Becoming an Adult Member in a Community of Learners

2001 ◽  
Author(s):  
Eugene Matusov
Keyword(s):  
Classroom Interaction ◽  
Teaching Experience ◽  
First Grade ◽  
Second Grade ◽  
Paper Strip ◽  
Strip Line ◽  
Classroom Structure ◽  
School Year ◽  
Design Activities ◽  
Addition And Subtraction

I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.

The Quest for a Mainstream EAL Pedagogy

2009 ◽  
Vol 111 (9) ◽  
pp. 2179-2208
Author(s):  
Penny Haworth
Keyword(s):  
Primary Schools ◽  
Teacher Educators ◽  
Classroom Interaction ◽  
Teaching Experience ◽  
Professional Lives ◽  
Mainstream Teachers ◽  
School Year ◽  
Regular Class ◽  
The Individual ◽  
Class Teacher

Background/Context Previous research shows that class teachers often have little training to teach students with English as an additional language (EAL), so they may operate on a trial-and-error basis, become frustrated easily, feel negative, and have little confidence in their ability to be successful with EAL students. In addition, mainstream teachers may be reluctant to prioritize relevant professional development if there are just a few EAL students in the class. Teacher educators may therefore struggle to help these teachers, particularly because the existing literature seldom provides any guidance on how to adapt effective EAL pedagogic frameworks for use in a busy mainstream class setting. Purpose This inquiry sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. Setting The investigation was undertaken in four primary schools in the central North Island of New Zealand, a region that characteristically has just small numbers of EAL students. Each of these schools became the setting for the study for one term over the course of a four-term school year. Participants In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class took part. The 8 class teachers had a range of general and EAL teaching experience. Research Design A qualitative approach, which used in-class observations interspersed with a series of in-depth reflective discussions with each class teacher, allowed for the evolution of in-depth insights over time. Findings/Results It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class. However, most teachers reported they experienced stress when trying to balance the individual needs of EAL students with those of the rest of the class. Ultimately, it emerged that the teachers’ efforts to develop useful working theories and practices with EAL students were influenced by the dynamic interaction of factors within and across three contextual layers: the personal-professional, the immediate classroom interaction, and the wider educational context. Conclusions/Recommendations In conclusion, it is argued that simply providing teachers with professional input on existing EAL pedagogy addresses just one part of the problem. If teacher educators intend to significantly influence teachers’ practice decisions with EAL students, it may be important to take a broader sociocultural approach that considers the interaction of factors within and across the three contextual layers of teachers’ professional lives.

Learning Strategies for Addition and Subtraction Facts: The Road to Fluency and the License to Think

2004 ◽  
Vol 10 (7) ◽  
pp. 362-367
Author(s):  
Lisa Buchholz
Keyword(s):  
Learning Strategies ◽  
First Grade ◽  
Second Grade ◽  
First Year ◽  
Mental Computation ◽  
The Road ◽  
Finger Counting ◽  
Addition And Subtraction ◽  
Basic Facts ◽  
Subtraction Facts

Teaching the basic facts seemed like the logical thing to do. Wouldn't a study of the basic facts make mathematics computation much easier for my students in the future? How could I help my students memorize and internalize this seemingly rote information? How could I get rid of finger counting and move on to mental computation? As I embarked on my first year of teaching second grade following many years of teaching first grade, these questions rolled through my head.

scholarly journals PSYCHOLOGICAL ASPECTS OF VERBAL FEEDBACK FROM THE STUDENTS´ POINT OF VIEW

2021 ◽  
Vol 10 (2) ◽  
pp. 94-110
Author(s):  
Veronika Pekarova ◽  
Lenka Kolcunova ◽  
Estera Koverova ◽  
Eva Rajcaniova ◽  
Robert Tomsik ◽  
...  
Keyword(s):  
Primary School ◽  
Positive Emotions ◽  
First Grade ◽  
Point Of View ◽  
Psychological Aspects ◽  
Second Grade ◽  
Verbal Feedback ◽  
School Students ◽  
School Year ◽  
And Gender

The presented research was focused on the opinions of students on verbal feedback which they received during the distance form of education implemented in the school year 2019/2020 as a reaction to the COVID-19 pandemic. The aim of the research was to find out how students perceive verbal feedback in comparison with other forms of assessment and to examine its psychological aspects with regard to the primary school grade and gender. The research involved 309 primary school students who were administered the questionnaire developed by the authors of the study. Students in the first grade of primary school showed a greater interest in verbal feedback, which was also associated with higher efficiency, motivation, positive emotions, and perceived it as fairer and more important, compared to students in the second grade, who tended more towards the classification. How the students liked the verbal feedback was related to whether they liked going to school and also to what emotions the verbal feedback evoked in them. At the same time, the positive emotions associated with verbal feedback were also related to the degree of its effectiveness. In general verbal feedback was perceived positively and caused positive emotions.

scholarly journals METHODOLOGY FOR THE LEARNING OF AN UNKNOWN ADDEND IN THE NEW BULGARIAN MATHEMATICS FOR THE SECOND GRADE

