ways in which PSTs expressed each belief. Compared to findings in the field, this study (1) provides clearer explanations and categories of PSTs’ literacy beliefs, (2) captures nuanced understanding of PSTs’ literacy beliefs by examining their affective connotations, and (3) provides an emic perspective from PSTs across contexts. In doing so, the results expand on previous frameworks of literacy beliefs. Further, beliefs related to Teacher Strategy, Engagement, and Literacy Approach were discussed the most by PSTs. Literacy beliefs shared less frequently included beliefs about Culturally Responsive Teaching, and some Literacy Components (LC), such as, LC-Spelling, LC-Emergent Literacy, and LC-Fluency. Of the top three literacy beliefs shared by PSTs, references about Engagement were the most positive. The study suggests implications for literacy teacher educators.