To see the other types of publications on this topic, follow the link: Teachers' presentation.
Journal articles on the topic 'Teachers' presentation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teachers' presentation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Restuningrum, Novi. "TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 1. http://dx.doi.org/10.31258/ijebp.v2n1.p1-13.
Full textAbstract:
Abstract: Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards an interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It portrays a description of the teachers' position in the classroom and why they choose a particular position for a particular activity. The findings show that standing, sitting and kneeling in front of the students or among them is the most chosen position. Analysis on how students react to their lesson in relation to their position while teaching is also presented after a discussion on the reasons of teachers choosing their position in the classroom. As a final point, I elaborate the discussion on how teacher's positioning strategy can be implemented to help improving teacher's teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).
2
Kolmogorova, L. S., and G. G. Spiridonova. "THE CONCEPT OF IMPRESSION MANAGEMENT OF A TEACHER AS SEEN BY STUDENTS." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 135–40. http://dx.doi.org/10.21603/2078-8975-2017-2-135-140.
Full textAbstract:
This article presents a topical issue of impression management of the teacher in professional activity. This paper presents the results of the diagnostic study, which was undertaken among Pedagogical University students. The aim of the study was to identify the representation of students about the teacher's selfpresentation. The study describes the findings. There were revealed students’ representations about the teachers’ self-presentation of the older and younger generation, as well as problems of self-presentation experienced by students, characteristics related to composing of culture of the teacher’s self-presentation. Among the characteristics relating to the teacher’s impression management, students single out external (verbal intelligence, behavioral pattern, feeding themselves and form, etc.) and internal ones (politeness, openness, self-awareness, etc.). The conclusions of the authors points at the importance of consideration of representations of students about teacher’s self-presentation in their training, which can be taken into account in higher education. Ignorance of these representations of students in the educational process makes it difficult to establish contact and to solve pedagogical matters for high school teacher, etc.
3
André, Marli E. D. Afonso de, Laurizete Ferragut Passos, and Patrícia Albieri de Almeida. "Apresentação (Presentation)." Revista Eletrônica de Educação 14 (October 9, 2020): 4780110. http://dx.doi.org/10.14244/198271994780.
Full textAbstract:
e4780110Apresentação do Dossiê "Formação e inserção profissional de professores iniciantes: conceitos e práticas".Presentation of the Dossier "Education and professional insertion of novice teachers: concepts and practices".Palavras-chave: Formação inicial de professores, Inserção profissional de professores iniciantes.Keywords: Teachers education, Insertion of novice teachers.
4
Susanto, Heri. "LESSON PRESENTATION MELALUI TEKS UNTUK MENINGKATKAN KETERAMPILAN MENGAJAR GURU." CENDEKIA: Journal of Education and Teaching 10, no. 2 (September 3, 2016): 217. http://dx.doi.org/10.30957/cendekia.v10i2.193.
Full textAbstract:
This paper describes lesson presentation to improve teachers’ skills in classroom interactions. Lesson presentation or teaching to transfer is skills a teaher should demonstrate to enhance and convince students on a concept. It helps students identify material context, guides students to summarize, and broadens thinking skills through reflection and teacher giude. This paper argues in Indonesian language teaching, lesson presentation improves if teachers implement text structures in a variety of genres. The way teachers are formally trapped into teacher-centered that teacher talks dominate will be minimized using lesson presentation of appropriate contexts. Presentation should be temporary, at the beginning, at the core, or at the closing encouraging fluency in appropriate exposures. Equipped with compsite texts, lesson presentation signifies beneficials for teaching skills.
5
Radovic, Vera. "Teachers’ oral presentation from students’ perspective." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 363–80. http://dx.doi.org/10.2298/zipi1302363r.
Full textAbstract:
The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.
6
Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.
Full textAbstract:
This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.
7
Agusfina, Fatemah Dela. "PERSEPSI GURU TERHADAP BUKU TEKS BAHASA INDONESIA KURIKULUM 2013 KELAS VII SMP NEGERI KOTA BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 29–33. http://dx.doi.org/10.33369/jik.v2i1.5553.
Full textAbstract:
The purpose of this study is to determine the perceptions of Indonesian teachers on Indonesian textbooks of the curriculum of 2013 class VII in terms of material or content and presentation aspect. This study uses purposive samples, the sample of this study are 9 Indonesian VII class teachers who already have certification or professional teachers in SMPN 1, 3, 4, 11. and 18 Kota Bengkulu. Data collection techniques used in this research is a questionnaire. Data analysis technique used this research is descriptive technique and simple count presented in tabular form. The result of the research shows that (1) teacher's perception on Indonesian textbooks of grade VII curriculum in material or content aspect get average grade 4,14 with appropriate criteria, (2) teacher perception on Indonesian text book of 2013 curriculum of class VII in The presentation aspect earned an average rating of 4.02 with the corresponding criteria. Keywords: perception, teachers, textbooks
8
Greve, Linda. "Fire trin mod udbytterige studenteroplæg - Hvordan præsentationer i undervisningen højner fagligheden og bliver en positiv oplevelse." Dansk Universitetspædagogisk Tidsskrift 11, no. 20 (April 19, 2016): 122–29. http://dx.doi.org/10.7146/dut.v11i20.21980.
Full textAbstract:
Studenteroplæg er en både meget anvendt og meget udskældt disciplin. I denne artikel foretages fire nedslag for at hjælpe undervisere med mere tydeligt at rammesætte studenteroplæg som læringsaktivitet. De fire nedslag er: 1) Længe før oplægget, hvor aktiviteten indlejres i faget; 2) lige før oplægget hvor underviseren låner lidt af sin troværdighed til den studerende, der skal holde oplæg; 3) under oplægget, hvor underviseren har fokus på aktiv lytning og 4) efter oplægget, hvor feedback på oplægget hjælper de studerende med at få et fagligt sprog. Artiklens fokus er at klæde undervisere på til at få en hensigtsmæssig praksis i forhold til studenteroplæg.
Student presentations are both very common and frequently criticized. In this article, four elements are singled out to help teachers in higher education frame student presentations as a learning activity. The four elements are: 1) Long before the presentation: the presentations need to be part of the learning goals. 2) Just before the presentation: the teacher lends some of her ethos to the presenting student. 3) During the presentation: focus on being an active listener and 4) after the presentation: provide feedback that helps develop a specialized language rather than maintain a social hierarchy. The focus of the article is to help higher education teachers develop an appropriate practice when using student presentation as a learning activity.
9
Yenti, Anggun Sepri, Relsas Yogica, Armen Armen, and Sa'diyatul Fuadiyah. "The Validity of Learning Media Using Aurora 3D Presentation Application Equipped with a Guidebook on Animalia Material for Student of Grade X SMA." Jurnal Atrium Pendidikan Biologi 5, no. 1 (April 30, 2020): 56. http://dx.doi.org/10.24036/apb.v5i1.6835.
