Journal articles: 'Classroom teaching skills'

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Baysal, Z. Nurdan, Seda Çarıkçı, and Elif Burcu Yaşar. "Classroom Teachers’ Awareness of Teaching Thinking Skills." Journal of Qualitative Research in Education 5, no. 1 (March 20, 2017): 7–28. http://dx.doi.org/10.14689/issn.2148-2624.1.5c1s1m.

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Alikulova Sevara Abduvassi qizi. "The pros and cons of teaching speaking skills in the classroom." Middle European Scientific Bulletin 6 (November 7, 2020): 38–39. http://dx.doi.org/10.47494/mesb.2020.6.108.

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Language is first and foremost a spoken and not a written entity. Speaking is a major skill in communication. This review article represents the position of the skill of speaking in communication classroom; what are the prominent benefits about the educating speaking skill; what are the principle drawbacks of teaching speaking skills. The classroom is the optimum platform to acquire good communication skills, especially, speaking skills. The teachers have to understand the problems of demand of today’s globalized world towards communication skills and try to implement various teaching strategies in their classrooms in order to develop their learners' speaking skills in classrooms. However, precise downsides of conducting speaking skills in classroom are also available. In this given article shows as well as discusses both options by representing relevant data.

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Tickle, Les. "Professional Skills Assessment in Classroom Teaching." Cambridge Journal of Education 22, no. 1 (January 1992): 91–103. http://dx.doi.org/10.1080/0305764920220109.

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Kras, John M., Brad N. Strand, Julie Abendroth-Smith, and Peter Mathesius. "Teaching Study Skills through Classroom Activities." Journal of Physical Education, Recreation & Dance 70, no. 1 (January 1999): 40–44. http://dx.doi.org/10.1080/07303084.1999.10605650.

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Deevi, Divya, and Kavi Bala Brahma Chary. "Dimensions in Teaching Skills and Learning Skills." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 48–56. http://dx.doi.org/10.24113/ijellh.v8i10.10799.

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Teaching skills and learning skills existed even in the ancient times, though the terms were coined at a later stage. Dire necessity forced the ancient man to learn skills like hunting animals for food. As mankind was heading towards new civilisation, teaching skills found a place in society. Saints demonstrated skills in education as well as in warfare to princes. These teaching skills and learning skills have taken new dimensions to cater the needs of changing trends in all fields. Teachers exhibit skills like classroom management, use of black board and skill of explaining. Drastic changes have taken place in learning skills as well. Some people like craftsmen learn skills without formal education. But modern education demands organised classroom study. So, students have to acquire learning skills like concentration, punctuality and discipline. However the modern trends and necessities in education require constant developments in teaching skills and learning skills. The learning process has no end. It starts from childhood and lasts till death. This paper deals with various aspects of teaching skills and learning skills which are inevitable in education.

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Andualem Desta, Minwuyelet. "An Investigation of Challenges Teachers Face in Teaching Speaking Skill in Large Classes’ Context: Secondary School EFL Teachers in Focus." International Journal of English Language Education 7, no. 2 (September 4, 2019): 66. http://dx.doi.org/10.5296/ijele.v7i2.15399.

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The purpose of this study was to investigate the challenges of teaching speaking skill in a large EFL classrooms. The study was conducted to find out the challenges EFL teachers face while teaching speaking skills in a large classrooms, analyze how the factors affect teaching speaking skill in large classes and see what strategies teachers employ to promote speaking skills in the context of large classrooms. Descriptive method was employed to establish the existence of phenomena by explicitly describing them. Six grade nine EFL teachers and 100 grade nine students were involved in the study. The data were collected by using three tools: questionnaires, classroom observation and interviews. Both quantitative and qualitative data analysis methods were employed to analyze the data. The study showed that there are a number of challenges that contribute not to practice teaching speaking skill in large English language classrooms. According to the findings, although English language teachers have positive attitude towards teaching speaking skill, there are a number of problems that challenge them to practice it. The major challenges were classroom atmospheres which are not convenient for pair and group works, the nature of chairs and desks which are not moveable, the students lack of adequate motivation and courage to speak, the failure of classroom teachers to be committed and use their effort in the teaching learning process, the wide coverage of the contents in the students text book, failures of teachers and students to use different strategies in order to make speaking classroom convenient and effective are some of them. Finally, it was recommended that all concerned bodies, including parents are the most responsible to overcome the challenges and create a conducive atmosphere to conduct speaking classes.

