Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Gifted and Denied

1993 ◽  
Vol 16 (3) ◽  
pp. 47-48 ◽  
Author(s):  
Diana Ortegon Olague
Keyword(s):  
Elementary School ◽  
Third Grade ◽  
Unfamiliar Word ◽  
Grade Teacher ◽  
The World ◽  
Stored Information

My third-grade teacher reads a poem. I smile, delighted to spend the afternoon immersed in literature until the teacher comes to an unfamiliar word. What is that word? I scan my classmates. They appear content and seem to understand the lesson. Why don't I? I slide down into my desk as the others excitedly wave their arms in the air hoping to participate in an animated discussion of the story. Why do I always feel so stupid and locked out of the secrets words possess? I am an Hispanic. I somehow extended the limited vocabulary I controlled as a child to succeed in school and college. Of course, a high aptitude and strong perseverance helped me emerge. However, my lack of useful terminology embarrassed me, and I worked twice as hard to compensate. I wanted to bridge the vocabulary gap that interfered with my opportunities to flourish, but escaping this handicap proved difficult. My brain stored information in two languages. Retrieving accurate terminology took longer for me. Some words I knew only in Spanish; some words I never experienced at all. No one in elementary school believed I was smart. Teachers only saw the deficiencies. No one gave me a chance to blossom or to share my own unique and enhanced qualities. Yet, I know now that I was smart, and all my A's in college philosophy and math verified this. Still, I was locked out of the secrets the world held.

Metapragmatic Awareness of Explanation Adequacy

1994 ◽  
Vol 25 (3) ◽  
pp. 174-180 ◽  
Author(s):  
Sheri Skurow Kaufman ◽  
Patricia A. Prelock ◽  
Ernest M. Weiler ◽  
Nancy A. Creaghead ◽  
Carole A. Donnelly
Keyword(s):  
Communication Skills ◽  
Marked Improvement ◽  
The Other ◽  
Third Grade ◽  
Student Speech ◽  
Speech Language Pathologist ◽  
Post Test ◽  
Math Problems ◽  
Grade Classroom

A third-grade classroom participated in a communication skills unit (CSU) that was designed and implemented collaboratively by a teacher, speech-language pathologist, and student speech-language pathologist. The CSU was developed to increase the students' metapragmatic awareness of explanation adequacy. To assess the efficacy of the CSU, two third-grade classrooms were compared. One participated in the CSU, and the other did not. A pre- and post-test were administered to students in both classrooms, requiring them to view a videotape of two children helping each other with math problems, rate the explanations viewed on tape, and justify their ratings. The students' justifications were then coded on three levels by the researcher. Results indicated that only the students who participated in the CSU showed significant improvement in their ability to rate and justify the adequacy of an explanation. The teacher who participated in the CSU observed marked improvement in her students' abilities to ask questions and respond to requests for information solicited by peers.

Teaching and Practice: Elementary School Curricula and Urban Transformation

1994 ◽  
Vol 64 (3) ◽  
pp. 309-332 ◽  
Author(s):  
Paul Skilton Sylvester
Keyword(s):  
Elementary School ◽  
Critical Pedagogy ◽  
Real World ◽  
Social Transformation ◽  
Urban Transformation ◽  
Social Structures ◽  
Third Grade ◽  
Grade Teacher ◽  
School Curricula

In this article, third-grade teacher Paul Skilton Sylvester describes how he practiced critical pedagogy in his urban Philadelphia classroom. Conceptualizing education as a means for changing social structures rather than merely replicating them, Sylvester created a classroom economy, which his students called "Sweet Cakes Town," as part of a larger study of the neighborhoods surrounding the school. In Sweet Cakes Town, students and teacher studied and lived "real world" situations such as unemployment, nepotism, successful entrepreneurship, homelessness, injustice, and cooperation in their exploration of social transformation.

