Teacher Classroom Interaction Research Articles

Teacher classroom interactions and behaviours: Indications of bias

In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same.

The Types of Communication Accommodation Strategies in English as Foreign Language (EFL) Classrooms

English is one of international language which is taught widely in various countries in the world. Entering millennial and industrial 4.0 era, English has important role as the function of English is as a tool or media to communicate with other countries and it is also as language of science, technology, social-economy, culture, and art. Communication Accommodation Theory which consists of communication accommodation strategies are very important to accommodate the students in teaching learning activity. This research aimed at analyses types of communication accommodation strategies are used by teacher when teaching Basic English and the motive of implementing communication accommodation strategies by the teacher Classroom Interactions. Subjects of this research were two the English teachers. This research was designed in qualitative research. The data were collected through voice recorder, interview and documentation. The data were analyzed qualitatively. The results of this study revealed that there were four strategies used in teaching learning process by the teacher such as approximation, interpretability, discourse management and emotional expression. Moreover, the teachers had some main motive to apply these strategies such as to make the students understand, give clear explanation to students and get the students’ attention.

HOTS in teacher classroom interaction: A case study

As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.

ADOLESCENTS AND TEACHERS CLASSROOM INTERACTIONS

The task of this paper is to x-rayed adolescents and Teacher Classroom interactions. The researcher tried to define adolescence, adolescent, and teacher, the concept of reward and punishment as a tool to effective adolescents and teacher classroom interactions was discussed. The researcher also reviewed an article titled “Teacher-Student interactions”. The key to quality classrooms, and finally, some educational implications were highlighted and conclusions were made. Article visualizations:

Bridging the Gap

The brief Student–Teacher Classroom Interaction Observation (ST-CIO) is a direct observation assessment that evaluates interactions between teachers and students. The measure was developed for use in classrooms during academic instruction to determine the frequency of teacher use of reprimands and praise toward a student, as well as the frequency of a student disruptive behavior. This article summarizes the purpose, procedures, and evidence base currently available in the literature to support the ST-CIO and offers ideas for how this observation system can be used to improve classroom practices.

The Brief Student–Teacher Classroom Interaction Observation

Measures that can be used to identify malleable, dynamic indicators of teacher practices that lead to or are associated with student outcomes are needed to inform classroom interventions and consultation practices with teachers. The purpose of this study was to evaluate and validate the Brief Student–Teacher Classroom Interaction Observation in elementary classrooms (Grades K–3). A universal sample of 896 students was observed during classroom instruction. The measure was utilized to gather information on how teachers interacted with students with regard to their use of positive versus negative feedback during a 5-min window at the start of the school year. Findings indicate that students who received more negative feedback than positive feedback from their teacher were rated at the end of the year as having a significant increase in problems with emotion regulation, concentration problems, and observed disruptive behavior, whereas students who received more positive feedback demonstrated significant increases in prosocial behaviors. Implications for how this brief 5-min observation can be used to inform teacher practice and identify students at the start of the year in need of additional supports are discussed.

Curriculum integration in arts education: connecting multiple art forms through the idea of ‘space’

Arts integration research has focused on documenting how the teaching of specific art forms can be integrated with ‘core’ academic subject matters (e.g. science, mathematics and literacy). However, the question of how the teaching of multiple art forms themselves can be integrated in schools remains to be explored by educational researchers. This paper draws on data collected at a secondary school in Singapore. The case study analyses how three art teachers, using the idea of ‘space’ as organizing theme, implemented a module of instruction that connected concepts and processes from a variety of art forms (including dance, music, drama and visual arts). We present evidence from curriculum materials, lesson plans, student–teacher classroom interactions and students’ productions. Students were able to reflect upon the importance of space within the arts, analyse the points of convergence and divergence among several art forms, experiment with space and create their own interdisciplinary performances. Our ultimate aim is to provide insights that might inspire art teachers in designing instructional units focused on ‘big ideas’. We suggest that allowing more curricular freedom and providing teachers with adequate structures for interdisciplinary collaboration are key to achieving meaningful levels of integration.

Investigating EFL Master Teacher's Classroom Interaction Strategies: A Case Study in Indonesian Secondary Vocational School

This study investigates interaction strategies in Indonesian secondary vocational EFL classroom by a master teacher. The study employs a qualitative method and the data was collected through observing 180minutes of two teaching sessions of English lesson of grades 10 and 11. The findings show that the master teacher used four types of interaction strategies such as control of interaction or interaction management, elicitation or questioning, speech modification or feedback, and repairing or error treatment strategies. Those strategies were able to promote interactive learning. The implication of this study will contribute to better teaching practice particularly in Indonesian vocational school context.

Students’ Evaluation of Classroom Interactions of Their Biology Teachers: Implications for Curriculum Implementation

This correlational study investigated students’ evaluation of their biology teachers’ classroom interaction and their feelings towards biology lessons. Three research questions guided the study. Copies of a questionnaire containing 48 items were distributed to 1,216 senior secondary two students from nine randomly selected schools in Onitsha education zone of Anambra state. Data analysed using mean scores and multiple regression analyses showed that biology students perceived their teachers mostly as leaders, understanding, admonishing and strict. The students did not perceive their teachers as helpful/friendly, allowing student responsibility and freedom, uncertain or dissatisfied. The students manifested many negative feelings about their biology lessons. Leadership, helping/friendly, and understanding teacher classroom interactions were positively correlated and uncertainty, admonishing, strict, and dissatisfied was negatively correlated with students’ feelings towards biology lessons. Implications for curriculum implementation is that, if biology teachers were to display more leadership, helpful and understanding behaviour and less uncertainty, a resultant positive effect on the students’ feelings about their biology lessons would be expected

An objective measurement of a teacher's classroom interactions.

An objective measurement of a teacher's classroom interactions.