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Stem, Betty, and David W. Test. "Teaching First Aid Skills in the Classroom." TEACHING Exceptional Children 22, no. 1 (September 1989): 10–12. http://dx.doi.org/10.1177/004005998902200102.

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Wallace, Belle. "Book Review: Classroom Skills in English Teaching." Gifted Education International 10, no. 3 (September 1995): 147–48. http://dx.doi.org/10.1177/026142949501000319.

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Marriott Toledo, Heidi Marlen, and Lucila Margarita Sànchez Pèrez. "Flipping the Classroom: Developing Teaching Skills for Future In-Service English Teachers." INNOVA Research Journal 2, no. 8 (August 30, 2017): 119–29. http://dx.doi.org/10.33890/innova.v2.n8.2017.345.

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Abstract: In teaching English as a foreign language (EFL) to future in-service teachers, instructors need to develop not just the studentsâ€™ language proficiency, but also the necessary skills for 21st century teaching in the ever changing classroom where pupils are considered as digital natives. The required skills future teachers need to accomplish, a higher level in both the studentsâ€™ performance and class interest, can be developed through the Flipped classroom model, which is why this research work aims to explore diverse strategies that can be applied to blend theories such as multiple intelligences and higher order thinking in order to develop studentsâ€™ critical thinking skills through the incorporation of technology outside and inside the classroom. Considerations to differentiated instruction (DI), studentsâ€™ different levels of Second Language Acquisition (SLA), and the fostering of the Zone of proximal development (ZPD) of learners are also given as a feature that needs to be incorporated in flipped classrooms. In real-to-life teaching practice, this offers students the possibility to incorporate effective practices that can be directly applied in their future classrooms. Keywords: flipped classroom, undergraduate students, EFL teaching, English learning.

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Dawson, Melanie Rees, and Benjamin Lignugaris/Kraft. "Meaningful Practice." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (September 20, 2016): 26–50. http://dx.doi.org/10.1177/0888406416664184.

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.

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Thapa, Tara Bahadur. "Transfer of Teacher Training Skills in Classroom." Academic Voices: A Multidisciplinary Journal 2 (June 30, 2013): 69–73. http://dx.doi.org/10.3126/av.v2i1.8292.

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Teacher training helps to increase teaching and learning process in the classroom. Its impact in classroom situation brings a good result in all teaching learning process and children’s overall development. However, in spite of the intensive teacher training, the public school’s achievements seem poor day by day in the context of Nepal. Many factors play the role to transfer the training skills to the classroom successfully. The effect of training in teaching and learning denotes the betterment of overall situation of classroom activities. So this article highlights on the existing situation of teacher training and the transfer of its skills in the classroom. Academic Voices, Vol. 2, No. 1, 2012, Pages 69-73 DOI: http://dx.doi.org/10.3126/av.v2i1.8292

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Naz, Shahida, Memona Rasheed, and Tahir Rasheed. "Scale Development for Teaching Appraisal." Global Language Review II, no. I (December 30, 2017): 55–66. http://dx.doi.org/10.31703/glr.2017(ii-i).04.

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The study finds if teachers' success in classroom is determined by the efficacy of teaching skills. Successful and effective teaching depend on several factors including level of knowledge, classroom management skills and students assessment. Evaluating the effectiveness of teachers is a challenging task due to the absence of standardized scale for assessing teachers’ classroom disposition. The present study develops and validate a scale for the evaluation of teachers’ teaching skills. Keeping in consideration the previous scales, literature and teaching skills, a scale comprising of 27 items is developed. It is then validated in pilot testing. The developed scale is used for the appraisal of 60 teachers for their teaching skills. The coefficient of reliability for the scale was 0.822 which is acceptable for the scales to be used in social sciences.

