Use Of Classroom Activities Research Articles

Reticence to Speak English: Lived Experiences of the Teacher Education Students

Abstract
 The purpose of this study was to investigate the lived-experiences of the Teacher Education students of the Northern Iloilo Polytechnic State College, Estancia, Iloilo, Philippines in terms of being reticent to speak English. Specifically, the study explored the following research questions: what are the lived- experiences of students in terms of being reticent to speak English? and what insights and meaning to Teacher Education students’ reticence to speak English may be revealed by their lived experiences? This study used the qualitative research design, particularly the phenomenological research approach. Themes and eidetic insights were established to describe the lived experiences of the students and the recommendations were also made by the researcher. The themes presented in this study were: (1) Low proficiency in the target language. (2) Silence as an innate characteristic. (3) Unwillingness to communicate due to shyness and fears. (4) A need for a formation of a speaking habit. (5) Reluctant to speak due to difficulty in pronunciation. (6) A need for focus and memory exercise. (7) A need for wait-time to speak their minds. (8) Perceived reticence in the classroom: a need for proper conditioning. It can be noted that students’ reticence to speak English were due to the following reasons: low level of English proficiency, shyness, fears, pronunciation difficulty, poor speaking habit, poor memory, innate characteristic, and poor focus. However, there exists an eidetic insight that the students’ reticence can be reduced by means of teacher’s strategies and use of classroom activities to develop their oral fluency and participation.

Zmienna norma pedagogiczna a postawy ucznia wobec nauki języka obcego

Referring to critical ecological language awareness (Lankiewicz, 2015), autonomy in language learning (Benson, 2011) as well as the non-fixity of the linguistic code manifested by sociocultural and ecological studies (Harris, 1981; Otsuji and Pennycook, 2010), I put forth the need of applying the idea of a variable pedagogical norm, as postulated by Valdman (1989; 1992). The principal objective of the article is to present research elucidating the fact that the use of classroom activities respecting the pedagogical variable norm may contribute to the raising of students’ language awareness in respect to social and cultural linguistic diversity. Ultimately, this new awareness may contribute to the shift of attitudes towards language learning. The application of the variable pedagogical norm is indicative of critical language awareness of the teacher and helps develop a similar equivalent among students. Concluding, I dare say that developing autonomy in language learning seems impossible without the application of the pedagogical variable norm.

Teachers’ and Students’ Perceptions of Classroom Activities Commonly Used in English Speaking Classes

Classroom activities, such as English dubs, role-play, brainstorming etc can be very useful for the teaching of oral English. In recent years, although considerable attention has been paid to the use of classroom activities in English speaking classes, the perceptions of teachers and students about such activities have been ignored. Therefore, this study aims to investigate students’ and teachers’ perceptions of the use of classroom activities in English speaking classes. Classroom observations were carried out as a preparatory work for a questionnaire survey which was conducted to examine the attitudes of English-major students and teachers towards 21 classroom activities. Data were analyzed and the results of the research showed that there were both similarities and differences between students’ and teachers’ perceptions about these activities and that the perceptions of freshmen and sophomores were not completely matched. The findings of this research can help teachers take students’ perceptions into consideration while designing classroom activities for English speaking classes in the future.

Different regions, diverse classrooms? A study of primary classrooms in China

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper provides an analysis of the variation in classroom learning experiences of primary school students in China. Our empirical classroom observation data illustrates some key differences in the pedagogy, the use of classroom activities, and the implementation of the curriculum between individual schools. More substantial differences in classroom practices are found when comparing schools from different regions than those within a given city, leading us to conclude that regional impacts on student experience appear to be more important than within-city factors such as the location of a school or its level of facilities.

Use of Pre- and Post-Museum Visit Classroom Activities by Kindergarten – Eighth Grade Teachers

Informal learning settings have been shown to improve student achievement. The positive effects of museum-based learning may be increased if content knowledge activities are included before visiting the museum and if post-visit activities are planned to build upon the museum experience. The purpose of this study was to examine the use of classroom activities before, during, and after a visit to a science museum. Teachers were given a 17 item forced response selfreport instrument to complete that was designed by the researcher. Data analysis revealed more use of previsit activities than post-visit activities. Recommendations are made for further research and future practice.

Primary and Secondary School Teachers' Perceptions and Actions Regarding Their Pupils' Emotional Lives

To investigate teachers' perceptions and actions regarding the psychological and counselling needs of their pupils, we collected data from 258 teachers in primary and secondary schools. The teachers' reports revealed significant differences between teachers in the two educational settings, in almost all the issues investigated. Secondary school pupils were described as more troubled by various issues and more in need of individual counselling in school than their primary school counterparts. Secondary school teachers are approached mainly with issues associated with school lives, whereas primary school pupils request more help on personal and family matters. Secondary school teachers report having less time, perceiving their involvement with their pupils' emotional life as less central to their task, and believing that their own attitudes and characteristics influence their relations with their pupils. Primary school teachers, presumably being part of a school organizational culture that legitimizes greater involvement with pupils, nurture their relationships with their pupils and make it easier for pupils to approach them, making greater use of classroom activities and specific methods intended for this purpose. While some of these findings could be explained in terms of the developmental differences between primary and secondary school pupils, it is suggested that the differential impact ofthe environment in the two types of schools affects teachers' roles and intentions in dealing with their pupils' emotional lives and needs.

The development of creative thinking and its relationship to IQ and reading achievement

Abstract The purpose of this study was to determine whether the creative thinking skills of fourth grade pupils could be enhanced through the use of classroom activities designed to stimulate fluency, flexibility, and originality. The effect of an eight week treatment program was evaluated by a pretest and posttest. A correlated t‐test was used to test the hypothesis present in this study. The correlations between IQ and creativity, and between reading and creativity were also established. The findings of this study indicated that the creative thinking skills of fourth grade pupils can be improved through classroom activities. Significant correlations were found to exist between IQ and creativity, and between reading and creativity.