Teaching Process In Classroom Research Articles

Analysis of Politeness Strategies Used by the Main Character of “Wonder” Movie

The research was examined an analysis of politeness strategies used by the main character of “Wonder” movie. A qualitative descriptive method was employed to analyze the politeness and expressive illocutionary acts depicted in the movie. The data were collected by following Brown and Levinson's strategies, by watching the movie and analyzing its transcript and utterances, focusing on the politeness strategies was the three main characters in that movie. By finding the main character's utterances, the data found 46 positive politeness, 19 negative politeness, 17 bald on record, and 6 off records. The most apparent from the utterance was a positive politeness strategy of asking for a reason. In conclusion, the result is expected to facilitate the English teacher to take the movie as one of the alternative ways to educate skill of good communication. Educators can adopt the politeness strategies as depicted in the “Wonder” movie as same as the other movie in the teaching and learning process in the real classroom.

A Narrative Study of Pre-Service English Teachers' Perspective on Code-Switching Activities in Their Speaking Class

The majority of Indonesians can speak two or more languages. Code-switching is the practice of language changing or switching to another, which is highly widespread in bilingual and multilingual communities like Indonesia. Code-switching is a phenomenon that also happens throughout the teaching process in ELT classrooms. English is chosen as the medium of instruction in several contexts in Indonesia. One of the contexts is when pre-service English teachers use English as their primary language of teaching. The study aims to explore pre-service English teachers’ perspectives on code-switching in their Speaking classes. The study was performed at the English Education Department in one of the state universities in Jember, Indonesia. An interview was utilized to generate the data. Three pre-service English teachers were voluntarily taken as the participants. The data were analyzed using Thematic Analysis. There were three key perceptions identified from the participants' responses, namely positive attitude, negative attitude, and suggestion on code-switching implementation.

Exploring the Impact of Cognitive Principles of Douglas Brown in ELT Classroom

Effective learning is a unique function of teaching, which is a universal Phenomenon. Teaching results in the completion of the learning process. Among the many teaching techniques, a few cognitive concepts support the learning process and improve the efficiency of teaching English as a second or foreign language in English language classrooms. Thus, based on the cognitive concepts proposed by H. Douglas Brown, the current study attempts to explore a few teaching principles in English language classrooms. The study of language teaching and learning concepts is expanding, which has shed light on second language acquisition and teaching strategies. Effective learning is a unique function of teaching, which is a universal phenomenon. Teaching results in the completion of the learning process. Among the many teaching techniques, a few cognitive concepts support the learning process and improve the efficiency of teaching English as a second or foreign language in English language classrooms. Thus, based on the cognitive concepts proposed by H. Douglas Brown, the current study attempts to explore a few teaching principles in English language classrooms. The study of language teaching and learning concepts is expanding, which has shed light on second language acquisition and teaching strategies. A checklist is created and the non-participant observation technique is used to collect data. Additionally, an interpretive data analysis technique is employed for the data analysis. Regarding the results, the current study shows that cognitive principles have a major influence on the teaching and learning process in classrooms teaching English as a second or foreign language.

Research on the Interactivity Effect of Case Study Teaching in the Computer Programming Class

Case teaching plays an important role in the application of computer language courses currently, .At the same time, interactive teaching methods can improve the quality of classroom teaching.Different students learn computer programming at different levels, including beginner, intermediate and advanced.For beginners, the classroom teaching process can be arranged in the form of questions and answers, and the questions and answers between teachers and students can explain important concepts and procedural structures clearly.For intermediate level students, interactive teaching can increase eye contact to improve the classroom teaching effect.For advanced learners, discussion instruction requires an optimized understanding of problem solving, and it serves as a bridge between students and teachers.