Full textAbstract:
Technological progress is very rapid nowadays requires creative and innovative teachers to use technology to design Biology learning. The teacher is expected to be able to use multimedia in learning. Besides powerpoint, other applications such as Aurora 3D Presentation. Aurora 3D Presentation is a very interesting presentation. Most teachers don't know how to use this application, so teachers and students need a manual. The purpose of this study is to create the Aurora 3D Presentation application as a learning medium for high school students. This research is research and development (R & D) research that uses the Instructional Development Institute (IDI) method. This research is 2 Biology Department lectures from FMIPA UNP and 1 Biology High School teacher. The results of this study have a valid category with 89%. This Prezi application has valid values in the aspects of content, language, presentation and graphic aspects. This means the Aurora 3D Presentation application makes it easy for middle school students.
10
Jarwo, Sujarwo, Sudardiyono Sudardiyono, Hari Yuliarto Yuliarto, and Yudanto Yudanto. "Traditional Games as a Tools for Increasing Students' Motor Skills and Effort to Preserve The National Culture." Community Development Journal 5, no. 1 (April 12, 2021): 184–88. http://dx.doi.org/10.33086/cdj.v5i1.1914.
Full textAbstract:
Teachers have difficulty understanding the material about traditional games and sports (TSG). A preliminary study showed that some kindergarten teachers had not received material about TSG, so they are tough to implement them. Training on traditional games helps teachers to reintroduce and socialize them in schools. This community service method was material presentation and discussions using a website seminar (webinar) through the zoom application on 40 kindergarten teachers in Bantul district, Yogyakarta. The results showed that the mean/average difference in teacher comprehension before and after community service was 68.50 and 85.75, respectively. There was an increase in the teacher's understanding that traditional games can improve children's motor skills and make an effort to preserve the nation's ancestors' heritage. The conclusion shows that most Kindergarten teachers can understand the concept and application of traditional games to increase fine and gross motor skills of kindergarten students and indirectly maintain ancestral culture to strengthen the nation. Teachers have difficulty understanding the material about traditional games and sports (TSG). A preliminary study showed that some kindergarten teachers had not received material about TSG, so they are tough to implement them. Training on traditional games helps teachers to reintroduce and socialize them in schools. This community service method was material presentation and discussions using a website seminar (webinar) through the zoom application on 40 kindergarten teachers in Bantul district, Yogyakarta. The results showed that the mean/average difference in teacher comprehension before and after community service was 68.50 and 85.75, respectively. There was an increase in the teacher's understanding that traditional games can improve children's motor skills and make an effort to preserve the nation's ancestors' heritage. The conclusion shows that most Kindergarten teachers can understand the concept and application of traditional games to increase fine and gross motor skills of kindergarten students and indirectly maintain ancestral culture to strengthen the nation.
11
Adams, Harvey B. "Book Review: Presentation Skills for Teachers." Gifted Education International 12, no. 1 (January 1997): 49. http://dx.doi.org/10.1177/026142949701200118.
Full text
12
Borova. "USAGE OF MULTIMEDIA PRESENTATIONS IN PREPARATION OF THE FUTURE PRESCHOOL TEACHERS FOR CHILDREN'S SPEECH DEVELOPMENT." Scientific bulletin of KRHPA, no. 12 (2020): 83–92. http://dx.doi.org/10.37835/2410-2075-2020-12-9.
Full textAbstract:
Reformation of the higher education system in Ukraine requires innovative changes in the priorities of educational policy, improvement of its content, information and technological support of the educational process. So the task to determine such methods of interaction between teachers and future teachers of preschool education institutions in order to stimulate their successful professional development arises. One of the tasks of modernizing higher pedagogical education is to develop students' information and communication competence. The problem of professional training of future teachers has been described in researches of the following scientists: V. Benera, O. Bogich, I. Bogdanova, A. Bogush, G. Bielienka, N. Gavrysh, T. Zharovtseva, L. Zdanevych, I. Kniazheva, T. Ponimanska, M. Roganova, T. Tanko, N. Lysenko, N. Malinovska and others. Issues of using multimedia presentations in the training of future specialists were studied by the following scientists: Y. Avsiukevych, V. Bykov, M. Zholdak, I. Zakharova, V. Klochko, A. Kolomiyets, Y. Mashbyts, I. Pidlasyi, O. Spivakovskyi, A. Khutorskyi and others. Multimedia presentation is a didactic tool that allows to transmit information in a visual and schematic form for improvement its perception and increasing its value. The effectiveness of using multimedia presentations is achieved when the following didactic conditions are met: – a harmonious combination of oral presentation of the material during a lecture session and knowledge acquired by students during practical and laboratory classes with the information of a multimedia presentation; – ensuring maximum implementation of multimedia presentation functions, in particular, stimulating thinking, memory and attention of the higher education students; – interactive orientation of multimedia presentation; – the rational ratio of the time allocated to lecturer to familiarize students with the content of topic of the lecture session and the time allocated for a multimedia presentation; – ensuring the perception of information using the maximum number of analyzers; – availability of information for perception and analysis by higher education students; – rational dosing of the volume of information presented using a multimedia presentation. Comparative analysis of the final exam scores of students in the control and experimental groups of the higher education students confirmed our hypothesis that multimedia presentations are the effective means of increasing the level of knowledge of students, forming their information and communication competence Key words: Keywords: older preschool children, multimedia presentation, language development of children, pre-school teacher.
13
Speer, Donald R. "An Analysis of Sequential Patterns of Instruction in Piano Lessons." Journal of Research in Music Education 42, no. 1 (April 1994): 14–26. http://dx.doi.org/10.2307/3345333.
Full textAbstract:
The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teachers received significantly more directive comments than “better” students. Significant interactions were observed for verbal reinforcement by student and teacher experience. Teachers with more than 18.5 years of experience were more disapproving to students with more than 3.5 years of playing experience. Less-experienced teachers were more specific with approvals than their more-experienced colleagues. Frequencies of complete/correct patterns of teaching were significantly lower than other patterns observed.
14
Gao, Siyi. "Developing PowerPoint Standards for Teaching Chinese as a Foreign Language." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 1. http://dx.doi.org/10.17507/jltr.1101.01.
Full textAbstract:
As we live in a time when standards, frameworks, and benchmarks are becoming increasingly prominent, it makes sense that some sort of teacher technology standards would be desirable. Standards on the state or national levels call for the integrating of multimedia into teaching, but there are not clear guidelines illustrating how integrating a technology into the classroom should be accomplished. Nor is there an evaluation system in place to ensure that teachers possess the multimedia skills and knowledge required in teaching. It is thus important to devise a set of teacher technology standards as a resource for teachers as they attempt to integrate multimedia into their curricula. Therefore, this study provided a set of guidelines and standards for evaluating PowerPoint presentations for use in language teaching to provide more support to language teachers at the institutional level. In this article, four case studies of PowerPoint presentation in Chinese language teaching sample slides are explored to show how the devised standard guidelines and a score assessment system can be used to evaluate the effectiveness of a presentation and thus to help language instructors to develop their skills in making PowerPoint Presentations and improving teaching effectiveness. A proposed teacher PowerPoint standards were developed based on the author’s personal experience teaching Chinese using multimedia in classrooms in China, Europe and America will also be shared in this case study.
