Academic literature on the topic 'Teacher-Student interaction in classe'
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Journal articles on the topic "Teacher-Student interaction in classe"
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Putri, Stephanie Priyanto, Hendi Pratama, and Sri Wuli Fitriati. "Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes." Celt: A Journal of Culture, English Language Teaching & Literature 23, no. 2 (2023): 201–24. http://dx.doi.org/10.24167/celt.v23i2.10524.
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This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom. Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview. 137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study. Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses student-teacher interaction to increase students' and teachers' academic motivation. A final interview is conducted with the English teacher to determine her perception of student-teacher interaction. The results demonstrate a correlation between student-teacher interaction and students’ academic motivation in English classes. The instructor utilizes these interactions by posing questions and issuing directives. Moreover, the instructor concurred that student-teacher interactions are highly beneficial for both students and instructors.
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Navaz, Abdul Majeed Mohamed. "Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University." International Journal of Learning, Teaching and Educational Research 20, no. 2 (2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.
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This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by giving follow-up questions or prompts at the third move of the IRF sequence so that students respond, elaborate, explain or prolong their responses. This study examines how the teacher trainees on their teaching practice of a TESL degree programme at a university interacted with their students in ESL classes and how they changed their pattern of interaction to sustain more student interaction. Using lecture discourse data as the basis of the analysis, this study evaluated the changes after an intervention that focussed on training the teacher trainees in developing longer interactional episodes. The results revealed that there was only a slight improvement in the way teacher trainees maintained interactions in the lessons after the intervention. Hence, this study enlightens the possibility of utilizing interaction for language development through intensive teacher training.
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Sari, Mike Nurmalia. "CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 19, no. 2 (2018): 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.
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This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher
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Wang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng, and Han Ye. "Exploring the Influence of Teacher-Student Interaction Strength, Interaction Time, Interaction Distance and Interaction Content on International Student Satisfaction with Online Courses." International Journal of Learning, Teaching and Educational Research 21, no. 2 (2022): 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.
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Since the outbreak of COVID-19 in January 2020, international online courses in universities in China have begun to develop on a large scale. This study explores the related influencing factors of teacher-student interaction on international student satisfaction with online courses in Chinese universities. It reveals which aspects of teacher-student interaction in online classes positively correlate with international students' satisfaction. This study is of a quantitative nature with four (independent variables (IVs) and one dependent variable (DV). The four IVs are the four dimensions of teacher-student interaction, namely interaction strength (IS), interaction time (IT), interaction content (IC), and interaction distance (ID). The DV is international student satisfaction (ISS) with online courses. This study was conducted in a university in Zhejiang Province, China. To answer the questionnaire, one hundred international students who were unable to enter China during COVID-19 were selected by stratified random sampling. The study used SPSS 21 to conduct descriptive and multiple linear regression analysis on the collected quantitative data. A total of 93 valid questionnaire data was collected. The analysis results showed that both IVs (IC & ID) have a positive correlation with the DV (ISS). Therefore, under the condition of limited equal resources, online teachers may give priority to the teacher-student interaction factors that have the greatest impact on the satisfaction of international students, carefully design teacher-student interaction activities, and maximise the satisfaction of international students.
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Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 4, no. 2 (2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.
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The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach
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Riyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.
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One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.
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Sari, Fatimah Mulya. "Patterns of Teaching-Learning Interaction in the EFL Classroom." TEKNOSASTIK 16, no. 2 (2019): 41. http://dx.doi.org/10.33365/ts.v16i2.139.
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The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.
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Indra Sudrajat. "OVERCROWDED CLASSROOMS IN THE ANALYSIS OF TEACHER-STUDENTS INTERACTION." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no. 2 (2021): 74–88. http://dx.doi.org/10.37742/jela.v3i2.60.
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The study was carried out to find out the most serious problems faced by the teachers-student interaction in overcrowded classes The aims in this study is to investigate the effect of teacher-students interaction in overcrowded classroom. This study focuses particularly on the problems that are being faced by both teachers and students while teaching-learning process. The method of this research work is qualitative method. The data were gathered through self-completion questionnaires and interview administered to 33 student and four teachers for questionnaire. Questionnaire for teacher is to understand more fully how teachers think about overcrowded classrooms as well as about classroom interaction, also to gain through overview about what the relationship between crowded classes and teacher-student interaction, and for student is to understand more fully whether overcrowded classes have an effect on teacher-student interaction, a short questionnaire was designed to gather opinion. In order to support the questionnaire, the students and the teacher were interviewed through a sequence of questions related to the causes of classroom interaction and overcrowded classroom to find out the effect of teacher-student interaction in overcrowded classroom. The study involved three students based on the high, middle and low value in English classroom and two teachers in the interview at a private senior high school in Bandung. The results of this study showed the main problems being faced in overcrowded classes including noise making, lack of individual attention and classroom arrangement are issues that influence interaction in the class. Based on the result we can saw that Teacher-Student Interaction is affected by the number of Student.