Correlation Among Teacher ICT Teaching, Teacher Immediacy Behaviors, Teacher–Student Rapport, and Student Engagement in Smart Classroom Teaching

With the constant evolution of information and communication technology (ICT), smart classrooms have profoundly influenced Education for Sustainable Development (ESD) by presenting advanced ICT that markedly improved the effectiveness and quality of teaching and learning. Teacher communication technology teaching and immediacy behaviors are crucial for leading and reforming the teaching and learning process in smart classrooms. Meanwhile, teacher–student rapport and student engagement are also key factors that influence ESD. This study aims to investigate the correlation among teacher ICT teaching, teacher immediacy behaviors, teacher–student rapport and student engagement in smart classroom teaching. We surveyed 1032 Chinese university students using the questionnaire method and analyzed the data using structural equation modeling (SEM). The findings revealed that teacher ICT teaching and immediacy behaviors exerted a noteworthy positive impact on student engagement and teacher–student rapport. Meanwhile, teacher ICT teaching markedly positively correlated with verbal immediacy but markedly negatively correlated with nonverbal immediacy. These findings have practical implications for ESD: in smart classrooms, teacher ICT teaching and their immediacy behaviors serve as vital factors in augmenting teaching quality, encouraging student engagement and fostering harmonious teacher–student rapport. Thus, teachers must harness their ICT teaching skills, flexibly assimilate instant behaviors into the teaching process and interact with students in a richer and more diversified manner to effectively augment teaching quality and promote the overall and sustainable growth of students. Furthermore, this study can inform the expansion of smart classrooms, which in the future should not only offer teachers a convenient teaching and learning environment but also evade ICT that limits teacher nonverbal immediacy behaviors.

English Teacher’s Figurative Language in Classroom Teaching Process

This study aims to analyze the teachers' use of figurative language in their classrooms. Figurative language plays a crucial role in enhancing communication and fostering a conducive learning environment. The objectives of the research were to describe the kinds of figurative language on English Teachers' on teaching process in classroom at eight grade, the meaning of Figurative Language on English Teachers' on Teaching Process in Classroom at Eight grade at SMP N 3 Bandar Lampung. This research was descriptive qualitative research. The research design involved observational methods to capture and analyze instances of figurative language used by teachers. The subject of the research was the teacher and students at eight grade of SMP N 3 Bandar Lampung. Data was collected through direct observation and recording. The analysis found that from eight figurative languages in the classroom, only two types which included in the learning. They consisted of 2 similes and 15 metaphors. Therefore, irony, personification, hyperbole, allusion, metonymy, and symbol were not found in this research. The findings of this study contributed to understanding the impact of figurative language on classroom dynamics and student engagement, offering valuable implications for educational practices

Remodeling Classroom Management Through Technology Driven Curriculum In Nigeria: A Sociological Analysis

Remodeling the classroom management through technology driven curriculum will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Nigeria, Remodeling the classroom management through technology driven curriculum is considered as one of the main elements in transforming the country to the future development. The conceptual clarification utilizes the remodeling of the classroom management, technology, and education as the tools affecting remodeling classroom management through technology driven curriculum in Nigeria. The theoretical perspectives that is used for the paper is Humanist choice theory by William Glasser in the year 1998. The concept of remodeling classroom management and relevance of technology driven curriculum in Nigeria is the basic or fundamental impact to the success of this paper. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study of the paper aims to analyze teachers’ perceptions on effectiveness of upgrading the classroom management through technology driven curriculum to support teaching and learning process in classroom. The results indicate that remodeling the classroom through technology driven curriculum has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with technology driven curriculum tools and facilities is one the main factors in success of technology-based in remodeling the classroom management for sound teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of remodeling classroom especially from management point of view in regard to strategic planning and policy making through technology driven curriculum.

Ignored Subjectivity in the Informational Panopticon: Restricted Classroom Interaction Under Technical Discipline

Purpose This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time–space distance of student subjectivity in a technology-dominated world. Design/Approach/Methods Based on Foucault's panopticism, this study examines a smart classroom in East Asia to observe classroom teaching and learning processes; conducts semi-structured interviews with teachers, students, parents, and other stakeholders; and analyzes the hidden mechanism of the smart classroom on interaction from the perspective of perceivers. Findings The smart classroom has the distinctive structural features of a Panopticon. Artificial intelligence, which coalesces cultural capital through technological authority, has a significant capital advantage over students, producing a false spectacle of efficient learning. Panoramic surveillance causes the “backstage” of students’ roles to be gradually consumed by the “front” and makes students exhibit “make-work” behavior. Refined information management mechanisms produce invisible digital walls that separate interactive groups, making it difficult for students to obtain sufficient information about the gestures and behaviors of their classmates to interact effectively. Originality/Value This study reveals the ignorance of human subjectivity in the orientation of instrumental rationality by understanding the expressions of witnesses.

