Expressing Personal Opinions in Classroom Interactions: The Role of Humor and Displays of Uncertainty

2017 ◽  
pp. 29-57 ◽  
Author(s):  
Virginie Degoumois ◽  
Cécile Petitjean ◽  
Simona Pekarek Doehler
Keyword(s):  
Classroom Interactions

Performance

2019 ◽  
pp. 59-68
Author(s):  
Rena Upitis
Keyword(s):  
School Children ◽  
Classroom Interactions ◽  
French Horn ◽  
Live Performance ◽  
School Settings ◽  
The Many

This chapter introduces the many ways of experiencing live performance in school settings, with special emphasis on one of the main performance venues that was developed at the school where the activities described in this book took place. The school’s short, weekly “recess concerts” featured a variety of works, including guest performances by vocalists, flautists, and a French horn player from the community. Children played recorders, Orff instruments, piano, and flute, and they sang and narrated computer compositions, featuring both their own compositions and other repertoire. In emulating concert-going behavior outside of school, children were required neither to attend nor to perform. The role of audience members, as both supportive and critical, is also discussed in terms of creating a culture for children’s compositions. The nature of an informed audience, with ways of fostering such an audience through classroom interactions, is a construct that is woven throughout the chapter.

scholarly journals Heterogeneity versus Homogeneity in Schools: A Study of the Educational Value of Classroom Interaction

2020 ◽  
Vol 10 (11) ◽  
pp. 335
Author(s):  
Daniel Gabaldón-Estevan
Keyword(s):  
Achievement Motivation ◽  
School System ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Educational Value ◽  
Homogeneous Groups ◽  
Inclusive Society ◽  
Shed Light ◽  
Academic Debate

The degree of homogeneity and heterogeneity among schools affects the comprehensiveness and inclusiveness of the school system and the type and scope of classroom interaction. Since the beginning of the 1980s, interest has gradually increased in the effects of homogeneity and heterogeneity of schools on classroom interactions; this research involves various disciplines and has different goals. The present paper contributes to academic debate on the often ignored consequences of socialisation of pupils with diversity. In particular, we revise the evidence on the effect of socialisation (or lack of it) with diversity resulting from the degree of homogeneity or heterogeneity to which school children are exposed through their interactions in the classroom. We aim, in particular, to shed light on what the assumed value of classroom interactions as an argument in favour or either heterogeneous or homogeneous groups. We review work analysing school homogeneity in relation to age, gender, ethnicity and disability and the effect on classroom interactions. Most studies concur with current achievement motivation theories, which highlight the important role of context and agents of socialisation, such as classroom peers, in the development of pupils’ beliefs and behaviours. Studies that find support for classroom homogeneity tend to focus narrowly on academic performance, whereas findings that support classroom heterogeneity tend to analyse higher order values such as equity and inclusiveness. The findings in the literature suggest, furthermore, that children’s experiences of exclusion and diversity influence their friendship decision-making, suggesting that heterogeneous schools promote a more inclusive society.

scholarly journals A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom

2015 ◽  
pp. 113-127 ◽  
Author(s):  
Jenny Melo León
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Instructional Strategies ◽  
Preschool Teachers ◽  
Document Analysis ◽  
Classroom Interactions ◽  
Classroom Observations ◽  
Preschool Classrooms ◽  
Teachers Beliefs

The purpose of this study was to identify the different incidents of critical thinking in five preschool classrooms in one school, and the instructional strategies preschool teachers employed in the development of children’s critical thinking. The participants in this study were five self-contained preschool teachers and their corresponding groups. The study explored teachers’ beliefs in regards to the role of critical thinking in their classrooms. Data collection techniques included classroom observations, document analysis, and interviews with teachers. Two over-arching findings include: a) it is possible to observe and describe numerous instances in which critical thinking is paid attention to explicitly by teachers, and b) it is possible to observe a range of classroom interactions and techniques that explicitly develop these skills among preschoolers.

scholarly journals Keholliset ja materiaaliset sananselityssekvenssit aikuisten S2-lukutaito-opiskelijoiden luokkahuonevuorovaikutuksessa