15
Ahmed, Shamim, and Md Ismail Khan. "Use of PowerPoint Presentation by the Teachers for Instruction in Selected Dental Colleges of Bangladesh." Bangladesh Journal of Medical Education 12, no. 1 (March 7, 2021): 10–15. http://dx.doi.org/10.3329/bjme.v12i1.52304.
Full textAbstract:
This descriptive type of cross-sectional study was conducted to find out the views of undergraduate dental college teachers about the PowerPoint presentations as instructional media used by teachers in dental colleges of Bangladesh. The study period was from January 2018 to December 2018. The study was carried out among the teachers of all 4 phases of BDS course of 2 government and 2 non-government dental colleges of Bangladesh. Out of 4 dental colleges, 2 were within Dhaka and 2 were outside Dhaka. The sample size was 100 for teachers. Convenience sampling technique was adopted for data collection. Self-administered semi-structured questionnaires using five points Likert scale were used for collections of data from teachers. The study revealed that 72% teachers consider Eye appealing appearance for choosing PowerPoint slides and 58% teachers did not use master slide. For selection of font style, 67% teacher agreed they consider readability, 88% agreed they consider visibility from last bench of classroom to select font size but 61% teacher disagree that they consider background for selecting font color. The study recommended, during the preparation of a PowerPoint presentation by teachers some areas like using the master slide, background, the number of words and lines need attention.
Bangladesh Journal of Medical Education Vol.12(1) 2021: 10-15
16
Matias, Junrie B., Narciso M. Batingal Jr., Alvin Kleen L. Cuasito, and Jenifer T. Tumalaytay. "Mobile Based Sharing Class Presentation Display Management." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 20. http://dx.doi.org/10.3991/ijim.v14i07.11718.
Full textAbstract:
In this paper, we present an application that helps the teachers in identifying slow learners in a class; similarly, the system will help slow learners cope up with their fast learner peers. Specifically, we evaluated the development of the Mobile-based Sharing Presentation Display Management to assist the teachers in identifying students that don’t understand the topic during lectures. Furthermore, the system automatically collects the students’ attendance, allows the learners to interact with each other, learners can ask questions through a messaging facility, while anonymous to their classmates they can inform the teacher to discuss the topic further presented in the current slide or to give them some time to process the item. Developed using open source technologies, the system can run on multiple platforms, including Android and Windows. Few issues arise during the testing; however, findings revealed that both students and teacher perceive the use of the system positively, and they find it very advantageous to improve their performance in the class.
17
Mubarak, Rafiq, and Achadi Budi Santosa. "MADRASAH SCHOOL LEADERSHIP TO IMPROVE TEACHER PERFORMANCE." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 3, no. 1 (June 29, 2020): 58–66. http://dx.doi.org/10.36768/abdau.v3i1.113.
Full textAbstract:
The purpose of the research is to describe the leadership of madrasah headmaster to improve teacher performance. This research method uses qualitative methods and the research subjects are madrasah school principals and teachers. Data collection is done with interviews, observation, and documentation. The data analysis uses miles & Huberman analysis models with the sequence of data collection, data reduction, data presentation, and deduction. This research shows (1). The importance of the leadership role of the madrasah headmaster to improving teacher performance through a teacher's professional improvement by attending a seminar, subject teachers' deliberations (MGMP) (2). The leadership of the madrasah school principal in creating a conducive cultural climate of madrasah school which encourages teachers in teaching students to improve their character and moral of the learners.
18
Detyna, Beata. "Teacher – dilemmas related to performance of a professional role." Pedagogika. Studia i Rozprawy 28 (2019): 57–71. http://dx.doi.org/10.16926/p.2019.28.05.
Full textAbstract:
In the course of the research carried out by the author, taking into account the extremely complex and multifaceted nature of teachers’ work, the thesis was accepted that regardless of the type of schools in which teachers work, they struggle with various dilemmas. However, the number and “strength” of these dilemmas increases with the need for the implementation of the teacher to fulfill the role of educator. Presentation of dilemmas chosen by the author related to the teacher’s professional role was accepted as the main goal of this study. In confirmation of the accepted thesis, they allowed the author: literature review on pedeutology, own experience related to work as an academic teacher and interviews with many teachers of primary, middle and high schools. Numerous conversations with teachers have confirmed the correctness that the higher the level of education, the teachers report fewer dilemmas regarding the implementation of their professional role. Reflections on dilemmas concerning the role of teachers are interdisciplinary in the author’s opinion –they are inseparably connected with transformations of economic, legal, cultural, social, demographic and psychological nature, etc.
19
Sivapathasundharam, B. "Ethics in presentation: Teach the teachers first." Indian Journal of Dental Research 19, no. 4 (2008): 283. http://dx.doi.org/10.4103/0970-9290.44525.
Full text
20
Ostovar-Namaghi, Seyyed Ali, and Maryam Gholami. "Exploring Language Teachers’ Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory." English Language Teaching 11, no. 3 (February 14, 2018): 60. http://dx.doi.org/10.5539/elt.v11n3p60.
Full textAbstract:
Numerous studies have tested and verified the potential of cyclical presentation of materials in developing proficiency and achievement in various contexts. None of them, however, have explored language teachers’ perceptions of cyclical presentation of materials. Since teachers’ perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers’ perceptions through the reformulated grounded theory (Stauss & Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teaches teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded “Merits of Cyclical Presentation” and “Suggestions for Practice” as the two main categories each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students’ level of stress and tension; serves a remedial function; and increases students’ motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners.
21
Vadasy, Patricia F., Joseph R. Jenkins, Lawrence R. Antil, Norris B. Phillips, and Kathleen Pool. "The Research-to-Practice Ball Game." Remedial and Special Education 18, no. 3 (May 1997): 143–56. http://dx.doi.org/10.1177/074193259701800303.
Full textAbstract:
This study examined teachers' receptivity to, and the factors that influence their use of, a practice new to classroom teachers for including students with learning disabilities, classwide peer tutoring (cwpt; fuchs, mathes,' fuchs, 1993). Cwpt is a whole-class approach that uses teacher-orchestrated procedures and peer-mediated practice to supplement reading instruction. forty-four teachers in eight elementary schools participated; 29 teachers in a high-support group received honoraria and access to release time and technical assistance in order to learn about cwpt and how to implement it; 15 teachers in a low-support group received only a copy of the cwpt manual. all teachers attended a 40-minute presentation on cwpt that provided an overview on its components and benefits. measures included surveys administered before and after the initial presentations, observations midpoint in teachers' implementation of cwpt, interim interviews and logs, and a follow-up interview and observation of a subgroup of four imple-mentors. the survey responses of 44 teachers were analyzed and the six implementors were observed and interviewed. results indicated that level of support did not significantly influence teacher interest in or use of cwpt. all implementors made some modifications in the cwpt procedures. discussion focuses on factors that might have influenced teacher Interest in cwpt, their implementation rates, and reasons for teachers' modifications of the practice.