Evaluation of the Effect of Accessibility of Smart Classroom on Learning Outcomes and Academic Achievement among Students’

Technology is integrated into education to increase accessibility and convenience for all individuals. Technology has been integrated into education to enhance the traditional classroom teaching and learning process. To evaluate the effect of accessibility of smart classrooms on learning outcomes and academic achievement among students. The study was conducted by involving a sample of 140 students. Data was collected by using a random sampling technique. A self-prepared research tool is used to collect the data for the present study. The calculated value between the accessibility of smart classrooms on learning outcomes and academic achievement is 51.09 at 0.01 level. The calculated values between government schools and private schools in the effect of accessibility of smart classrooms on the learning outcomes is 3.10 at 0.01 level. The calculated values between rural and urban schools in effect of accessibility of smart classrooms on the learning outcomes is 2.26 at 0.05 level. As per the result, we reject the null hypothesis. There is a significant difference between the accessibility of smart classrooms on learning outcomes and academic achievement, government schools and private schools in effect of accessibility of smart classroom on the learning outcomes and, rural and urban schools in effect of accessibility of smart classrooms on learning outcomes of middle class students.

Pedagogical grammar as a frame concept for research in the field of foreign language teaching methods. Part 16. Problems of organising pedagogical grammar in teaching

The article presents a comparative analysis of two approaches to teaching a foreign language in general and its grammar in particular – acquisition (mainly implicit learning, similar to the mastery of a first language) and learning (based on students’ awareness of the structure and conditions of use of the grammatical structures to be learnt). As the analysis of the available publications shows, there are contradictory points of view on the relationship between acquisition and learning in the classroom teaching process, ranging from the complete denial of the usefulness of one of the above approaches to the search for the optimal ratio of elements of both methods, depending on the specific learning conditions. In the author’s opinion, the problem can be practically reduced to the ratio of types of pedagogical information in the teaching process. The author distinguishes three such types (speech sample, model and rule), which differ in the degree of implicitness (speech sample is implicit, model is semi-implicit and rule is explicit). Acquisition is mainly based on the use of a speech sample as the only type of pedagogical information, while the use of rules and models is typical of teaching that focuses on understanding the structure and conditions of use of the grammatical action that is the object of acquisition. On the basis of the arguments presented in the previous parts of his series of articles, the author proposes a list of conditions favourable to effective acquisition, i.e. even when a speech sample is used as the only type of pedagogical information. On the other hand, the author argues that there are disadvantages of such teaching due to incomplete orientation of students as to the structure and conditions of the corresponding action. The author considers more explicit types of pedagogical information as a means of overcoming this shortcoming and explains the differences between traditional and step-by-step methods of their application. Based on these conclusions, the paper outlines prospects for further research.

Using Information and Communication Technology Tools in Writing Skills and Their Functionalities

Today, the use of information and communication technology (ICT) tools has become essential in every classroom teaching and learning process as it has become inevitable in the global exchange in the 21st century. Its use increases the quality of education and meets requirements as per the global need and thus forwards its users in the way of change and reform. The study aims to explore and analyse the using ICT tools in writing skills and their functionalities. The article discusses how ICT tools are useful in enhancing writing skills.

Application of Classroom Assessment Techniques in Medical Education: Results From the Community Medicine Teaching and Learning Experience.

