A Ranking Strategy to Promote Resources Supporting the Classroom Environment

This research aims to find out the students’ attitude toward English classroom environment especially English teacher, English material and English classroom management. This research used descriptive method to find out the students attitude toward English teacher, English material and English classroom management.The population of this research was the ninth year students of SMP Kartika Banjarmasin which consists of two classes so the totalis 67 students. The instrument of the research was questionnaire by using mean score to find out the mean score of them.The result of the data analysis of the questionnaire indicated that the students have positive attitude toward English teacher (59.80), the students have positive attitude toward English material (59) and the students have positive attitude toward English classroom management (55.92).Based on the result, some suggestions are proposed: (1)Generally, the student's attitude toward English classroom environment is positive but there are still some students have neutral attitude so that its suggested to English teacher at the SMP Kartika Banjarmasin in order to learn more skills and pay attention to the classroom environment’s factor and he should be creative in teaching English so that the students can be motivated in learning English (2) To the students, they should make English as interesting subject so that it can give benefit to the future.

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Enhancing and Impacting the Online Classroom Environment with Infographics

eLearn ◽

10.1145/3326541.3328470 ◽

2019 ◽

Vol 2019 (4) ◽

Author(s):

Hanadi Hamadi ◽

Frederick R. Kates ◽

George Raul Audi ◽

Samantha A. Larson ◽

Malcolm M. Kates

Keyword(s):

Classroom Environment ◽

Online Classroom

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Teaching Music Theory

10.1093/oso/9780190879945.001.0001 ◽

2020 ◽

Author(s):

Jennifer Snodgrass

Keyword(s):

Music Theory ◽

Classroom Environment ◽

Teaching And Learning ◽

Undergraduate Research ◽

Real Life ◽

Aural Skills ◽

New Faculty ◽

Music Therapist ◽

Starting Point ◽

Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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Promoting Student Engagement in Online Learning Through Harmonious Classroom Environment

The Asia-Pacific Education Researcher ◽

10.1007/s40299-021-00606-5 ◽

2021 ◽

Author(s):

Nuan Luo ◽

Haodong Li ◽

Lu Zhao ◽

Zhunan Wu ◽

Jian Zhang

Keyword(s):

Online Learning ◽

Student Engagement ◽

Classroom Environment

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Reconceptualizing Classroom Management in the Ensemble: Considering Culture, Communication, and Community

Music Educators Journal ◽

10.1177/00274321211015180 ◽

2021 ◽

Vol 107 (4) ◽

pp. 21-27

Author(s):

Lisa D. Martin

Keyword(s):

Learning Environment ◽

Classroom Management ◽

Classroom Environment ◽

Culturally Responsive ◽

Power Structures ◽

Safe Spaces ◽

Culturally Embedded

Classroom management is commonly understood as the structures and procedures that establish and reinforce a productive learning environment. However, traditional conceptualizations of classroom management are rife with culturally embedded norms, assumptions, power structures, and other roadblocks to a healthy classroom environment for all students. While certain routines can help set the stage for learning, teachers must critically examine such routines and expectations to establish a classroom environment that supports learners’ varying needs and backgrounds. This article unpacks several challenges with classroom management and offers offer a culturally responsive approach that supports community over compliance, moving toward democracy, mutual regard, and safe spaces.

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Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽

10.1177/0033688220982665 ◽

2021 ◽

pp. 003368822098266

Author(s):

Tsung-han Weng

Keyword(s):

Second Language ◽

Foreign Language ◽

Critical Literacy ◽

Classroom Environment ◽

Theory And Practice ◽

Teaching English ◽

Speakers Of Other Languages ◽

Literacy Implementation ◽

Critical Literacy Pedagogy ◽

Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

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Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

Asia Pacific Education Review ◽

10.1007/s12564-021-09707-8 ◽

2021 ◽

Author(s):

Tun Zaw Oo ◽

Andrea Magyar ◽

Anita Habók

Keyword(s):

Reading Comprehension ◽

Secondary School ◽

Classroom Environment ◽

Teaching Method ◽

Reciprocal Teaching ◽

Control Group ◽

Upper Secondary School ◽

School Students ◽

Upper Secondary ◽

Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

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The Impact of Classroom Chatter Noise on Comprehension: A Systematic Review

Perceptual and Motor Skills ◽

10.1177/00315125211005935 ◽

2021 ◽

pp. 003151252110059

Author(s):

Anne-Sophie Lamotte ◽

Aziz Essadek ◽

Gérard Shadili ◽

Jean-Michel Perez ◽

Julien Raft

Keyword(s):

Systematic Review ◽

Literature Review ◽

Teaching Methods ◽

Classroom Environment ◽

Field Survey ◽

Human Life ◽

Experimental Studies ◽

Noisy Environment ◽

Student Comprehension ◽

The Impact

Communication through discussion and conversations is fundamental to human life; but when such discourse escapes the control of a teacher in the classroom, it becomes little more than chatter. This noise challenges teaching methods and the teaching stance with students. Yet, its impact on comprehension has rarely been studied. The aim of this literature review was to examine the research on the impact of classroom noise generated by chatter on students’ comprehension performance. We adopted the PRISMA (Preferred Reporting Items for Systematic Reviews and Metanalysis) guidelines to examine this literature. This review covered a 10-year period (papers written between 2009 and 2019), with nine experimental studies selected from the 2,954 papers screened. In 89% of these nine studies, there were significant comprehension differences on all tests, revealed when comprehension took place in a noisy environment due to chatter. This review indicated an essential need for a field survey to better understand the impact of chatter on comprehension. Other studies are recommended to highlight any correlation between measured chatter and student comprehension in a real classroom environment.

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