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Jeong, So Young. "The Relationship among Teaching Presence, Interaction, and Class Satisfaction: Experience of Interaction-Based Class in Online College English." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (2023): 825–40. http://dx.doi.org/10.22251/jlcci.2023.23.24.825.
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Objectives The purpose of this study was to examine the effects of teaching presence and interaction between teacher and student on class satisfaction in online English classes designed for teacher-student interaction, and to provide basic data for liberal arts English classes.
 Methods A web survey was conducted from June 29 to July 20, 2021 on 147 freshmen who took college English in the first semester of 2021. The collected data were analyzed by descriptive statistics, correlation analysis, simple and multiple regression analysis using SPSS WIN 23.0.
 Results First, teaching presence was found to have a significant effect on teacher-student interaction. In addition, there was a significant positive correlation between all variables, and in the case of sub-factors, direct facilitation and instructional communication each showed a high correlation with class satisfaction. Second, teaching presence and teacher-student interaction were found to have a significant effect on class satisfaction, and interaction between teacher and student showed a higher relative influence than teaching presence. Third, the sub-factors that showed the highest influence on the student's class satisfaction were instructional communication and direct facilitation.
 Conclusions This study presented meaningful information to promote online learning by examining the sub-factors of teaching presence and teaching-student interaction affecting class satisfaction of liberal English learners.
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Li, Wenjia. "How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2134–40. http://dx.doi.org/10.54097/ehss.v8i.4659.
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Under the background of modern education paying more and more attention to gender equity, teacher-student interaction, as an important micro component that will affect students in the classroom, whether it will be affected by gender factors is also a topic that researchers have long discussed. This study is committed to adding new cases to the study of gender and teacher-student interaction, focusing on teacher-student interaction in EFL classrooms in primary education from Mainland of China. This study is a case study, focusing on an experienced English teacher and her six classes. Through classroom observation of 12 English classes and interviews with teachers, this study found that female students will receive less attention from teachers, while male students will be more likely to receive negative comments from teachers because of gender factors. Overall, it is suggested that gender bias in EFL classrooms and believed that gender factors would affect the formation of the teacher-student interaction model.
Dissertations / Theses on the topic "Teacher-Student interaction in classe"
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Santiboon, Toansakul. "Laboratory learning environments and teacher-student interaction in physics classes in Thailand /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070221.102717.
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Coulstock, Christine A. "Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1048.
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Many studies have investigated learning in science classes, examining various influences on the understandings that students develop. The purpose of this study was to investigate the interactions that took place in upper primary science lessons, and the teacher and student behaviours affected these interactions and the opportunities for learning. The three classes that were selected for the study were similar and the teachers were all experienced primary teachers. The teachers were supplied with a set of science lessons on the topic of electric circuits. The resources included background information for the teachers and suggested activities, demonstrations, analogies and focus questions that the teachers could use to develop scientifically valid understandings. The student activities were designed to allow the students to investigate and solve problems related to electric circuits and to then discuss the activities in their groups to develop understandings. Whole-class discussions were used to further develop the understandings and then the students, in their groups, used their new Knowledge to solve theoretical problems. The data collection was broad to ensure that as much information as possible was obtained. The students participated in pre and posttests, with one group of students from each class also interviewed prior to and alter the series of lessons about their understandings. All the teacher interactions with the class and with groups of students were audio-recorded, and one group of students, the group that was interviewed, was video and audio-recorded. The researcher also attended all the science lessons and recorded anecdotal records of the activities during the lesson, and any blackboard work that occurred. The data analysis examined the types of teacher and student behaviours that occurred; the quantity and types of interactions that occurred in the whole-class and group discussions; the management of the task and behaviours in whole-class and group activities; the way the lesson time was used by the teacher and by the students in their group work; the use and understanding of scientific vocabulary; and the understandings that were developed by the students. The analysis revealed important differences in the teaching behaviours of the three teachers and in the ways that they related to their students. The teachers changed the curriculum materials, sometimes purposefully, but sometimes inadvertently, resulting in changed learning opportunities for the students, and often used scientific terms incorrectly and/or did not explain them. The teachers’ management of time, student behaviour, tasks and discussions affected the flow of lessons and opportunities students had to develop understandings. The students' level of attention and responsibility for task management also varied between students and between the classes. Students' group work skills were generally found to the inadequate to manage group relationships and tasks. Because of the scope of the data, which encompasses many variables, it was not intended nor possible to establish any direct causal relationship between particular teaching/learning variables and the learning outcomes, but it was possible to suggest links between aspects of the learning environment, opportunities for learning and changes in the students' understandings. From the data, specific assertions were generated and these were collated to produce general assertions, which were again aggregated to produce the overarching assertions, the findings of the study. These findings are consistent with those from many previous studies of classroom interactions and behaviours. However, they also indicated that the classroom ethos; the management strategies and styles of the teachers; the teaching style of the teacher; the ways that discussions were conducted; the level of involvement, responsibility and independence of the students; and the way time was used had an impact on the learning opportunities during the lessons and the development of acceptable, scientific understandings. This study, which provides an in-depth analysis of the complexity of the teaching-learning process in primary science lessons, offers insights which may be useful in other learning areas, as many of the findings are not specific to the science aspects of the lessons studied.