Fostering Communication in Elementary School Children on the Autism Spectrum Who Are Minimally Verbal

2018 ◽  
Vol 39 (02) ◽  
pp. 103-113
Author(s):  
Jessica Steinbrenner
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
School Children ◽  
Elementary School Children ◽  
Autism Spectrum ◽  
Minimally Verbal ◽  
School Students ◽  
Case Examples ◽  
Children With Asd

AbstractAround 30% of elementary school students with autism spectrum disorder (ASD) are considered minimally verbal, yet there is limited research addressing the needs of this group of students. Several recent studies have demonstrated successful improvement of the communication skills of elementary school students with limited verbal skills. Additionally, there are focused intervention practices that are evidence based and may be useful in targeting communication skills for children with ASD who are minimally verbal. This article will review existing information about interventions to target communication skills in elementary school children with ASD who are minimally verbal, identify potential target skills, and provide case examples of how to embed communication interventions in elementary school classroom settings from a pilot intervention study.

Preference as Performance: Doing Social Class and Gender in Three School Libraries

1997 ◽  
Vol 29 (3) ◽  
pp. 319-361 ◽  
Author(s):  
Mark Dressman
Keyword(s):  
Elementary School ◽  
Social Class ◽  
Participant Observation ◽  
School Libraries ◽  
Third Grade ◽  
And Gender ◽  
Reader Preference

This study examines the construct of reader preference along the lines of gender and social class. Data were collected through focused interviews and participant observation from one third-grade class in each of three elementary school libraries that served children from a range of ethnic and social class backgrounds. The study argues that children's expressions of preference are often enactments of what they believe it means to be categorically male or female, whereas their ways of relating to different genres of text, as well as how they choose to read, often enact the “habitus,” or material logic, of their social class. This analysis is complicated by three events in which the doing of gender or class by students is interrupted by stronger desires. The article concludes with a reconsideration of preference as a construct, and questions why educators might want to know what children like to read in the first place.

scholarly journals THE EFFECT OF ANTICIPATION GUIDING ON STUDENTS LEARNING READINESS IN THE THIRD-GRADE STUDENTS OF ELEMENTARY SCHOOL of SDN SIDOMORO 1, GRESIK

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Nur Hidayah
Keyword(s):  
Elementary School ◽  
Third Grade ◽  
Control Group ◽  
Anticipatory Guidance ◽  
Learning Readiness ◽  
The Third ◽  
Third Grade Students ◽  
Home Learning ◽  
Post Test ◽  
Good Learning

Background The lack of home learning readiness highly influences the learning process. The preventive way by self-home learning may bring positive effects, namely they will be able to understand the teacher’s explanation or tutorial and do what is being instructed in accomplishing assignments or answering questions. Purpose: was to find out the effects of anticipatory guidance on the learning readiness in the third-grade students of elementary school. Method Quasi-experimental with pretest-posttest control group design. The population involved all third-grade students of SDN Sidomoro 1, Kebomas sub-district, Gresik in which 98 respondents were taken as the samples by applying the total sampling technique. The respondents were then classified into two groups: control group and study group, 48 students each. The instrument: observation sheet. The data analysis using descriptive statistic. Result findings the pre-test value of the study group on good learning readiness was shown by 9 students (34.7%). Compared to the post-test value with the same group, 40 students (81.6%) were in good category. On the other hand, among the control group, the pre-test value showed that 20 students (40.8%) also had good learning readiness, whereas the post-test value described that 17 students (36.7%) were also in good learning readiness. Conclusion Based on the result presented above, providing of anticipatory guidance for students of elementary school is very important to increase the readiness of student’s self-learning for the positive effect, learning achievement.

scholarly journals Teaching Primary School Pupils Through Audio-Visual Means

2019 ◽  
Vol 14 (22) ◽  
pp. 122
Author(s):  
Sabdenova Bagila ◽  
Abdullah Kok ◽  
Aziya Zhumabaeva ◽  
Zharkynbike Suleimenova ◽  
Asima Riskulbekova ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Communication Skills ◽  
Work Practice ◽  
The State ◽  
Practical Work ◽  
Visual Aids ◽  
School Students ◽  
The Republic ◽  
Set Up