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Hoffman, Nadine, Susan Beatty, Patrick Feng, and Jennifer Lee. "Teaching research skills through embedded librarianship." Reference Services Review 45, no. 2 (June 12, 2017): 211–26. http://dx.doi.org/10.1108/rsr-07-2016-0045.

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Purpose This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom. Design/methodology/approach An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions. Findings The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught. Originality/value Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

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Mandlebaum, Linda Higbee, and Rich Wilsonm. "Teaching Listening Skills in the Special Education Classroom." Academic Therapy 24, no. 4 (March 1989): 449–59. http://dx.doi.org/10.1177/105345128902400408.

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McDaniel, Larry, Allen Jackson, Laura Gaudet, and Andrew Shim. "Can "Withitness Skills" Be Applied To Teaching With Laptops?" American Journal of Business Education (AJBE) 2, no. 4 (July 1, 2009): 81–86. http://dx.doi.org/10.19030/ajbe.v2i4.4062.

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It may amaze those in education that in this age of technology and computers, how basic concepts of classroom teaching are similar or even more important than they were 40 years ago when Kounin first defined withitness elements. New challenges, related to laptop Internet instruction, require instructors to develop withitness skills and situational awareness as they compete with computers for students attention and class participation. "Withitness" skills may be needed when teaching students in classrooms with laptops connected to the Internet.

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Putri, Rahmadyah Kusuma, Nurul Haji Fitriani, Ikhda Ria Andini, and Sunarmi Sunarmi. "Improving Basic Teaching Skills of Students by Implementation of Lesson Study-Based Demonstration Method." JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS 7, no. 1 (March 18, 2021): 208–17. http://dx.doi.org/10.36987/jpbn.v7i1.2028.

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Basic teaching skills is an important skill to support the pedagogical competency of teacher. Student of education program have to mastery the basic teaching skills due to preparation as a teacher. This study is a classroom action research, which aims to implement lesson study-based demonstration method as an effort to improve Biology Education student’s basic teaching skills. Subject of this study is students of Education Biology Program Offering A year 2017/2018 of Universitas Negeri Malang (n=15). This study conducted in two cycles and consisted of eleven basic teaching skills. Data were collected by using basic teaching skills observation sheet, consist of basic teaching skills indicators. This instrument is given to six observers. Data of average score were analyzed descriptively to compare the result of cycle I to cycle II. The results of this study indicate that the implementation of lesson study-based demonstration method improve Biology Education student’s basic teaching skills, especially skilled in free-discussion teaching (average score is 90.5).

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Wang, Ziwei. "Teaching Listening Comprehension." Learning & Education 9, no. 3 (December 29, 2020): 62. http://dx.doi.org/10.18282/l-e.v9i3.1576.

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Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning to advanced.

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Ragawanti, Debora Tri. "CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (September 9, 2015): 117. http://dx.doi.org/10.15639/teflinjournal.v26i1/117-128.

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Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

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Ferguson, Monica L. "The Transition to Collaborative Teaching." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 371–72. http://dx.doi.org/10.1044/0161-1461.2304.371.

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The transition to a collaborative service delivery model is discussed. The model uses children’s literature and content material in a writing process approach to teaching oral and written language skills in the general classroom. The article discusses teaching Individual Education Plan (IEP) goals and objectives in the classroom and the use of pull-out support for the initial instruction of voice, fluency, and articulation skills. It also discusses techniques for scheduling classes, regular planning sessions, and ways to match student learning styles to the teaching style of the classroom teacher.

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Rice, Gail. "Formative Dialogues in Teaching." Journal of Chiropractic Education 26, no. 1 (April 1, 2012): 62–67. http://dx.doi.org/10.7899/1042-5055-26.1.62.