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Kijkosol, Duangsmorn. "Teacher-student interactions and laboratory learning environments in biology classes in Thailand." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1550.
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The first purpose of the study described in this thesis was to provide validation information of three questionnaires that were modified and translated into the Thai language, namely, the Questionnaire on Teacher Interaction (QTI), the Science Laboratory Environment Inventory (SLEI), and the Attitude to Biology Class (ABC). A second purpose was to determine students' perceptions of teacher-student interactions and laboratory learning environments and their attitudes to biology classes in secondary schools in Thailand. A sample of 1,194 students from 37 biology classes in 37 schools completed the three questionnaires. The results of the study showed that most students in secondary schools of Thailand have moderately positive attitudes to their biology class. Students perceived their teachers as having good leadership, being helping/friendly, and understanding, but seldom uncertain, dissatisfied or admonishing. They also perceived that sometimes their teachers were strict, however allowing students responsibility and freedom. In biology laboratories, they perceived the environments as employing good student cohesiveness, less open-endedness and integration of the theory and practical, the rules were not clear and the materials were not good and insufficient. There were differences between students' actual and ideal perceptions of classroom interactions and laboratory learning environments. Students preferred teachers who showed strong leadership, were more helping and understanding, who gave their students more responsibility and freedom, and who were less uncertain, dissatisfied, admonishing and strict.Also, students preferred a biology laboratory environment with higher levels on the scales of Open-Endedness, Integration, Rule Clarity, and Material Environment but not Student Cohesiveness. Some commonality between the QTI and the SLEI scales was found in their contributions to the variance in student attitudes to biology classes. So now the QTI and the SLEI can be used by biology teachers and other science teachers in secondary schools who wish to improve science teaching and learning in Thailand.
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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2031.
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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas.The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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Kijkosol, Duangsmorn. "Teacher-student interactions and laboratory learning environments in biology classes in Thailand." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16101.
Full textAbstract:
The first purpose of the study described in this thesis was to provide validation information of three questionnaires that were modified and translated into the Thai language, namely, the Questionnaire on Teacher Interaction (QTI), the Science Laboratory Environment Inventory (SLEI), and the Attitude to Biology Class (ABC). A second purpose was to determine students' perceptions of teacher-student interactions and laboratory learning environments and their attitudes to biology classes in secondary schools in Thailand. A sample of 1,194 students from 37 biology classes in 37 schools completed the three questionnaires. The results of the study showed that most students in secondary schools of Thailand have moderately positive attitudes to their biology class. Students perceived their teachers as having good leadership, being helping/friendly, and understanding, but seldom uncertain, dissatisfied or admonishing. They also perceived that sometimes their teachers were strict, however allowing students responsibility and freedom. In biology laboratories, they perceived the environments as employing good student cohesiveness, less open-endedness and integration of the theory and practical, the rules were not clear and the materials were not good and insufficient. There were differences between students' actual and ideal perceptions of classroom interactions and laboratory learning environments. Students preferred teachers who showed strong leadership, were more helping and understanding, who gave their students more responsibility and freedom, and who were less uncertain, dissatisfied, admonishing and strict.<br>Also, students preferred a biology laboratory environment with higher levels on the scales of Open-Endedness, Integration, Rule Clarity, and Material Environment but not Student Cohesiveness. Some commonality between the QTI and the SLEI scales was found in their contributions to the variance in student attitudes to biology classes. So now the QTI and the SLEI can be used by biology teachers and other science teachers in secondary schools who wish to improve science teaching and learning in Thailand.