2019 ◽  
Vol 32 (1) ◽  
pp. 137-142
Author(s):  
Gabriela Kirova
Keyword(s):  
First Grade ◽  
Theory And Practice ◽  
Second Grade ◽  
Pedagogical Practice ◽  
Ministry Of Education ◽  
Advantages And Disadvantages ◽  
School Year ◽  
New Knowledge ◽  
New Curriculum ◽  
School Network

In the last few years, educational reform has taken place in Bulgaria. It also affects the training in mathematics in the elementary classes. A new Law on Pre-school and School Education36 was adopted in 2015, which initiated the reform. Subsequently, the curricula for individual subjects for all grades and educational degrees were established and officially approved by order of the Minister of Education and Science. From the 2017/2018 school year a new curriculum in Mathematics for the second grade37 is in force. One of the elements of the curriculum in this program is the study of the rules for finding unknown addend and finding an unknown multiplier. At the initial stage of primary education study six subjects for finding unknown components are learned: addend and multiplier in the second grade, minuend and divisible in third grade and subtrahend and divider in the fourth grade. With some conditionality, it can be assumed that these elements of the curriculum are preparing for the study of equations in the algebra course in the following grades. In the Bulgarian pedagogical practice, tasks for an unknown component have never been taught in algebraic ways, on an algebraic basis. In the initial grades these tasks and the related rules are always clarified on an arithmetical basis – based on the dependencies that exist between the components and the results in the pairs arithmetic operations: addition and subtraction, on the one hand, and multiplication and division, on the other. Knowledge of the relationship between pairs of arithmetic actions Bulgarian pupils receive yet in the first grade. Then they assimilate the ability to do a check on the action of subtraction using the action addition. Later, in the second grade, as soon as the two new arithmetic actions were taken – multiplication and division, the students assimilated the ability to test the division by multiplication. Moreover, the action division itself in the Bulgarian school is introduced as the opposite of the action multiplication. On the basis of the new curriculum in Bulgaria, a total of nine mathematics training sets were created, approved by the Ministry of Education and Science, as well as by the teachers and distributed in the school network. As far as they are based on a unified curriculum, it cannot be said they are alternative textbooks. These textbooks are variants. In their development, the authors’ teams have applied a variety of methodological approaches to elucidate the new learning content in the lessons of new knowledge. The purpose of the study in this publication is a comparative analysis of the methodological methods of introducing an unknown addend into the nine new mathematics textbooks for the second grade in the lessons of new knowledge. For theory and practice, there is an interest in the advantages and disadvantages of applied approaches in developing and clarifying this component of the curriculum.

scholarly journals Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom

1995 ◽  
Vol 27 (4) ◽  
pp. 505-533 ◽  
Author(s):  
Penny A. Freppon
Keyword(s):  
Academic Success ◽  
Low Income ◽  
Whole Language ◽  
First Grade ◽  
Language Instruction ◽  
Second Grade ◽  
School Year ◽  
Transition Group ◽  
Field Notes ◽  
Children's Literacy

This descriptive study investigated two groups of low-income, urban children who had whole-language instruction during their kindergarten and first-grade years. These 17 children were studied previously for those 2 years in their separate schools. The current investigation focused on the general academic success of the two groups and on eight, focal learners' interpretations. In one school, a group of children made a transition to a skills-based/traditional second grade (the Transition Group). In a different school, a group of children continued in a whole-language second grade (the Continuing Group). The children were observed in their classrooms throughout the school year. Data collection included field notes, audio- and videotaping, teacher and parent interviews, and pre- and postmeasures. Findings indicated that the Transition Group had the academic skills necessary for success in the skills-based second grade and that the Continuing Group also succeeded in the whole-language second grade. Differences between the two groups showed that the focal children in the Transition Group experienced a change in their interpretations or sense making patterns and a loss of literate behaviors. Differences in writing favored the focal children in the Continuing Group. Generally, there were no between-group differences in reading growth and no statistical differences on pre- and posttests.

scholarly journals Teaching Arts Using the Project Method. Students’ Views Towards the Subject of Arts

2015 ◽  
Vol 2 (2) ◽  
pp. 72
Author(s):  
Maria Kampouropoulou
Keyword(s):  
High School ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Project Method ◽  
School Year ◽  
Before And After ◽  
The Subject ◽  
Teaching Interventions ◽  
Students Attitudes

<p class="2M-body">The paper refers to the use of project method by students who were attending the first, second and third grade of High School in Greece. We designed and realized a research in order to examine the improvement of students’ attitudes and views towards the subject of Arts using the project method. The subject of the project in the first grade of High School was “the traditional village of Lindos”, the subject of the project in the second grade was “the medieval city of Rhodes” and the subject of the project in the third grade was "the acropolis of Filerimos". All the areas under study were in Rhodes, Greece. Questionnaires were given to the students before and after the teaching interventions which was realized during the first quarter of the school year 2014-2015. The results showed that the use of project method vindicated the goals of the research and improved significantly the students' views and attitudes towards the subject of Arts.</p>

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

Sign in / Sign up

Export Citation Format

Share Document