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Teaching universities, while claiming to value good teaching, do little to help individual faculty members improve learning in their classrooms. One effective way to help teachers reflect on their teaching and improve their teaching skills is to have a colleague observe and discuss the teaching episode, yet these dialogues seem to be rare. Visits to the classroom, if they occur at all, are usually summative, with little or no discussion, and typically used for the purposes of evaluation. The formative dialogues program, however, provides opportunities for faculty members to request a collegial, nonthreatening observation and discussion of a teaching session. The program is easy to administer and promises to provide opportunities to enhance the learning environment of the health professional classroom.

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Kersting, Robert C., and Ann Marie Mumm. "Are We Teaching Critical Thinking in the Classroom?" Journal of Baccalaureate Social Work 7, no. 1 (September 1, 2001): 53–67. http://dx.doi.org/10.18084/1084-7219.7.1.53.

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The Council on Social Work Education (CSWE) requires social work programs to integrate critical thinking into their curriculum (CSWE, 1992). This article reports results from a pilot study designed to assess how well students integrate critical thinking skills after a one-semester generalist practice course. Forty-six students completed a pre- and posttest assessing critical-thinking skills and their attitudes about critical thinking. The results show some minimal changes in critical thinking. It is concluded that critical thinking is a difficult set of skills to develop and it requires more than a single, one-semester course to develop those skills. We suggest changes in teaching methodology. The article concludes with a discussion of issues regarding measurement of critical thinking for future research.

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Svensson, Eva, Ann-Marie Pendrill, and Susanne Pelger. "Teaching with Google Classroom." Educare - vetenskapliga skrifter, no. 4 (December 21, 2020): 158–91. http://dx.doi.org/10.24834/educare.2020.4.7.

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The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance. We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential.

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Tevdovska, Elena Spirovska. "Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning." SEEU Review 11, no. 2 (December 1, 2015): 95–106. http://dx.doi.org/10.1515/seeur-2015-0031.

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Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

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Sa'dijah, Cholis, Wasilatul Murtafiah, Lathiful Anwar, Rini Nurhakiki, and Ety Tejo Dwi Cahyowati. "TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES." Journal on Mathematics Education 12, no. 1 (January 20, 2021): 159–80. http://dx.doi.org/10.22342/jme.12.1.13087.159-180.

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This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

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Dix, Greg, and Suzanne Hughes. "Teaching students in the classroom and clinical skills environment." Nursing Standard 19, no. 35 (May 11, 2005): 41–47. http://dx.doi.org/10.7748/ns2005.05.19.35.41.c3863.

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Kurniasih, Eka. "Teaching the Four Language Skills in Primary EFL Classroom." JET (Journal of English Teaching) 1, no. 1 (September 19, 2016): 70. http://dx.doi.org/10.33541/jet.v1i1.53.

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English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.

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Severson, Margaret. "Teaching Mediation Theory and Skills in an Interdisciplinary Classroom." Journal of Social Work Education 34, no. 2 (April 1998): 185–94. http://dx.doi.org/10.1080/10437797.1998.10778916.

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Teach, Richard D., and Gita Govahi. "The Role of Classroom Techniques in Teaching Management Skills." Simulation & Gaming 24, no. 4 (December 1993): 429–45. http://dx.doi.org/10.1177/1046878193244002.

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Dix, Greg, and Suzanne Hughes. "Teaching students in the classroom and clinical skills environment." Nursing Standard 19, no. 35 (May 11, 2005): 41–47. http://dx.doi.org/10.7748/ns.19.35.41.s51.

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Vujovic, Predrag. "Improving teaching skills: from interactive classroom to applicable knowledge." Advances in Physiology Education 40, no. 1 (March 2016): 1–4. http://dx.doi.org/10.1152/advan.00139.2015.

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Making the transition from more traditional to more interactive lecturing can be successfully achieved by applying numerous teaching techniques. To use lecture time in the most efficient way, a lecturer should first instruct students to acquire basic knowledge before coming to class. Various in-class activities then can be used to help students develop higher thinking skills and gain better understanding of the studied material. These in-class activities can take many forms (multiple-choice questions of various complexities, compare-and-contrast tasks, quantitative and problem-solving tasks, questions dealing with interpretations of tables, graphs, and charts, etc.) and should be designed to help student integrate their knowledge, to facilitate communication among students, and at the same time to allow the lecturer to closely monitor the learning process as it happens in the classroom.