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Braga, Maria Cecilia Bérgamo. "A interação professor-aluno em classe inclusiva : um estudo exploratório com criança autista /." Marília : [s.n.], 2002. http://hdl.handle.net/11449/90362.
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Orientador: Maria Salete Fábio Aranha<br>Banca: Sadao Omote<br>Banca: Júlio Romero Ferreira<br>Resumo: O direito de acesso à escola, legitimado pela atual Política Nacional de Educação a todas as crianças, encontra resistências quando se refere a indivíduos com necessidades educacionais especiais. Este trabalho caracteriza a interação de uma única díade, professor - aluno portador de condutas típicas (autista de alto-funcionamento), em ambiente regular inclusivo, visando a contribuir com informações sobre o manejo com a diversidade em sala de aula. O estudo concluiu que o sujeito focal apresentou características facilitadoras de interação, levando a professora a dirigir-lhe preferencialmente contatos orientados para a tarefa, além de realizar adaptações curriculares às suas necessidades específicas, assistematicamente. O aluno autista estabeleceu uma dinâmica relacional pautada pela busca de atenção exclusiva da professora, alternando para tanto, artifícios adequados ou não ao momento em que ocorriam. Ambos professora e aluno mostraram-se suscetíveis a alterações de humor segundo acontecimentos familiares e escolares. No entanto, o sujeito autista mostrou-se mais agitado quando as atividades não lhe estavam adaptadas e ainda quando da falta de atenção da professora sobre suas solicitações. Ocorreram, portanto, situações interativas que adquiriram funções educacionais além de terapêuticas, para o sujeito em estudo.<br>Abstract: The right of access to school, legitimized by the present National Politics of Education to all kids, finds resistance when it comes to individuals with special educational needs. This paper characterizes the interaction of one only couple, teacher - high functioning autistic child, in a regular inclusive atmosphere, trying to contribute with information about the handling with the diversity in the classroom. The study concluded that the subject presented characteristics that made the interaction easy, leading the teacher to give him oriented contacts to the task, besides realizing curriculum adaptations to his specific needs. The autistic student established a relational dynamic based on the search for the exclusive attention from the teacher, alternating for that adequate with non-adequate means to the moment in which they occurred. Both teacher and student were sensitive to changes in mood according to school and family happenings. However, the subject was more agitated when the activities weren't adapted and when there was lack of attention from the teacher in relation to what he wanted. The atmosphere presented positive aspects to a possible development of the subject's social and academic abilities: high level of responses to his approaches, similarities in the teacher's standard of responses to the autistic child and the other non-autistic students, as well as high level of participation of the subject in complementary contacts. Therefore, there were interactive situations that got educational and therapeutic functions to the subject being focused.<br>Mestre
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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18064.
Full textAbstract:
The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas.<br>The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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Braga, Maria Cecilia Bérgamo [UNESP]. "A interação professor-aluno em classe inclusiva: um estudo exploratório com criança autista." Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/90362.
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braga_mcb_me_mar.pdf: 290301 bytes, checksum: 5773bc3b4224718d7d7178ee5d7e776f (MD5)<br>O direito de acesso à escola, legitimado pela atual Política Nacional de Educação a todas as crianças, encontra resistências quando se refere a indivíduos com necessidades educacionais especiais. Este trabalho caracteriza a interação de uma única díade, professor - aluno portador de condutas típicas (autista de alto-funcionamento), em ambiente regular inclusivo, visando a contribuir com informações sobre o manejo com a diversidade em sala de aula. O estudo concluiu que o sujeito focal apresentou características facilitadoras de interação, levando a professora a dirigir-lhe preferencialmente contatos orientados para a tarefa, além de realizar adaptações curriculares às suas necessidades específicas, assistematicamente. O aluno autista estabeleceu uma dinâmica relacional pautada pela busca de atenção exclusiva da professora, alternando para tanto, artifícios adequados ou não ao momento em que ocorriam. Ambos professora e aluno mostraram-se suscetíveis a alterações de humor segundo acontecimentos familiares e escolares. No entanto, o sujeito autista mostrou-se mais agitado quando as atividades não lhe estavam adaptadas e ainda quando da falta de atenção da professora sobre suas solicitações. Ocorreram, portanto, situações interativas que adquiriram funções educacionais além de terapêuticas, para o sujeito em estudo.<br>The right of access to school, legitimized by the present National Politics of Education to all kids, finds resistance when it comes to individuals with special educational needs. This paper characterizes the interaction of one only couple, teacher - high functioning autistic child, in a regular inclusive atmosphere, trying to contribute with information about the handling with the diversity in the classroom. The study concluded that the subject presented characteristics that made the interaction easy, leading the teacher to give him oriented contacts to the task, besides realizing curriculum adaptations to his specific needs. The autistic student established a relational dynamic based on the search for the exclusive attention from the teacher, alternating for that adequate with non-adequate means to the moment in which they occurred. Both teacher and student were sensitive to changes in mood according to school and family happenings. However, the subject was more agitated when the activities weren't adapted and when there was lack of attention from the teacher in relation to what he wanted. The atmosphere presented positive aspects to a possible development of the subject's social and academic abilities: high level of responses to his approaches, similarities in the teacher's standard of responses to the autistic child and the other non-autistic students, as well as high level of participation of the subject in complementary contacts. Therefore, there were interactive situations that got educational and therapeutic functions to the subject being focused.