22
RAUT, PRITISH KRISHNA, and Sachin Gupta. "Perspectives of Medical Students & Teachers Regarding the Use of Different Lecture Methods." International Journal of Clinical and Biomedical Research 4, no. 3 (July 31, 2018): 57–60. http://dx.doi.org/10.31878/ijcbr.2018.43.12.
Full textAbstract:
Background: Teaching methods used for lectures are mostly teacher-centered and not learner-centered. The method used for lectures is mainly determined by the teacher as per his/her convenience. The students are never asked about the lecture method which helps them in better learning. This can lead to poor understanding by students which in turn may hamper the learning process. Objectives: To find out the perspectives of students & teachers about the use of different lecture methods. Methodology: Views & opinions of 488 medical students & 47 medical teachers of a medical college about different types of teaching methods namely Traditional (chalk and board), over head projector and power point presentation were collected in an observational study with the help of separate questionnaires. Results: Most of the students (51.6%) prefer traditional method for the lectures, 54.9% have better understanding with traditional method (p<0.05), 61.5% students feel that they can concentrate more with traditional method (p<0.05) while 58% students feel that it is easy to note down important points with the help of Power point presentation (p<0.05). Large proportion of teachers (78.7%) prefer Power point presentation for classroom teaching, 76.6% teachers are willing to change to other method of classroom teaching if required, 80.5% teachers would like to have their performance monitored for self evaluation & self improvement. Overhead projector is neither preferred by students nor teacher as a teaching tool. Conclusion: A combination of traditional and power point presentation is preferred by the students for a better teaching-learning process.Keywords: Lecture, Chalk and talk, Powerpoint
23
Thaariq, Zahid Zufar At, Lindawati Lindawati, and Ryandini Dwi Puspita. "Profesionalitas Guru Sekolah Dasar dalam menghadapi Ragam Karakteristik Belajar." EduBasic Journal: Jurnal Pendidikan Dasar 2, no. 1 (April 15, 2020): 61–71. http://dx.doi.org/10.17509/ebj.v2i1.26523.
Full textAbstract:
This research aimed to review the professionalism of teachers in the face of the learning characters of elementary school students. In the learning process, a teacher's role was critical. Thus, teachers need to be professional in managing learning in the classroom in terms of media management, models and learning resources. This study used mixed methods approach between qualitative and quantitative. This research used online poll instruments and spread to 24 respondents. Respondents were taken from teachers at the elementary school level. The steps in this study were (1) the formulation of the problem (2) looking for the theory foundation, (3) the poll instrument formulation, (4) the distribution of polls, (5) data presentation and (6) drawing conclusions and suggestions. The results revealed that the elementary school teacher had a variety of methods and action in the learning such as the use of discussion, demonstration, lecturing and problem solving methods with a variety of specific reasons. The character of learners became the first consideration on implementing the variety of methods and action. So, the learning process tended to become more varied. The expectation of this research could capture teacher’s performance and give basis to improve the teachers’ profesionalism in the classrooms teaching and learning process.
24
Kurniati, Meili, Yasir Arafat, and Mulyadi Mulyadi. "DEVELOPING TEACHER'S PROFESSIONALISM TO IMPROVE THE QUALITY OF EDUCATION IN REMOTE AREAS." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (May 2, 2020): 192–202. http://dx.doi.org/10.33369/ijer.v2i2.10991.
Full textAbstract:
This study aimed at determining the efforts to develop elementary school teacher’s professionalism in remote areas and the factors that become obstacles faced by teachers to improve the quality of elementary school education. This research was carried out in and SD Negeri 16 and 31 Pulau Rimau. This research is descriptive qualitative. Data were collected using documentation, interviews, observation and literature review. Data were analysed using data collection, data reduction, presentation, and drawing conclusions and verification. The results stated that the development of professionalism of remote regional teachers in Banyuasin was 1) facilitating permission for elementary school teachers to continue their studies; 2) emphasizing school principals and teachers who have more ability to share abilities with peers; 3) reviewing each teacher after completing various training activities; 4) improve school facilities and infrastructure; 6) providing assistance to teachers who are implementing education; and 7) increasing the competency of school supervisors.
25
Oren, Fatma Sasmaz. "Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?" Higher Education Studies 7, no. 3 (August 9, 2017): 103. http://dx.doi.org/10.5539/hes.v7n3p103.
Full textAbstract:
This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.
26
Nápoles, Jessica, and Jason M. Silveira. "Preservice and Inservice Teachers’ Perceptions of Pacing." Journal of Music Teacher Education 29, no. 2 (October 18, 2019): 64–77. http://dx.doi.org/10.1177/1057083719882702.
Full textAbstract:
The purpose of this study was to examine preservice and inservice teachers’ perceptions of pacing in ensemble rehearsal settings. We used Silveira’s definition of pacing as our conceptual framework: “the continuous flow of instruction without unnecessary interruptions and/or unnecessary sounds and without presentation of irrelevant material.” Participants were 23 preservice and 25 inservice music teachers. They viewed four excerpts of ensemble rehearsals and moved a Continuous Response Digital Interface dial to indicate their perceptions of fast and slow pacing. Based on our findings, we largely confirmed Silveira’s definition regarding pacing but suggest amending the definition for music rehearsal contexts to include student engagement and teacher talk. We propose the following revised definition of pacing: “the continuous flow of instruction without unnecessary interruptions and/or unnecessary sounds, without excessive teacher talk, and with presentation of relevant material while maintaining student engagement.”
27
Hartina, St. "Teachers’ Techniques in Teaching English to Young Learners." Indonesian TESOL Journal 1, no. 1 (March 31, 2019): 78–88. http://dx.doi.org/10.24256/itj.v1i1.538.
Full textAbstract:
The objectives of this research were to find out the teachers’ techniques in teaching, the problems in teaching and the best teaching techniques used by the teacher in teaching English to young learners at TK Bambini School of Makassar. It applied descriptive qualitative research. The subjects of the research were three kindergarten teachers of TK Bambini School of Makassar. The data were obtained through interview and observation. The data were analyzed based on procedure of data analysis that consisted of the data collection, the data reduction, the data display, and conclusion: drawing/verification. The findings showed that (1) the teachers’ techniques in teaching English to young learners were singing a song, games, presentation practice and production, drilling, demonstration, story-telling, reading aloud, and dictation, (2) the teachers’ problems in applying the certain teaching techniques were learners’ lack of self-confidence, learners’ uncontrollable movement when singing and playing the games, learners’ misunderstanding towards the games rules and the story, learners’ less focus on teachers’ presentation and instructions, learners’ unfamiliarity of the spelling words, learners’ inability to read and write the word or sentences, and the teachers’ difficulty in explaining the lesson and in performing science experiment, (3) the best teaching techniques implemented by the teachers were playing games, demonstration and presentation practice and production.