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Et. al., Anup Denzil Veigas,. "Innovative Teaching: A Need to Encounter the Modern Classroom Challenges." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 1196–203. http://dx.doi.org/10.17762/turcomat.v12i2.1143.

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Teaching a language and addressing the need of the learners is a complex and challenging exercise. Language plays a prominent role in teaching learning process; however, when it comes to teaching of English language, these challenges multiply especially, within the classroom context because of the learners and their diversity of choices. The Irony behind teaching and learning of English language lies in its context in the global level. English Language seems to have many challenges because of the need to proficiency, competency and fluency of users who are capable of utilising the language skills mainly, LSRW (Listening, Speaking, Reading and Writing) to gain employment in global markets. But today, teaching the learners the skills of the language has become more challenging because the learners exhibit a negative feeling to language classes. The present paper emphasises on making teachers more adaptable for the teaching process by avoiding various classroom discrepancies and preparing the learners to utilize new methods for better and effective skill-based language learning.

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Tisher, Richard P., and Hans G. Klinzing. "Procedures to Develop Classroom Teaching Skills: modelling, cases, simulations and micro‐teaching." South Pacific Journal of Teacher Education 20, no. 1 (January 1992): 35–48. http://dx.doi.org/10.1080/0311213920200105.

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Adebayo, Comfort Tosin, and Mike Allen. "The Experiences of International Teaching Assistants in the US Classroom." Journal of International Students 10, no. 1 (February 15, 2020): 69–83. http://dx.doi.org/10.32674/jis.v10i1.1086.

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Most research focusing on the challenges that international teaching assistants (ITAs) encounter in U.S. classrooms employs a linguistic perspective. The present study furthers that research by examining other challenges unique to ITAs, through the lens of an intercultural competence framework. Through individual interviews with 15 ITAs, the study highlights the challenges related to competencies in knowledge and skills faced by ITAs in U.S. classrooms. Findings reveal that knowledge about the U.S. education system, expectations of the classroom culture, and assumptions about student–instructor relationships pose the greatest difficulties. Additionally, the ability of an ITA to demonstrate communication skills remains a significant challenge, including the negative perception of speaking with a foreign accent and selecting effective word choices to accurately represent content. The study findings present practical implications for training ITAs for their pedagogical duties at U.S. colleges.

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Yulian, Ryani. "The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education." Studies in English Language and Education 8, no. 2 (May 3, 2021): 508–22. http://dx.doi.org/10.24815/siele.v8i2.18366.

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The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

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Greenstone, Harriet. "Executive Function in the Classroom: Neurological Implications for Classroom Intervention." LEARNing Landscapes 5, no. 1 (May 1, 2011): 101–14. http://dx.doi.org/10.36510/learnland.v5i1.534.

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Executive function skills are critical for both school and personal success, but have been traditionally under-addressed in academic settings. Recent advances in the field of neuroscience, and specifically those dealing with neuroplasticity, have provided new understanding of the causes of executive dysfunction and how we can use this information to remediate these weaknesses in the classroom, even for those with typical executive function development, by teaching these skills as part of the curriculum.

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Zhang, Fengyan, Baojuan Ma, and Wengang Ren. "Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?" Wireless Communications and Mobile Computing 2021 (August 18, 2021): 1–7. http://dx.doi.org/10.1155/2021/2148905.