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Andersson, Sandra. "Teacher and student questions in the EFL classroom : A study of gender and interaction in three Swedish classes." Thesis, Karlstads universitet, Avdelningen för språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14121.
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Muramatsu, Yumika. "The Role of Native-Speaker Status and Cultural Background: A Multidimensional Case Study of Teacher-Student Interaction in English Composition Classes." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194149.
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Previous nonnative-English-speaking teacher (NNEST) research has shown that nonnative speaker (NNS) students' attitudes towards NNESTs improve after exposure to them (Moussu, 2002). Past second language (L2) writing research has found that native speaker (NS) teachers interact with NS and NNS students differently (Thonus, 2002, 2004). Little has been investigated regarding NNESTs in mainstream composition courses that include both NS and NNS students. Also, most past NNEST attitude studies relied exclusively on perception data, without investigating whether or not the expressed perceptions were observed in practice. This study, involving both NS and NNS students and teachers, explored (1) students' attitudes towards composition teachers based on the teacher's NS status, (2) interaction characteristics during individual writing conferences, (3) reflections on expressed attitudes, if any, in actual teacher-student interactions, and (4) student attitude change after exposure to NS and NNS teachers. A questionnaire, distributed to 43 (23 NS and 20 NNS) students in composition classes taught by NS and NNS teachers, explored student attitudes towards teachers. Teacher-student interaction patterns were investigated via 12 (3 NS and 9 NNS) students' video-recorded writing conferences, two each, one with the NS and the other with the NNS teacher. Student attitude change was investigated via post-conference interviews. Several interaction characteristics attributed to the teachers' NS status and the students' linguistic and cultural backgrounds (e.g., turn-taking characteristics, question and advice types, etc.) were identified from the conference data. The questionnaire results showed that teachers' personal traits and teaching styles influenced student attitudes more strongly than NS status. Some student attitudes were found to be only perceptions, not reflected in actual interactions. It was also found that NS students' attitudes towards NNS teachers changed favorably after their conference experience with the NNS teacher. Students consider personally tailored conferences to be most successful, regardless of preconceptions about teachers. The findings that students evaluate and acknowledge teachers based on various factors (e.g., individual teachers' expertise, teaching performance, personality traits, etc.) offer implications for teacher training programs. This study also addresses the issue that NNS students should be treated as individuals, rather than categorized as a general group of NNS students.
Books on the topic "Teacher-Student interaction in classe"
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Cangelosi, James S. Cooperation in the classroom: Students and teachers together. National Education Association, 1986.
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Cangelosi, James S. Cooperation in the classroom: Students and teachers together. 2nd ed. NEA Professional Library, National Education Association, 1990.
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Looking for home: A phenomenological study of home in the classroom. State University of New York Press, 1994.
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Roncin, Charles. Bien vivre la classe: La classe dans une approche systémique. Presses universitaires de France, 1995.
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Classroom power relations: Understanding student-teacher interaction. Lawrence Erlbaum Associates, 1997.
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Student-teacher interaction in online learning environments. Information Science Reference, 2015.
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Madhu Bala. Classroom interaction: Learning behaviour and achievement. S.S. Publishers, 1995.
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Martin, Wilfred B. W. Student embarrassment. Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1985.
Find full textBook chapters on the topic "Teacher-Student interaction in classe"
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Gupta, Adit, and Priya Sharma. "An Assessment of the Learning Environment and Teacher Interpersonal Behaviour at the Teacher Education Level." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_12.