Recognition of Kazakh language as the state language of the Republic of Kazakhstan by the Constitution of the Republic of Kazakhstan, adoption of ‘State programme of functioning and development of languages for 2011–2020’, the Law of the Republic of Kazakhstan ‘On languages of the Republic of Kazakhstan’, ‘The State programme on education and science development for 2016–2020’ allowed our native language to develop and prosper. Nowadays, special attention is paid to the problem of teaching the Kazakh language. In today's organised pedagogical environment, it is not fully examined the need for the development of communication skills of elementary school students and scientifically-based and practical communication to solve this problem via audio and graphic tools. Therefore, this article focuses on the need to teach elementary school students to work with audio and graphic materials and technology issues on the use of practical materials. Provided that the theoretical foundations for the development of communication skills of elementary school students through audio-visual aids hold true, the structural-substantial model will allow the development of each student’s individual abilities and creativity. Taking into account the foregoing, we have set up a positive outline of the effectiveness of the work with audio equipment through the organisation of practical work, practice-assemblage, research, diagnostics, practical work in elementary school teachers through specially organised thematic seminars

scholarly journals Keefektifan Model Pembelajaran Sort Card pada Pembelajaran IPS terhadap Hasil Belajar Siswa Kelas III SD Negeri Karangroto 04 Kota Semarang

2018 ◽  
Vol 2 (4) ◽  
pp. 365
Author(s):  
Wiwik Kumala Dewi
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Model ◽  
Posttest Score ◽  
Third Grade ◽  
Class Iii ◽  
Design Data ◽  
Third Grade Students

The problem revealed in this study is how effective the Sort Card learning model is on social studies learning towards the learning outcomes of third grade students of Karangroto 04 State Elementary School in Semarang City. The purpose of this study was to determine the effectiveness of the Sort Card learning model on social studies learning on the learning outcomes of third grade students of Karangroto 04 Public Elementary School in Semarang City. This type of research is quantitative. The population in this study were class III students totaling 30 students and the design used for this study using One-Group Pretest-posttest Design. Data collection methods used are observation, tests, interviews, and documentation. The results of the study revealed the average value of pretest students 43,74 and the average posttest score of students was 88.86. From the calculation using the t-test, it is obtained t_count = 16.034 and ttable = 2.045 with db = 30-1 at the significant level α = 5%, so that t_count > t table is 16,034 > 2,045. So Ho is rejected and Ha is accepted. It can be concluded that the sort card model is effective against student learning outcomes. Based on the results of this study the suggestions that can be conveyed are expected teachers can use the sort card learning model in teaching and learning activities, especially social studies subjects

scholarly journals Penanaman Nilai-Nilai Multikultural yang Dipengaruhi oleh Kompetensi Komunikasi Guru di Sekolah Dasar Inklusi Trirenggo, Yogyakarta

2019 ◽  
Vol 21 (2) ◽  
pp. 168
Author(s):  
Dwi Kartikawati ◽  
Djudjur Luciana Rajagukguk ◽  
Yayu Sriwartini
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Qualitative Method ◽  
Character Development ◽  
Regular Group ◽  
Group Activities ◽  
Communication Competency ◽  
Teaching Goals ◽  
The Subject ◽  
Main Factor

This research focused on the urgency of teachers’ communication competence in inculcating multicultural values at elementary schools, in this case, the inclusive elementary school of Trirenggo, Yogyakarta. Communication skills are an essential competency for teachers as stated in the Regulation of the Minister of Education No. 16 of 2007 dated May 4th, 2007. Teachers, as communicators, are the main factor in establishing effective communication in the learning process. In this case, a teacher with excellent communication skills would substantially determine a school’s success in the implementation of multicultural values. In order to analyze the subject, this study used a qualitative method, and the data were collected from three respondents from the inclusive elementary school of Trirenggo, Yogyakarta. The results indicated that teachers’ communication competency which consisted of three aspects, i.e. motivation, knowledge, and skills, was urgently required in order to achieve teaching goals. A competent teacher would significantly be able to establish a positive atmosphere and influence among students, thus, enable them to effectively inculcate the designated values. At this school, the multicultural values were integrated into teaching subjects, students’ assessment, specified learning methods, character development, and regular group activities.

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