28
Indriani, Siane. "Utilizing a Recorded-Video to Assess Speaking and Presentation Skills of Pre-Service Teachers." Scholaria: Jurnal Pendidikan dan Kebudayaan 10, no. 1 (January 24, 2020): 60–65. http://dx.doi.org/10.24246/j.js.2020.v10.i1.p60-65.
Full textAbstract:
Teachers have employed in-class oral presentations to practice the pre-service teachers’ speaking skills as they are prepared to become future English teachers who are fluent in communication using English in a globalization era, However, effectively assessing student presentations is challenging, particularly in terms of practical administration of assessment. Therefore, a video recording as an alternative assessment tool was utilized to provide opportunities for learners and their peers to evaluate their speaking and presentation skills. They will need to combine video-camera on their cell phones or tablets and the use e-google form to give immediate feedback for their improvement. The study used a qualitative descriptive method. The data were gathered from the students’ recording videos, reflective journal, feedback from e-google form. The results showed that students got more enthusiastic in presenting their ideas using the video-camera. Furthermore, presentation skills such as the use of eye contact, body posture, and voice were found as other factors that supported the English speaking skills of the pre-service teachers.
29
Saputra, Fauzan Irsandi, and Kristi Wardani. "ANALISIS KESULITAN GURU DALAM MENGEMBANGKAN DESAIN PEMBELAJARAN TEMATIK KELAS IV SD N JARAKAN BANTUL TAHUN AJARAN 2017/2018." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 2, no. 2 (July 25, 2019): 64. http://dx.doi.org/10.12928/fundadikdas.v2i2.994.
Full textAbstract:
The purposes of this study is to describe (1) the analysis of teacher's difficulties in developing and designing the fourth grade thematic design of SD N Jarakan Bantul Yogyakarta in academic year 2017/2018 and (2) the solution to overcome the difficulties faced by teachers in throwing thematic learning of fourth grade students SD N Jarakan Bantul Yogyakarta in academic year 2017/2018. This research is a qualitative research. This research is a qualitative research that is conducted in SD N Jarakan Bantul Yogyakarta. The subject of the research are principal, teachers, and students. Data collection technique use interview, observation, and documentation. Data analysis techniques use data collection, data reduction, data presentation and drawing conclusions. The results of the study showed that (1) the teacher's difficulties in developing the fourth grade thematic design of SD N Jarakan Bantul Yogyakarta to determine the time allocation, assessment, learning of students, developing lesson plan. When designing the learning process the teacher also faces difficulties because while the teacher's learning still beheads one of the subjects. Teachers also have difficulties when made the syllabus. (2) The solution that can be used to face the difficulties of the teacher is by conducting regular meetings through KKG activities, conducting the training, and learning activities are not glued by teacher book, but in learning teacher should pay attention to basic competence and the implementation requirements of thematic learning.
30
Triyaningsih, Lulus, Sukidin ., and Sri Kantun. "Household Consumption Pattern Teachers of State High School 1 Cluring Banyuwangi." International Journal of Social Sciences and Humanities Invention 5, no. 8 (August 28, 2018): 4954–58. http://dx.doi.org/10.18535/ijsshi/v5i8.08.
Full textAbstract:
This research is a qualitative research that aims to find out and analyze the consumption patterns of teachers' households in Cluring 1 State High School, Banyuwangi Regency. Determination of the research subject was determined by snowball sampling technique. Data collection methods used include methods of observation, interviews, and documents. Data processing techniques used are data reduction, data presentation and drawing conclusions. The data collected in the form of income analysis and teacher needs to determine the consumption pattern of the teacher's household. The results showed that the household consumption pattern of Cluring 1 Public Senior High School varied. There is a luxurious consumption pattern and some are simple. The consumption pattern of the teacher's household is influenced by factors of income, number of family members, lifestyle and the many needs that must be met by the teacher.
31
Ali Muhsin. "PERAN GURU DALAM UPAYA MENINGKATKAN KUALITAS BACA TULIS AL-QUR’AN DI TPQ MIFTAHUL ULUM NGLELE SUMOBITO JOMBANG." AL MURABBI 4, no. 2 (May 22, 2019): 177–200. http://dx.doi.org/10.35891/amb.v4i2.1441.
Full textAbstract:
The effort to improve Al-Qur'an reading and writing becomes the main factor is the improvement of the quality of human resources that is teacher. Teachers have characteristics as mentors who are able to show the dynamic interaction between teachers and learners. The purpose of the study to know how the role of teachers in an effort to improve the quality of literature Al-Qur`an in TPQ Miftahul Ulum Nglele Sumobito Jombang. This type of descriptive qualitative research with interview method, observation and documentation. Analytical techniques using data reduction (data reduction), data display (data presentation), data conclusing drawing / verification. In reading the Qur'an the learner is not a thing that goes without a process, but requires a concrete teacher's efforts. The result of the teacher's role in the effort to improve the literacy of the Qur'an is very satisfactory as evidenced by the santri can read Al-Qur an well and correctly.
32
Huang, Xiaoyu, and Xiao’ou Jia. "Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions." International Journal of English Linguistics 6, no. 6 (November 28, 2016): 245. http://dx.doi.org/10.5539/ijel.v6n6p245.
Full textAbstract:
<p>The aim of this research was to find out similarities and differences between teacher and student perceptions of corrective feedback (CF) on pronunciation for students’ presentations in advanced English class through a group interview and a questionnaire survey. Both teachers and students agreed that CF is not only important but necessary since junior and senior students still have pronunciation problems and the best time to provide CF is soon after presentation. However, they differed in concern about students’ self-respect, the types of errors that should receive CF and preference for the types of CF. In particular, students’ eagerness to learn exceeded their concern about self-respect. Teachers turned to offer CF to repeated errors, while students would like to receive more than teachers could offer. Moreover, teachers regarded prompt as being more effective, whereas students preferred recast to prompt considering the latter to be more demanding though they held similar views about explicit correction. It is suggested that taking into consideration both teachers’ and students’ perceptions of CF would help improve senior and junior students’ pronunciation.</p>
33
Celik, Feti. "The Effect of Micro-teaching Practices on the Professional Self-determination Beliefs of Teacher Candidates in University Education in Turkey." Journal of Educational Issues 5, no. 2 (August 7, 2019): 22. http://dx.doi.org/10.5296/jei.v5i2.14877.