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AbstractThe Indian teacher education scenario has undergone numerous changes in the last few years especially with the shift to the two-year teacher preparation programmes. As a result of this change, both the teacher educators and the student teachers had to adapt to the modified curriculum, teaching methodologies and assessment process. This paper focuses on assessing student teachers’ perceptions about their classroom learning environments and teacher interpersonal behaviour. The study utilises the modified version of the What Is Happening In This Classroom (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI). The data was collected from 150 student teachers from a teacher education college studying in the third and fourth semester of the two-year B.Ed./B.Ed. Special Education programme. The results show that student teachers positively perceived their classroom learning environments. They expressed a lot of student cohesiveness, teacher support for the students, task orientation and involvement of students in the classroom activities. Students perceived an environment that promotes innovation, equity and a high level of cooperation. Results for teacher interpersonal behaviour show that student teachers perceived their teacher educators as good leaders who understand their needs. They are helpful and friendly and provided ample opportunities for students to express themselves freely. They also give responsibility to accomplish different tasks. The negative aspects of teacher interpersonal behaviour like uncertainty, admonishing and dissatisfied behaviour were given a low rating by the student teachers. They, however, felt that the teacher educators were strict in the class. Data analysis reveals that no significant associations exist between academic achievement and classroom learning environments and teacher interpersonal behaviour. Results also show that there were no significant gender differences in the learning environments. However, there were significant gender differences in the teacher interpersonal behaviour in favour of female student teachers. Also, no semester and programme based differences in the classroom learning environments and teacher interpersonal behaviour exist at the teacher education level.
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Zhao, Yanmin, Marc Kleinknecht, and James Ko. "Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students’ Learning Engagement." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_9.
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AbstractThe study aims to explore students’ learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students’ learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students’ involvement in collaborative learning and promotes interactions between students’ classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students’ career learning and work-based instructions.
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Englehart, Joshua M. "Teacher–Student Interaction." In International Handbook of Research on Teachers and Teaching. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_44.
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Mammino, Liliana. "Teacher-Student Interactions: The Roles of In-Class Written Questions." In Chemistry Education and Sustainability in the Global Age. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_4.
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Mendoza, Sonia, Manuel Hernández-León, Luis Martín Sánchez-Adame, José Rodríguez, Dominique Decouchant, and Amilcar Meneses-Viveros. "Supporting Student-Teacher Interaction Through a Chatbot." In Learning and Collaboration Technologies. Human and Technology Ecosystems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50506-6_8.
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Elleman, Nicholas, and Nicholas Caporusso. "A Platform for Tracking Teacher-Student Interaction." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50896-8_1.
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Faragher, Rhonda M. "Individual Student Characteristics, Abilities and Personal Qualities and the Teacher’s Role in Improving Mathematics Learning Outcomes." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_8.
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AbstractTeachers of students in general mathematics classrooms accept and welcome the learners they are assigned to teach. The characteristics of students influence the planning teachers undertake, the learning activities they provide, and the learning outcomes achieved by their students as a result. This chapter explores the impact of student characteristics that are beyond the control of teachers, and yet are within their powers through their actions to make a considerable difference to the mathematics learning outcomes of their students. In recent times, two significant developments—the recognition of streaming as harmful and the recognition of inclusive education as beneficial—have changed the nature of general mathematics classrooms. In practice, these developments mean that teachers can expect to teach students across the breadth of human variation. Addressing an area of research focused on units of analysis that are not under the direct control of a teacher, this chapter explicitly relates to learners with intellectual disabilities, learning difficulties and learned difficulties in the context of mathematics education research. Intellectual disability and mathematics learning difficulties are learner qualities while learned difficulties are not; these are traits acquired through the course of education, such as mathematics anxiety. Two recent studies of the inclusion in general primary and secondary mathematics classes of students with Down syndrome provide data that is analysed through the lens of the framework of Manizade et al. (2019) and Medley (1987), and expanded in the first chapter of this volume. Type G (individual student traits) variables and their interaction with particularly Type B (Student mathematics learning activities) and A (Student mathematics learning outcomes) are studied. Through this analysis, it is clear that the mathematical experiences teachers plan for their students are adjusted in complex ways. Where teachers provided year-level adjusted mathematics curriculum, students were able to demonstrate learning outcomes aligned with the school year-level and often many years ahead of their deemed level of mathematics accomplishment. As a way out of low attainment, the possibilities of year-level adjusted curriculum is a critical aspect of mathematics education and an imperative of mathematics education research.