Introduction Efficient delivery of medical education (ME) is crucial to improving the standards of future physicians or clinicians. India has been experiencing an enormous increase inmedical colleges and student admissions into medicine. This has resulted in overcrowding and compromised the student-to-teacher ratio. Conversely, students and teachers face difficulties with learning and teaching, respectively. Classroom assessment techniques (CATs) offer an egalitarian and productive approach to student learning and evaluation. This study was conducted to understand the role of CATs in improving student learning and motivation during community medicine lectures. Further, this study assessed the classroom teaching and learning (TL) process. Method This study included 100 third-year medical students pursuing a Bachelor of Medicine and Bachelor of Surgery (MBBS) and 12 faculty members working at Great Eastern Medical School and Hospital (GEMS&H), Srikakulam, India. To facilitate learning and boost motivation, this study applied three CATsincluding a one-minute paper (OMP), muddiest point (MP), and student-generated test questions (SGTQs). After two months of applying CATs, the teachers and students were asked for feedback on their experiences. The data generated from feedback forms were tabulated and analyzed. Results According to 76% (76/100) of students, these strategies have stimulated their interest in learning community medicine. Besides, 64% (64/100) of students believed utilizing these strategies would improve their exam outcomes. Further, 77% (77/100) of students believed these methods must be applied in subsequent lessons. About 68% (68/100) of students thought other subject teachers should also employ these strategies. Of the 12 faculty members included in the study, they mostly liked the OMP (5; 41.66%) and MP technique (5; 41.66%). Conclusions Teachers and students have highly welcomed the utility of CATs to improve learning in community medicine.Of the three CATsapplied, the OMP was the most popular with students, and teachersagreed that using OMP in the classroom along with MP would be beneficial. Moststudents and teachers were enthusiastic about employing additional TL strategies like CATs.

Design and Practice of Blended Teaching Mode Based on BOPPPS: Taking the Course "Management Information Systems" as an Example

The BOPPPS model is a new teaching mode proposed in recent years, advocating that the classroom should be student-centered and encouraging students to actively participate in classroom teaching. This paper addresses the issues in teaching the course "Management Information Systems" by combining the BOPPPS model with online and offline blended teaching modes for teaching design and practice. Firstly, the course design ideas are determined based on the BOPPPS teaching model. Secondly, the content "Planning of Management Information Systems and Its Planning Methods" is used as an example to describe the specific implementation process of the BOPPPS model in classroom teaching practice. Finally, the teaching effect and evaluation after the application of the BOPPPS teaching model are investigated and analyzed. The practice shows that the application of the BOPPPS model helps to stimulate students' interest and initiative in learning, strengthen the interaction between teaching and learning, standardize the classroom teaching process, and improve the quality of classroom teaching.

Knowledge, Attitude and Usage of Information and Communication Technology (ICT) and Digital Resources in Pre-Service Teachers

It is important to understand information and communication technology (ICT) and digital resources in classroom teaching and learning processes. Pre-service teachers’ attitudes towards ICT and digital resources in teaching and learning processes are important for positive attitudes in students towards these tools. The study employs a mixed methods study targeted teachers who have completed their internship training to understand the knowledge, attitude and usage of ICT and digital resources tries to find a correlation between these three facets. It employs a questionnaire with validated tools for measuring attitude, knowledge and usage of ICT and Digital Resources and the results are tabulated. Using statistical analysis of mean and standard deviation, the study affirms a positive correlation between Knowledge, attitude and usage of ICT and Digital Resources by Pre-Service teachers.

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.

Research on Strategies for Improving the Effectiveness of English Classroom Teaching from the Perspective of Comparison between Chinese and Foreign teachers

Chinese and foreign language teachers are influenced by their background culture and teaching philosophy. The study found that Chinese and foreign teachers have advantages in teaching concepts and strategies. As a result, the teaching process in the English classroom is also different. At present, there are still some challenges in English classroom teaching, such as single teaching methods and low student participation. This paper analyzes the characteristics and differences between Chinese and foreign teachers in English classroom teaching and aims to explore the strategies for the effectiveness of English classroom teaching. This paper puts forward some suggestions that are of great significance for promoting the reform and innovation of English classroom teaching, improving the quality of teaching and students' learning outcomes. The study finds that Chinese and foreign teachers have advantages in teaching philosophy and teaching strategies, and the combination of the advantages of both can provide new ideas and methods for English teaching in China.