Full textAbstract:
The aim of this study is to show the effect of micro-teaching technique applied to teacher candidates in pedagogical formation program in Turkish universities on the perception of professional self-efficacy. Unequalized experiment and quasi-experimental method with control group were used in the study. The study group of the study consisted of 55 prospective teachers studying in the 2018-2019 fall semester pedagogical formation program of the Faculty of Education of Mehmet Akif Ersoy University. The research data were collected through the Teacher Self-Efficacy Scale according to the pre-test post-test application model. In the research, presentations were video-taped. The video footage was watched in the classroom and criticisms and discussions were made about how a better presentation could be. The course activities, in which each participant prospective teacher made three presentations during the activity period, were carried out for 12 weeks. According to the findings, the experimental group of teachers in terms of self-sufficiency beliefs see themselves more adequate than the control group. However, there was no differentiation between groups in the subdimension of self-efficacy.
34
Barbero-González, José-Ignacio, and Hugo Rodríguez-Campazas. "Physical Education teachers (re)presentation in the movies." cultura_ciencia_deporte 12, no. 36 (November 1, 2017): 161–71. http://dx.doi.org/10.12800/ccd.v12i36.945.
Full text
35
Nguyen, Thao Hieu. "ORAL PRESENTATION: AN EFFECTIVE APPROACH TO ENHANCE NON-ENGLISH MAJOR STUDENTS’ SPEAKING PROFICIENCY." Scientific Journal of Tra Vinh University 1, no. 35 (January 8, 2020): 43–50. http://dx.doi.org/10.35382/18594816.1.35.2019.202.
Full textAbstract:
This paper presents an integrated-skill approach of using oral presentations as an interactive teaching tool innon-English major classrooms. This paper has the following sections: (1) an introduction of the context of teaching and learning English and the factors affecting students’ speaking ability in Vietnam and in several other countries; (2) a presentation of the benefits of integrating oral presentation in the classroom; and (3) suggestions to English as a Foreign Language (EFL) teachers to apply this approach effectively. The researcher applied this approach to two groups of medical students. The result shows that four main factors, which affect students’ speaking ability are a lack of topical knowledge, low selfesteem, limited chances of practice and theoveruse of mother tongue. By giving presentations, students have a higher level of confidence, speak correctly, use more vocabulary, and develop other language skills as well as soft-skills. However, teachers need to instructstudents clearly, reduce pressure on student grades and give effective individual feedback. Furthermore, students need encouragement to create a dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English-speaking ability.
36
Lubis, Rahmat Rifai, Muhammad Ramli, Juhriah Siregar, and Ratna Wati Panjaitan. "Analisis Kompetensi Profesional Guru dalam Meningkatkan Keefektifan Belajar Selama Pembelajaran Jarak Jauh." Al-Fikru: Jurnal Ilmiah 14, no. 1 (May 3, 2021): 32–47. http://dx.doi.org/10.51672/alfikru.v14i1.37.
Full textAbstract:
This study aims to analyze the professional competence of teachers in improving the effectiveness of learning during distance learning at MTs Al-Jihad. The approach used in this research is qualitative research with descriptive methods. Data collection used by researchers is by interviewing the teacher, and documentation in the form of print out teaching materials compiled by the teacher. Then the data were analyzed through data presentation techniques and drawing conclusions. Test the validity of the data using tringulation and methods. The results of the study indicate that a teacher must be professional, professional, in this case the teacher's ability to plan learning, the learning process, and the teacher's ability to use learning media. As for the preparation of teachers at MTs Al-Jihad, namely by preparing print out material to be read and understood by students, then the learning process carried out at MTs Al-Jihad is by distance learning according to government recommendations, the teacher works on the material and uploads it on E -learningg, as for the learning media used by teachers at MTs Al-Jihad, namely utilizing internet media, in the form of what apps, e-learning, videos, and interesting pictures, because a teacher should be able to make the media as creative as possible so that students are interested in learning
37
Shodiq, Sadam Fajar, and Syamsudin Syamsudin. "RECONSTRUCTION OF TEACHER’S IDENTITY: A SOCIO-ANTHROPOLOGICAL STUDY OF THE JAVANESE SOCIETY." Jurnal Cakrawala Pendidikan 38, no. 3 (October 1, 2019): 477–89. http://dx.doi.org/10.21831/cp.v38i3.26098.
Full textAbstract:
Teachers, according to the Javanese’s views, are those having a respectable position because they become the reference and role model for the Javanese. A teacher is considerably responsible for all students’ behaviors, both in and outside the classroom. In this digital era, this condition has shifted due to the occurrence of socio-anthropological changes in society. Although teachers’ identity shifts, they are still crucial in transferring values during the learning process. This study aimed to comprehensively find out how the reconstruction of teacher’s identity was carried out in socio-anthropologically changing situations among the Javanese, derived from 30 respondents. Qualitative research was then used in this study using the ethnographic method, and the subject of the research was Javanese. Data collection was performed through interviews using a purposive selection of respondents. Analysis techniques comprised of data collection, data selection, data presentation, and conclusion. As a result, it was found that, in the context of the Javanese, socio-anthropology in modern technology had affected the meaning of the teacher’s identity. Although the Javanese considered teachers as an ordinary profession and had the same level with other professions, the Javanese still held that teacher was an honorable profession and it deserved to be appreciated since the presence of a teacher could improve students’ knowledge.
38
Abdullahi, Musa Siddiq, and Mussa Salisu. "University of Ilorin Final Year Students’ Experience in Practice Teaching Exercise." Journal of Language and Education 3, no. 3 (September 30, 2017): 99–106. http://dx.doi.org/10.17323/2411-7390-2017-3-3-99-106.
Full textAbstract:
Practice teaching is a vital aspect of the teacher preparatory program in teacher training institutions. This study examined the University of Ilorin final year students’ experience in a practice teaching exercise. It made use of descriptive survey research design. The population for this study were all students of the Faculty of Education, University of Ilorin, Ilorin, Nigeria. The researchers’ self-developed questionnaire with a reliability coefficient of 0.63 was used for data collection while the data collected were analysed using descriptive statistics of mean and standard deviation and inferential statistics of independent t-test. It was found that during the course of practice teaching exercises, student-teachers acquired skills which enabled them to use a variety of teaching methods, and instructional resources, improved their skills in tests construction, scoring and recording, built their teaching confidence and presentation, among others. However, student-teachers were faced with a number of challenges in the course of lesson presentation during practice teaching. It was, therefore, recommended among others, that student-teachers should not perceive their personality and logical presentation of instructional objectives as challenges but rather should embrace and exploit it to improve and widen their (cognitive) domains.
39
Yogica, Relsas, Armen Armen, Sa'diatul Fuadiyah, and Eka Rahma Juwita. "The Validity of Learning Media Using Prezi Application Equipped with a Guidebook on Biodiversity Material for Students of Class X SMA." Jurnal Atrium Pendidikan Biologi 4, no. 3 (September 10, 2019): 18. http://dx.doi.org/10.24036/apb.v4i3.6306.