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The study of motor skills is an essential course item for college students. Many college teachers try to introduce the flipped classroom mode into the teaching of motor skills. However, the influence of this mode on the learning effect of college students’ motor skills is uncertain. This paper builds a research model on the basis of literature review. This model is used to analyze the influence factors of flipped classroom on the learning effect of college students’ motor skills. Through questionnaire survey and empirical analysis, we verified the research hypothesis of each factor. The results show that video technical action display, video feedback of students’ technical action, and teaching interaction have a significant positive impact on the learning effect of college students’ motor skills in the flipped classroom, while video theory teaching has no significant impact. This study expands the application of flipped classroom in the field of motor skills and enriches the relevant literature of flipped classroom mode. Based on the findings of this study, we make the following recommendations: (1) teachers can use the way of video recording to display technical actions of motor skills, (2) students can use video feedback to communicate with the teacher about the learning of motor skills, and (3) flipped classroom needs to pay attention to the teaching interaction between teachers and students.

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Dwiniasih, Dwiniasih, Farah Sukmawati Wahidah, and Susanto Susanto. "INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 230. http://dx.doi.org/10.24252/eternal.v62.2020.a4.

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For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-service teacher while managing classroom. The results reveal that the skill which is still not optimal related to the creation and maintenance of optimal learning conditions is the skill that shows response attitude because of nervous and tend to focus to the certain group or students considered comfortable. Meanwhile, skills related to the control of optimal learning conditions that is still not done optimally by the participants, namely finding and overcoming behavior that poses problems with the way of exile caused by frightened by pre-service teachers against increasingly poor or rebellious student responses. However, referring to overall indicator of classroom management skills, pre-service teacher could be categorized as having done a grade managing skills well.

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Winarsih, Dwi, and Sirajul Munir. "HOW TEXT-BASED TEACHING PROMOTE DIMENSIONS OF LITERACY SKILLS IN EFL CLASS." Ta'dib 24, no. 1 (June 28, 2021): 33. http://dx.doi.org/10.31958/jt.v24i1.2813.

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This case study aimed to reveal how high school teachers in a municipality of Central Java as participants promoted dimension of literacy in text-based teaching in EFL classrooms because they were responsible to equip students with literacy skills in order to be smart and have critical thinking. The data were collected by recording, structured open-ended interviews, and classroom observations. Teachers whose students’ English proficiency belonged to fair tent to promote linguistic dimensions of literacy. They spent most of the teaching session by discussing elements of language such as structure or vocabulary and aims of text as an effort to promote socio cultural dimension. Teachers whose students had a good English proficiency promoted linguistic, socio cultural, cognitive and developmental dimension of literacy. The practical pedagogical implication is that teachers’ awareness of integrated particular teaching methods in the classroom is needed to promote students’ proficiency of literacy dimensions and equip students with 21st literacy skills.

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Qualey, Donita T. "The evolution of classroom teaching." Teaching and Learning in Nursing 3, no. 4 (October 2008): 113–14. http://dx.doi.org/10.1016/j.teln.2008.08.004.

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Hiatt, Matthew A., Jeffrey S. Reber, Alan L. Wilkins, and Jillian Ferrell. "Incorporating Spirituality in the Classroom." International Journal of Innovative Teaching and Learning in Higher Education 2, no. 1 (January 2021): 1–16. http://dx.doi.org/10.4018/ijitlhe.20210101.oa1.

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This study tested the extent to which professors could be trained to help enhance students’ experiences of spirituality in their classes. Three areas of focus that may be important to incorporating spirituality into the classroom were identified in the integration of faith and learning literature: 1) Professor Self-Disclosure, 2) Intellectual Connections, and 3) Interpersonal Connections. In a quasi-experimental design, two professors were trained to incorporate these focus areas into four experimental conditions. A sample of 203 student participants attended different teaching conditions and rated their perception of the teaching quality. Statistical tests revealed that professor ratings on General Teaching Skills and Spirituality greatly improved after training; however, ratings also depended on the professor. Results indicated that applying such a pedagogical training can be a useful tool in educating faculty to successfully incorporate spirituality in the classroom and improve student perceptions of their general teaching skills.

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Shah, Shanina Sharatol Ahmad, Juliana Othman, and Fatiha Senom. "THE PRONUNCIATION COMPONENT IN ESL LESSONS: TEACHERS’ BELIEFS AND PRACTICES." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 193. http://dx.doi.org/10.17509/ijal.v6i2.4844.