Information Entropy Analysis of Classroom Teaching Process under the New Curriculum Reform

Information Entropy Analysis of Classroom Teaching Process under the New Curriculum Reform

Analysis of the role and influence of sight-singing and ear training on vocal learning skills

Abstract Sight-singing and ear training is one of the essential introductory courses for music majors, and the effectiveness of sight-singing and ear training teaching directly affects students’ growth and progress in music. In this paper, we have combined relevant contents of sight-singing, ear training, and vocal learning to construct a flipped classroom teaching model for sight-singing and ear training using the flipped classroom teaching process. Secondly, taking the students of L Conservatory of Music as the research object, two different questionnaires were designed for students and teachers, and the teaching experiment comparison method was used to test the role of sight-singing and ear-training flipped classroom on vocal music learning skills. Finally, the parameters of the multiple linear regression model were estimated using the least squares method, and the model was used to analyze the specific effects of sight-singing and ear training on vocal learning skills. It was found that after the flipped classroom teaching of sight-singing and ear-training, the ear-training scores of students in the experimental class were 90.43±9.26 points, which were 17.06 points higher than those of students in the control class, and there was no difference in the pre- and post-test scores of sight-singing and ear-training. The regression coefficient of students’ musical expression was 0.306. Every 1 percentage point increase in musical expression would enhance vocal learning skills by 0.306 percentage points. Sight-singing and ear-training can help students better master the basic skills of vocal music, cultivate their sense of rhythm, and enhance their vocal music learning skills.

Improving Fine Motor Skills Through Weaving Activities in Children Aged 5-6 Years at Keledang Loa Janan Ilir Samarinda Kindergarten

School as a formal educational institution carries out a series of planned and organized activities, including activities in the teaching and learning process in classrooms at school, directing students to gain understanding, skills, attitudes and values, all of which support student development. The success or failure of achieving educational goals depends a lot on the teaching and learning process that occurs at the learning process point in the classroom, the main factor being the students. The type of research used in this research is classroom action research (PTK). Which aims to improve fine motor skills through weaving activities. The research subjects consisted of class B4, totaling 16 students, consisting of 8 girls and 8 boys at Keledang Loa Janan Ilir Samarinda Kindergarten. The research object was to improve fine motor skills through weaving activities in Keledang Kindergarten students. The percentage is used to describe the increase in student learning outcomes from cycle I and cycle II using the formula according to Daryanto (2011: 192) namely Students who complete their studies in (times) x 100% in (divide): total number of students. in the weaving activities of students in cycle I, meeting I obtained Developing Values ​​According to Expectations (BSH) as many as 3 students and meeting II obtained Developing Values ​​According to Expectations (BSH) as many as 7 students and meeting III was still the same as meeting II with Developing Values ​​According to Expectations (BSH) as many as 7 Students. In cycle II, meeting I obtained Developing Values ​​According to Expectations (BSH) of 8 students and meeting II obtained Developing Values ​​According to Expectations (BSH) of 11 students and meeting III obtained Developing Values ​​According to Expectations (BSH) of 14 students. The graph of the increase in student weaving activities at the Keledang Loa Janan Ilir Samarinda Kindergarten from February and March from cycle I to Cycle II. Weaving activities using origami paper in the B4 group of Keledang Loa Janan Ilir Samarinda Kindergarten have increased. From the results of observations of students' weaving activities, it can be seen that there was an increase in students in each action cycle, in cycle I with a Developing Value According to Expectations (BSH) and a percentage of 43.57% in the sufficient category, and in cycle II with a Developing Value According to Expectations (BSH) and a percentage of 87.5% in the good category

A Study on English Teachers’ Behavior and Teaching Effectiveness in Universities Based on Big Data Technology

Abstract Based on the traditional Flanders interaction analysis method, this paper proposes a new method for analyzing English teachers’ behavior by combining long and short-term memory networks in deep learning techniques. Firstly, the Flanders coding system is optimized in the coding stage, and the English teacher behavior categories are refined to better reflect the integrity, richness, and diversity of the classroom teaching process so as to construct an English teacher behavior dataset. Then, we designed the research protocol, determined the research subjects and instruments, classified the time series representing English teacher behavior based on the LSTM English teacher behavior analysis model in the results and analysis phase, and analyzed and evaluated the correlation between teacher behavior of students’ English learning achievement based on the classification results. The results show that the probability of getting the English teacher behavior evaluation index categories 1 to 4 is 0.6111, 0.00049, 0.002, and 0.3882, respectively. There is a significant correlation between both student learning achievement and teacher behavior, and the correlation coefficient of both is (r =0.73). Teacher behavior affects the achievement of student learning effectiveness. This study helps teachers to reflect on their teaching behaviors so as to improve the quality of teaching in higher education.