Full textAbstract:
The development of Science and Technology (IPTEK) is so rapidly affecting the use of electronic technology in learning. Teachers are expected to be able to use multimedia in learning. One example of multimedia utilization in learning is the application for learning media in addition to PowerPoint presentations, namely the Prezi application. Prezi is an application that is used to make presentations more interesting. Prezi can contain text, images, videos and other presentation media placed on the presentation canvas and can be grouped in frames that have been provided. Most of the teachers who are not able to apply multimedia especially the Prezi application, it is necessary to have a guidebook to use the Prezi application so that teachers and students are able to use the application as a medium for learning. Therefore, the purpose of this study is to produce learning media using the Prezi application equipped with a guidebook on biodiversity material for high school class X students who are valid and practical.This type of research is research and development development research using the Instructional Development (IDI) model. The object of this research is learning media using the Prezi application equipped with a guidebook on biodiversity material for class X students. The subjects of this study were 30 students of class X high school UNP Laboratory Development as the practicality of using the Prezi application and guidebook and validation by 2 people Biology Department lecturer FMIPA UNP and 1 Biology High School teacher Development UNP Laboratory.Based on the results of the study, it was found that the results of the validation showed an average value of 89.93 in the valid category. This shows that the learning media using the Prezi application equipped with a guidebook was developed valid both in terms of feasibility aspects of content, language, presentation and aspects of graphics.
40
Qi, Xihong. "Teachers’ Roles in China’s EFL Classes Adopting the PAD Mode." Journal of Language Teaching and Research 9, no. 4 (July 1, 2018): 798. http://dx.doi.org/10.17507/jltr.0904.17.
Full textAbstract:
This paper reviews the shift of teacher role in light of the development and innovation of EFL instruction in China and analyses the EFL teachers’ roles in classes adopting the PAD (Presentation-Assimilation-Discussion) mode. It points out EFL teachers play a wide range of roles in PAD classes to meet students’ needs and contribute to their language learning.
41
Munif, Muhammad, Fathor Rozi, and Siti Yusrohlana. "Strategi Guru dalam Membentuk Karakter Siswa melalui Nilai-nilai Kejujuran." FONDATIA 5, no. 2 (September 30, 2021): 163–79. http://dx.doi.org/10.36088/fondatia.v5i2.1409.
Full textAbstract:
This study aims to analyze and examine the teacher's strategy in shaping the character of students through the values of honesty. The research method used is a qualitative approach with field studies at SDN 3 Blimbing, Besuki, Situbondo. Collecting data in this study using observation and in-depth interviews. The data analysis technique is carried out with the stages of data collection, data reduction, data presentation, and drawing conclusions from research results. From this study, the results obtained are several teacher strategies that can be applied in school institutions including: teachers always start learning with the hadith of honesty, teachers always understand student achievement for students who have academic and non-academic achievements, teachers guide their students by implementing habituation attitudes and behavior honest in school, teachers are responsible for developing students' awareness of the importance of education, teachers apply a cooperative attitude to interact honestly at school. Implications in forming honest character, so far students have developed in terms of attitude, one of which is politeness in communicating, and being honest in conveying a message.
42
Arnold, James A. "Effects of Competency-Based Methods of Instruction and Self-Observation on Ensemble Directors' Use of Sequential Patterns." Journal of Research in Music Education 43, no. 2 (July 1995): 127–38. http://dx.doi.org/10.2307/3345674.
Full textAbstract:
The purpose of this study was to determine the effects of competency-based self-analysis of videotape rehearsals by practicing music teachers on the use of complete and correct sequential patterns of instruction and their components. Complete patterns follow the cyclical pattern of task presentation, student response, and immediate teacher feedback. Correct patterns require that task presentation include academic material and that feedback be specific and related to the task. Twelve teachers of sixth-grade choral and instrumental classes were matched in pairs, placed in experimental or contact-control groups, and videotaped during four rehearsals of the same class at 2-week intervals. Subjects reviewed Tapes 2 and 3 of their own rehearsals, with experimental teachers using operational definitions and self-analysis of typed transcripts, and contact-control teachers using unfocused observation instructions. Results indicate that research-based teaching techniques were effective in significantly increasing experimental teachers' use of complete sequential patterns and percentages of time spent in music activities.
43
Kruger-Ross, Matthew. "Teaching Heidegger: A conversation in community." Heidegger Circle Proceedings 52 (2018): 14–19. http://dx.doi.org/10.5840/heideggercircle2018522.
Full textAbstract:
If, as Lovitt (1977) declares, “Heidegger is primarily a teacher,” then how can interpreting Heidegger’s thinking as acts of pedagogical relationality inform not only our understanding of his thinking but also who we are as teachers? Given the introduction of a new format for presentation, I am proposing an oral presentation and discussion to cultivate possible answers to this question. Attendees are profoundly teachers; it is a fundamental part of our scholarly lives. We teach who we are, and who we are has been influenced by our engaging with Heidegger’s thinking. In this conversation, we will share and reflect on our backgrounds as teachers and how we understand our teaching in connection to Heidegger’s philosophy and calls for a renewal in “thinking.”
44
Isaeva, Tatiana, and Elena Goryunova. "University teacher’s speech and self-presentation in e-learning and distance professional communication." E3S Web of Conferences 273 (2021): 12147. http://dx.doi.org/10.1051/e3sconf/202127312147.
Full textAbstract:
The organization of professional communication in the context of e-learning is unthinkable without solving a number of issues related to the university teachers’ speech behaviour. During the COVID-19 pandemic, the problem of studying of the teacher’s vocal tract functioning, the prevention of occupational diseases of the vocal tract, as well as identifying the psychological and linguistic features of the teacher’s speech during online classes, webinars and video lectures has become more than relevant. Basing on the study of the normative and methodological regulation issues of the online-speaker’s speech in distance communication, the peculiarities of speech technique and oratory competency in conditions of distance learning, an interdisciplinary study was carried out, which made it possible to determine the factors that increase the effectiveness of e-learning, activate the students’ attention and form a positive visual and audiolingual teacher’s image. The use of empirical research methods made it possible to determine a number of features of the teacher’s professional communication in the context of e-learning. The article offers recommendations for teachers and university authorities to improve professional qualifications in the field of the issues studied.
45
Kurniliawati, Umi Nur. "CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI." Jurnal Penelitian Humaniora 17, no. 1 (August 14, 2016): 23. http://dx.doi.org/10.23917/humaniora.v17i1.2348.
Full textAbstract:
This study is carried out to describe classroom technique used in the teaching of English at State of Junior High School of Sawit 1 Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. The method of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques implemented by English teachers at SMP Negeri 1 State of Junior High School of Sawit 1 Boyolali, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation.The teachers have roles as facilitator, teacher as motivator, teacheras observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.