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Generosi, Andrea, Silvia Ceccacci, Ilaria D’Angelo, et al. "Emotion Analysis Platform to Investigate Student-Teacher Interaction." In Universal Access in Human-Computer Interaction. User and Context Diversity. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05039-8_3.
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Pahomov, Larissa. "Remote Learning and the Democratization of the Student-Teacher Relationship." In Learning Technologies and User Interaction. Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-14.
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Jones, Keith, and Patricio Herbst. "Proof, Proving, and Teacher-Student Interaction: Theories and Contexts." In New ICMI Study Series. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_11.
Full textConference papers on the topic "Teacher-Student interaction in classe"
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Gopinathan, Sreelakshmi. "ENHANCING STUDENT-TEACHER INTERACTION IN ONLINE CLASS: THE ROLE OF TEACHER AND VISUALISATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2318.
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Trif, Letitia. "PARTICULARITIES OF TEACHER-STUDENT INTERACTION FROM THE PERSPECTIVE OF LEARNING ENVIRONMENTS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-051.
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The contemporary society being an educational society, points out a number of aspects that require the elaboration of the educational policy directions and the reconfiguration of the educational paradigms, at the macro and micro level, starting from elements such as: the high degree of abstraction of some knowledge products; restructuring of the values system promoted by the society; accelerating the dynamics, the pace of changes; scientific, technical, cultura etc., general; the mobility of social life, the need to change tasks, roles and statuses, professions; the evolution of the labor market. Thus, contemporary education systems underline the role of "the teacher who is a facilitator of learning, a student among students, a person who sees learning through the eyes of students." (John Hattie, 2014) In this context, we propose an analysis of identifying the particularities of teacher-student interaction from the perspective of learning environments. We will analyze certain factors, such as: the course materials, the quality of the educational materials from the program, their attractiveness, presentation, clarity, content and references to other materials; quality of the teachers activity: the degree in which it is able to offer help, encouragement and guidance (good communication with the teacher improves the student's learning performance); feedback on the learning process, the recorded performances, the speed and clarity of the reaction received throughout the training program, either in the online environment or in the traditional environment, of the student class; interaction and collaboration with colleagues, how they are able to provide support and encouragement. The present study aims at three important objectives: identifying the students' preference for using the learning environment; analyzing the quality of knowledge acquisition in relation to the preferred learning environment; identification of the particularities of the teacher-student interaction from the perspective of the learning environment.
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Hao, Nguyen Anh. "How Teacher Questions Facilitate Student Learning in EFL Class." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.007.
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Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions
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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.
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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).
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Ortega, Lorena. "The Elephant in the (Class)Room: Analyzing the Inclusion of Immigrant Students Within Teacher-Student Interaction Networks." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1571528.
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Blagoveshchenskaya, Anastasia, Irina Ainoutdinova, Aida Nurutdinova, and Elena Dmitrieva. "THE RESEARCH OF THE STYLISTIC PECULIARITIES OF REPRESENTED SPEECH FOR BETTER TEACHER-STUDENT INTERACTION AT ENGLISH LITERATURE CLASSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1258.
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Yang, Mengni, and Mengfei Liu. "Optimization strategy of interaction design for foreign language asynchronous online learning." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003151.
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With the development of mobile communication technology and the outbreak of COVID-19, the much-anticipated online learning has ushered in a new growth peak. Among them, online language learning, a segmented field of online learning with a relatively long development, has a vast market scale and is expanding at a high growth rate. Nowadays, numerous participatory video websites offer high-quality foreign language online courses. Learners favor these courses because they can use the fragmented time for conducting asynchronous online learning regardless of space and time. However, foreign language learning has strong interactive and practical characteristics, while the current websites have insufficient functional support, resulting in low learner engagement, less sense of gain and unsustainable learning. Therefore, it is necessary to explore the needs of foreign language learners to design more targeted website features and optimize the asynchronous online learning experience. We select a typical website (Bilibili) in China and summarize four types of foreign language courses on the website according to the teaching method, teaching duration, teaching content, and interface: lecture course, circumstance course, demonstration course and resource course. Through behavior analysis, sentiment analysis, and topic detection, we analyze the danmaku data of each type of course to obtain the learners' behavior patterns, text sentiments, and hidden topics effectively. Combining the course type and data analysis, three learners' needs are summarized: the learning need to imitate and follow the teacher, the interactive need for frequent communication with teachers or study partners, the emotional need for a sense of ritual in class and the desire for participation and presence. With this as the foundation support, we propose three directions of targeted interaction design optimization strategies for participatory websites. Increase the multimodal interaction function, such as writing and voice following, and dual channels to help learners imitate language learning. Increase teacher-student and student-student interaction functions such as voting selection and optimizing the form of information feedback from teachers and learning partners. Enhance the ritual of online learning and improve the learning function system of the website such as designing interactive buttons at the beginning and end of the course, and visualizing course learning records. It is expected to provide suggestions for developing and reforming participatory websites to optimize the learning experience of foreign language asynchronous learning and to provide a scalable perspective for the optimization of other learning subjects.