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Research has shown that teachers’ beliefs on teaching and learning exert an influence on their actual classroom practices. In the teaching of English pronunciation, teachers’ beliefs play a crucial role in the choice of pronunciation components taught in the ESL classrooms. This paper explores teachers’ beliefs about teaching English pronunciation in Malaysian classrooms and the extent to which these beliefs influenced the teachers’ classroom instructions. Employing a multiple case study of five ESL teachers in secondary schools, this study investigated the beliefs the teachers have formed about pronunciation focused areas and classroom practices in teaching English pronunciation. Data were collected through actual classroom observations and semi-structured interviews with the teachers and students. The findings of the study found that ESL teachers seem to believe that pronunciation skills are to be taught integratedly with other English language skills. Results also indicate a discrepancy between these teachers’ beliefs on the focused areas of pronunciation and the stated curriculum specifications. Additionally, the ESL teachers seem to have vague and contradictory beliefs about pronunciation focused areas. These beliefs are based on their previous language learning and professional experience as well as other contextual factors such as examination demands and time constraints. As a result, these beliefs lead to the pronunciation component being neglected despite it being stipulated by the curriculum.

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Winer, Lise. "Teaching Classification and Organization Skills in ESOL Composition?" TESL Canada Journal 11, no. 2 (June 26, 1994): 85. http://dx.doi.org/10.18806/tesl.v11i2.635.

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In organizing ESOL expository writing, students typically have difficulty with: 1) identifying and distinguishing the classifying criteria, sometimes mixing several categories at once; 2) identifying hierarchical categories in a superordinate/subordinate relation to each other; and 3) reclassifying the same content in different ways using different criteria or different hierarchies of categories. This paper relies on research in several areas-paradigmatic and syntagmatic responses in reading comprehension, formal schemata and reading comprehension, and Brunerian learning theory-to explore some classroom approaches to these difficulties. A set of guidelines for the practice of classification skills is proposed. In the following sections, several detailed examples are given of specific classroom pre-writing lessons, and how they may be analyzed in terms of these guidelines.

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Roehrig, G. H., M. Michlin, L. Schmitt, C. MacNabb, and J. M. Dubinsky. "Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom." CBE—Life Sciences Education 11, no. 4 (December 2012): 413–24. http://dx.doi.org/10.1187/cbe.12-04-0045.

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In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

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Meyer, Elizabeth J., Anne Wade, and Philip C. Abrami. "Teaching With Electronic Portfolios to Develop 21st Century Literacies." LEARNing Landscapes 6, no. 2 (June 2, 2013): 265–82. http://dx.doi.org/10.36510/learnland.v6i2.616.

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This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.

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Mansur, Nurdin. "PENERAPAN KETERAMPILAN MENGAJAR DALAM UPAYA PENCAPAIAN HASIL BELAJAR MAHASISWA." Lantanida Journal 4, no. 2 (September 18, 2017): 118. http://dx.doi.org/10.22373/lj.v4i2.1884.

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The purpose of the implementation of teaching and learning is for learning achievement, both in terms of process and in achieving the outcome is always influenced by various factors. To get the learning outcomes in a subject that is better then relates all factors of educators in the mastery and application of various teaching skills of learning such as the following, namely: a skill as opening lesson, questioning skills, skills to provide reinforcement, skills provide variety, skill explains, small group discussion guiding skills, classroom management skills, teaching skills of individuals, and closing skills lessons. Moreover, in studying a subject willing learners are required to carry out exercises to add a sense of confidence, a strong will to implement appropriate learning strategies, planning and good self-regulation in order to achieve high learning outcomes.

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Ikhsan, Muhammad Khairi. "THE ALTERNATIVE STRATEGIES FOR TEACHING READING SKILL FOR EFL STUDENTS." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 18, no. 1 (November 17, 2017): 107. http://dx.doi.org/10.24036/komposisi.v18i1.6517.