Virittäjä ◽  
2020 ◽  
Vol 124 (2) ◽  
Author(s):  
Laura Eilola
Keyword(s):  
Second Language ◽  
Adult Literacy ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Language And Literacy ◽  
Linguistic Resources ◽  
Literacy Training ◽  
Video And Audio ◽  
Adult Literacy Training

Tässä artikkelissa analysoidaan multimodaalista keskustelunanalyysia hyödyntäen, miten sanelun jälkeiset sekvenssit rakentuvat aikuisten luku- ja kirjoitustaidon koulutuksen luokkahuoneen vuorovaikutuksessa. Pitkittäinen aineisto on kerätty etnografisesti aikuisten luku- ja kirjoitustaidon koulutuksen yhteydestä sekä luokkahuoneen että arjen vuorovaikutustilanteista kahdeksan kuukauden aikana. Artikkelin aineisto sisältää 68 tuntia videotallenteita.  Artikkelissa osoitetaan, että tyypillisesti huomion kohteeksi tuotu sana aluksi toistetaan, mitä seuraa yhdessä rakennettu multimodaalinen sananselitys. Tämän jälkeen fokusoidaan sanan semantiikkaan ja lopuksi sana taas toistetaan. Sananselitykset koostuvat yleensä ikonisista eleistä tai kehollisista esityksistä. Opiskelija saattaa esimerkiksi demonstroida juomistoimintaa selittääkseen, mihin vesipullo viittaa tai kehollisesti esittää avaavansa oven opettajan kysyttyä, mitä avata-sana tarkoittaa. Näin ollen analyysissa pohditaan, miten ymmärtämistä voidaan osoittaa kehollisilla vuoroilla, kun osallistujien yhteiset kielelliset resurssit ovat vähäiset. Artikkeli tuo uutta tietoa luku- ja kirjoitustaidon koulutuksen sananselitysten rakenteesta ja kehollisten ja materiaalisten resurssien merkityksestä niissä. Lisäksi esitetty analyysi nostaa esiin tarpeen tutkia, miten lukutaito-opiskelijoiden multi­modaalisten resurssien käyttö mahdollisesti muuttuu ja kehittyy ajan kuluessa.   Embodied and material word explanations in adult literacy-training classroom interactions In this article, multimodal conversation analysis is employed to analyse classroom inter­action between users of Finnish as a second language. More specifically, the author investigates the structure of co-constructed multimodal word explanation sequences that occurred after a dictation exercise during a classroom interaction given as part of adult literacy training. Typically, the salient word is repeated, there then follows a co-constructed multimodal word explanation, after which the conversation focuses on the semiotics of the word in question. Finally, students repeat the word again. To explain words, students primarily use embodied resources, most often iconic gestures or embodied enactments. For instance, a student might demonstrate the action of drinking to explain what the word vesipullo (‘water bottle’) refers to, or physically enact opening a door when the teacher has asked what avata (‘to open’) means. The analysis discusses how comprehension is demonstrated in embodied turns in which the participants’ shared linguistic resources are limited. The longitudinal data was collected ethnographically over eight months, both from classroom interactions and everyday encounters with groups of adult second-language and literacy learners in Finland. The data for the article comprises approximately 68 hours of video and audio recordings. The empirical findings of this study present new information about the structure of word-explanation sequences and the role of embodied and material resources used therein. Moreover, they shed light on questions of the role of multimodal resources in second-language and literacy training and call for further research into the development of their use over time.

Students’ evocative impact on teacher instruction and teacher–child relationships

2015 ◽  
Vol 39 (5) ◽  
pp. 445-457 ◽  
Author(s):  
Jari-Erik Nurmi ◽  
Noona Kiuru
Keyword(s):  
Academic Performance ◽  
Present Article ◽  
Teaching Practices ◽  
Classroom Interactions ◽  
Classroom Research ◽  
Teacher Instruction ◽  
Quality Of Instruction ◽  
Transactional Theory

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children’s academic performance, motivation and adjustment—in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child’s characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children’s academic performance, their motivation and their socio-emotional characteristics in their teachers’ instruction methods and teacher–child relationships. Some of the mechanisms that may be responsible for these “evocative impacts” are discussed. Classroom interactions initiated by the child, and those initiated by the teacher will then be considered from the perspective of the transactional theory of teacher–child interactions. Finally, some conclusions are drawn concerning possible future classroom research.

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