46
Nguyen, Thao Hieu. "ORAL PRESENTATION STRATEGY FOR ENHANCING ENGLISH SPEAKING PROFICIENCY TO NON-ENGLISH MAJOR STUDENTS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 40–48. http://dx.doi.org/10.35382/18594816.1.2.2019.154.
Full textAbstract:
This paper presents an integratedskill approach of using oral presentations as an interactive teaching tool in non-English major classrooms, specifically in the context of Tra Vinh University. This paper has the following sections: (1) introducing the context of teaching and learning English and the factors affecting students’ speaking ability in Vietnam and in several other countries; (2) presenting the benefits of integrating oral presentation in the classroom; (3) proposing suggestions that help EFL teachers to apply this approach effectively. The result shows that four main factors, which affect students’ speaking ability, are a lack of topical knowledge, low self-esteem, limited chances of practice and the overuse of mother tongue. By giving presentation, students have a higher level of confidence, speak correctly, use more vocabularies, and develop other language skills as well as soft-skills. However, teachers need to instruct students clearly; reduce pressure on student grades and make effective feedback to individual. Besides, students need encouragement to create dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English speaking ability.
47
Ihsan, Mas Darul. "The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students." Jurnal Inspirasi Pendidikan 10, no. 1 (March 10, 2020): 30–40. http://dx.doi.org/10.21067/jip.v10i1.3854.
Full textAbstract:
The research is to know the application of teaching English by Using “Presentation Practice Production” method and its effect on teachers and students in MI Masyhudiyah, Gresik, East Java. Qualitative research was used by combining questionnaire, interview and secondary data, teachers’ lesson plan of all English Teachers. The theory was based on (Larsen, 2003), (Jordan, Carlile, & Stack, 2008) and (Brown, 2000). The finding and discussion were, first, the application on teachers created: 1) the students tent to be more having bravery to do such a conversation in English, getting more focus and stable to have talks among. 2) The students got easily imitate and follow the English lesson by what the teacher taught in the classroom. Second, the effects on teachers were 1) teachers got the easiness in conveying the teaching materials in the classroom, improving the speaking skill, and getting more focus on teaching materials. 2) Teachers could see directly the results from the teaching at the day. The last, the effect on students are 1) Students could directly use the words, utterances and conversation at the day and more active, more focus and more perceptive in studying English. 2) The students were impressed by using English fingers.
48
Adegoke, Adesina Benson, and Titilayo Adeoye Ajadi. "Structural Modeling of Teacher Characteristics, Skills in Teaching, and Students’ Achievement in Secondary School Physics." Journal of Studies in Education 6, no. 2 (April 26, 2016): 81. http://dx.doi.org/10.5296/jse.v6i2.8932.
Full textAbstract:
<p>In this paper, the author examined the relationships between teacher characteristics and teacher teaching skills and the concomitant effects of the relationships on senior secondary school students’ achievement in Physics. It was hypothesized that teachers who were well qualified (that is read physics/mathematics and education in universities) and has considerable years of teaching experience would demonstrate appropriate teaching skills as measured by good lesson preparation, lesson presentation and evaluation of the objectives of the lesson. It was further hypothesized that demonstration of such appropriate teaching skills would encourage students to learn better and do well in Physics. To test these hypotheses, twenty senior secondary school Physics teachers and 863 senior secondary school Physics students were randomly selected from twenty-four senior secondary Schools (SSS) in Ogun and Oyo States, Nigeria. The study lasted for four weeks. Each teacher was observed for 10 lessons and rated using Teacher-students Interaction Observation Schedule. At the end of the fourth week Physics Achievement Test was administered to the students. Results showed that there was a significant and positive relationship between teacher characteristics and teachers’ skill in lesson preparation, presentation and evaluation. Experienced and qualified teachers demonstrated appropriate teaching skills. It was found out that experience and qualified teachers had adequate skills to prepare for physics teaching in schools. It was found that teacher characteristics had influence on students’ achievement in Physics. However, the mediating effect of teacher teaching skills had non-significant effect on students’ achievement in Physics. The results suggest that only qualified people should be employed to teach Physics in senior secondary schools. </p>
49
Machfauzia, Ayu Niza, Suminto A. Sayuti, and Djohan Djohan. "Musical interpretation: case study in musical instrument practice learning vocational high school." Jurnal Pendidikan Vokasi 8, no. 2 (July 14, 2018): 193. http://dx.doi.org/10.21831/jpv.v8i2.19875.
Full textAbstract:
This study was intended to reveal: (1) the dimensions of musical interpretation taught; (2) the strategy used by teachers to introduce musical interpretation in instrument practice class; and (3) teacher’s ability or competence to teach musical interpretation. This research is case study, with the subjects were 12 teachers responsible for instrument practice class. They were selected using purposive sampling method. The data collection method used were in-depth interviews, passive participation observation, documentation and focus group discussion (FGD). The instrument of study was the researcher herself. Data validity was conduct triangulation by reviewing data acquired from a source. All data then were analyzed using interactive model which included data reduction, data presentation, and conclusion/verification. The results show that: (1) the dimensions of musical interpretation taught in every instrument practice class, were only dimensions of knowledge; (2) the strategy used by teachers when teaching musical interpretation was a direct strategy, teacher-centered learning approach, and used individual approach; and (3) teachers’ competence in teaching musical interpretation must be improved, both pedagogical and professional competences.
50
Suparno, Nur Hayati,. "THE HOLISTIC THERAPY FOR EFFECTIVE SERVICES FOR CHILDREN WITH ADHD IN KINDERGARTENS." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4622–31. http://dx.doi.org/10.17762/pae.v58i1.1582.
Full textAbstract:
Uncontrolled behavior in children with special needs with ADHD is still a phenomenon because they have not received proper services. Parents and teachers need to find the right way to serve children with ADHD to optimize their potential from an early age. This study aims to determine the pattern of teacher services provided to ADHD children in kindergartens. The service pattern provided to ADHD children can help teachers provide stimulation in accordance with the children’s needs.This study was conducted in six kindergartens located in Sleman Regency, Yogyakarta City, and Bantul Regency. The qualitative narrative method was employed in this study. The data of this study were collected through observation of ADHD children in six kindergartens and interviews with teachers. The research subjects were six children, and the data analysis technique used was the qualitative descriptive. The research results are divided into two parts. The first part is regarding the service pattern provided by teachers for children with ADHD with combined presentation (inattention and hyperactivity-impulsivity), predominantly inattentive presentation (inattention) and predominantly hyperactive-impulsive presentation. Meanwhile, the second part describes how the teachers treat children with ADHD while they are among their peers and the implication of holistic therapy given to ADHD children. The types of games given to ADHD children are mostly to practice logic, focus, and patience for example, games requiring gross motor and fine motor skills.