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One thing that can not be denied by the English teachers is teaching English skills. One of the skills that should be taught by the teacher is reading skill. For EFL students, reading is considered as a complicated skill to be comprehended. They tend to have problems to master this skill. There are some common problems made by the EFL students related to reading. For instance, they are difficult to understand the text and find the information from the texts given, and also its hard for them to determine the main ideas of the text. Besides, from the teacher’s perspective, they commonly not applying some appropriate strategies to teach reading. So, reading activities in the classroom sometimes supposed to be boring. Therefore, this paper is aimed at showing some strategies that can be applied by the teachers to make reading activities in the classroom become an interesting one

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Mursyid, Mursyid, and Nia Kurniawati. "HIGHER ORDER THINKING SKILLS AMONG ENGLISH TEACHERS ACROSS GENERATION IN EFL CLASSROOM." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 119. http://dx.doi.org/10.25134/erjee.v7i2.1775.

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Higher order thinking skills are the next cognitive ability to evaluate, analyze and create. It is a must for English teachers across generation (Baby Boomers, Generation X, and Generation Y) to grasp and implement the idea of HOTS in their classrooms. Teaching English in EFL setting certainly forces the teachers to have expertise in planning the learning activities that would foster students� thinking skills, especially their HOTS. This study aims at investigating the perceptions, the practice, and the constraints in endorsing higher order thinking skills in teaching foreign language. This case study involved seven senior high school English teachers from three generations (Baby Boomers, generation X, and generation Y). Data were collected through open-ended questionnaire, classroom observation, and document analysis for triangulation purpose. Data were then categorized and classified to form themes for the study. The results showed that teachers from all generation are aware of HOTS and they are applying it in their teaching in a different way. However, some obstacles are still found in incorporating HOTS in their classroom.

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Purjayanti, Ani. "TRIGGERING LEARNERS TO SPEAK: A TEACHING STRATEGY." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, no. 1 (November 22, 2019): 9. http://dx.doi.org/10.20527/jetall.v1i1.7361.

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Abstract: Speaking has been put in a high priority as far as English language mastery is concerned. It is widely used as a measurement for language achievement at not only schools but also companies. In particular cases, however, speaking is viewed as a more demanding and threatening skill compared to listening, reading, and writing as it is a product of a language learning process rather than simply language learning (NCLRC, 2004). This research was aimed to figure out classroom activities which play a vital role in the teaching-learning process as it is through these that students acquire, learn, and practice the skills. The subjects of this research were the speaking class students. This research was a descriptive qualitative. Based on the research, it was found that since speaking skills are vital for students to learn, we – teachers of English - have to make every endeavor to help students master them. Classroom activities are parts of language learning process that we can handle and design to meet the above needs. With appropriate activities within stimulating classroom environment, it is expected that we can provide triggers for our students to speak.

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Bestiara, Bestiara, Arifmiboy Arifmiboy, and Leli Lismay. "THE STUDENTS’ PERCEPTION ON TEACHERS’ BASIC TEACHING SKILLS IN ENGLISH CLASSROOM." ELP (Journal of English Language Pedagogy) 6, no. 2 (July 7, 2021): 1–9. http://dx.doi.org/10.36665/elp.v6i2.392.

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The research was conducted due to difference students’ perceptions on teacher basic teaching skills in English classroom at SMKN 1 Tanjung Raya. The design of this research was a survey research. Data were obtained through questionnaire using the likert scale. The sample was collected from 96 students at SMKN 1 Tanjung by using simple random sampling. Additionally, the analyzing of the data was done by identifying the respondent’s responses, analyzing the data and making a conclusion. The finding remarked that the students viewed teacher ability in explaining lesson was good with score 77.38%. It indicates the teachers mostly applied all the indicators of explaining skill in teaching and learning in the classroom. Furthermore, teacher ability to guide discussion skill was good enough with mean score is 73,37%. It assumed that during teaching and learning process, the teacher did a good enough to guide the discussion in the class.

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Journal articles on the topic 'Classroom teaching skills'

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