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GURCOVA, Maria. "Individual and therapeutic approach with students with S.E.N. Establishing an active contact and involvement in interaction in curative-motor classes (kinetotherapy) with elements of psychology and special pedagogy." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p234-240.
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In the program of the educational curriculum of Republic of Moldova a multidisciplinary team of specialists is working on an individual program of psycho-correctional assistance for each student in auxiliary school No. 6. Not only a speech therapist and a special teacher work with students with ASD, but also a kinetotherapist, with physical exercises, where tasks are set to develop motor skills (movements), coordination, balance, auditory attention and perception, speech activation through oral counting or appeals - requests, the development of interaction between children within the framework of the kinetotherapy lesson, the formation of arbitrary regulation of behavior based on physical exercises, outdoor games, as well as motor tasks that will solve not only important physical, but also psychological developmental tasks. The purpose of the study at this stage was to study the features of the influence of the environmental (therapeutic) environment on the development of psychomotor and communication skills in children with autistic disorder. The objective of this study is to conduct a comparative analysis of the characteristics of the psychomotor skills of children with autistic disorders and children with developmental disabilities. The results obtained in individual lessons become sustainable and extend to other situations, places, people interacting with the student. A student who has established contact in a physical lesson will now more easily interact with a speech therapist or special teacher and in order to provide psycho-corrective work with a child with autism, we are specialists, we understand that creating a therapeutic environment is the key to success.
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Istrate, Ana mihaela. "THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-040.
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One of the modern times challenges, related to technological developments is the possibility of connecting concepts, such as Artificial Intelligence or Machine Learning to the process of teaching foreign languages. Recent studies suggest that machine learning can be equipped with an intelligence, similar to the human one. More specifically, machines can be programmed, trained and developed for self-learning. This way, devices such as Google Home, Alexa or Siri, to mention only three of the most recent developments in the field of VA, can become a teacher's assistant during the language classes, and be able to completely transform the classroom. One of the most time-consuming activity, during language teaching, is the interaction with each individual student. The new artificial intelligence technologies can substitute the teacher, and pair with each student, creating a personal connection with them, helping them improve pronunciation, vocabulary, and can even have a conversation with the student. This way we can talk about an instant trainer, that can become a virtual peer for the student. Another benefit of the virtual assistant involvement in the language classes is the enormous amount of information, that can be accessed online, offering very personalised learning opportunities for the students, can be trained to repeat different parts of the lesson, so that students could benefit from a personalised learning plan. The present study tries to explain the process through which the virtual assistant can be trained in order to fulfil the classroom needs. The final aim is to understand how to train the virtual assistant, so that learners could take control of the learning process. Thus, the communicative method of language teaching and learning, where the student is let to discover concepts and understand grammatical structure will be accomplished in conjunction with the virtual assistant, while the teacher merely guides the class, focusses on the most appropriate assessment and ultimately facilitate the learning process.
Reports on the topic "Teacher-Student interaction in classe"
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Bassi, Marina, María Mercedes Mateo-Berganza Díaz, and Rae Lesser Blumberg. Under the "Cloak of Invisibility": Gender Bias in Teaching Practices and Learning Outcomes. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011737.
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This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to female students. Gender bias had an even greater effect in classrooms where the teachers had worse interactions with students. Results show that less effective teachers (according to the Classroom Assessment Scoring System, or CLASS) show a larger gender bias. Greater gender bias is also correlated with lower scores for girls in Chile's standardized test (Sistema de Medición de la Calidad de la Educación, or SIMCE). With a few exceptions, the measures of gender bias in teacher-student interaction do not show statistically significant correlations with the test scores of boys.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4116.
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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Busso, Matías, and Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0011680.
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This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student-teacher interaction. The quality of such interaction deteriorated during the intervention.
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Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri, and Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.
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Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well in most education-related measures due to a strong cultural emphasis on education and a supportive government (Nihayah et al., 2020), but has been significantly affected during the pandemic as most students are confined to their homes with very limited teacher-student interaction.
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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4630.
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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.
Full textAbstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.
Full textAbstract:
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.
Full textAbstract:
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.