scholarly journals A Deconstructive Approach to Class Meetings: Managing Conflict and Building Learning Communities

2013 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Maria Kecskemeti ◽  
Kathleen Kaveney ◽  
Sheridan Gray ◽  
Wendy Drewery
Keyword(s):  
Learning Communities ◽  
Narrative Therapy ◽  
Teaching And Learning ◽  
Community Building ◽  
Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Class Meetings ◽  
Zealand Secondary School

When the quality of teacher-student and student-student relationships is undermined by conflicts, classrooms can become unwelcoming environments that are not conducive to teaching and learning. Circle conversations are widely utilized in response to such conflicts as well as for academic and community-building purposes. In this article, we introduce a form of circle conversation, which we have termed deconstructive class meeting. We developed this specific meeting format in a New Zealand secondary school drawing on local, indigenous processes of community conversation, discourse theory and narrative therapy. The structure of our meeting is deliberately designed to support the simultaneous achievement of two, seemingly contradictory objectives: conflict resolution and community building. We argue that when teachers and students collaboratively examine the power of ideas or discourses of learning not only alternatives to problematic practices become available, but learning communities and relationships are strengthened also.

The need for a transition to a distance learning format: research results

2020 ◽  
pp. 194-209
Author(s):  
Marina V. Polevaya ◽  
Elena V. Kamneva ◽  
Sergey A. Polevoy ◽  
Margarita M. Simonova ◽  
Svetlana M. Buyanova ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Teacher Student ◽  
Teachers And Students ◽  
Training Format

Relevance. The article discusses the problems of the transition of universities to a distance learning format. The transfer of universities to a remote format due to the spread of the COVID-19 virus allowed students to continue to receive training, which varied significantly due to technologies, the choice of which was determined by the current capabilities of educational institutions. The article analyzes the result of a study of the attitude and assessment of teachers and students organizing and conducting training outside the educational institution with the use of distance technologies. The purpose of the study is to identify the features of teaching and learning in a distance format in higher education during the spread of a new coronavirus infection. The objectives of the study are to identify factors that have influenced the quality of the implementation of educational programs in full in the electronic information and educational environment. The results of the study. A serious influence of the distance learning format on the quality of the teacher-student interaction was revealed (it has significantly decreased), which is undoubtedly one of the factors that reduce studentsʼ motivation to learn. For many respondents, distance learning and teaching was the first experience of a distance learning format, and therefore the attitude towards it is rather complicated. A significant scatter in the format of the classes, their completeness and content within the framework of distance learning, the low proportion of the teaching staff prepared for its implementation, and the generally low level of technical, methodological and legal support show that the majority of Russian universities are not ready to introduce distance learning. The transition to an online training format caused the majority of respondents discomfort and negative emotional experiences.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals Democracy in the classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 181-194
Author(s):  
Tony Leach
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Third Space ◽  
Democratic Citizenship ◽  
Student Relationships ◽  
Role Identities ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
School Democracy

This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners

1992 ◽  
Vol 17 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Timothy J. Landrum
Keyword(s):  
Regular Education ◽  
Teacher Characteristics ◽  
Student Relationships ◽  
Interactional Model ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Coercion Theory ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Interactional Analysis

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.

scholarly journals Environmental Acoustic Comfort in the Built Environment

2021 ◽  
Vol 9 (71) ◽  
Author(s):  
Margret Sibylle Engel ◽  
Júlio Otávio Herrmann ◽  
Paulo Henrique Trombetta Zannin
Keyword(s):  
Teaching And Learning ◽  
Physical Structure ◽  
Sharp Drop ◽  
Speech Transmission ◽  
Acoustic Quality ◽  
Teachers And Students ◽  
Acoustic Comfort ◽  
The 1960S ◽  
Acoustic Conditions

  The acoustic quality of classrooms has a strong influence on the teaching and learning process. This interference assessed using the impulsive technique to measure the rate of speech transmission (STI), reverberation time (RT) and sound definition (D50). These are the most relevant acoustic descriptors in the assessment of classrooms, where verbal exposure is the means of communication between teachers and students. The evaluation took place in two buildings of the Federal University of Paraná (UFPR), built in the 1960s and another in 2016. The measured values ​​of STI, provided in the classrooms' actual acoustic conditions, were used as an adjustment parameter for simulations made with the software ODEON. After carrying out the measurements and simulations, the dimensioning of improvements was possible. The acoustic simulations presented suggestions to qualify the quality of the classrooms' acoustic comfort, ensuring that teaching and learning to do not suffer losses due to the physical structure of the classrooms. The measured values ​​of STI, RT and D50 show that, in the old building, except for a single classroom that preserves the original ceiling that had a high sound absorption coefficient, it has reasonable values, below the ideal for classrooms, according to the IEC 60268-16 (2011) standard. The investigation showed that the rooms with a roof replaced by a PVC covering had a sharp drop in acoustic quality. The newest building has classrooms with proper acoustic comfort conditions.

scholarly journals Peran Guru Dalam Peningkatan Kualitas Belajar Peserta Didik Pada Pembelajaran Daring Di Madrasah Ibtidaiyah

2021 ◽  
Vol 2 (1) ◽  
pp. 75-86
Author(s):  
Tri Budi Wulandani ◽  
Rif’an Humaidi
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Active Role ◽  
Study Data ◽  
Teacher’S Role ◽  
Quality Of Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teacher's Role

In the teaching and learning process, teachers are required to be able to carry out their role to the fullest as a motivator and initiator in an effort to maintain and at the same time increase the enthusiasm of students to learn. Especially in the Covid-19 pandemic situation which requires educational institutions to carry out online learning. This study aims to discuss the teacher's role as a motivator and the teacher's role as an initiator in improving the quality of student learning in online learning at Madrasah Ibtidaiyah Ma'arif Condro Jember. This research uses qualitative research methods and the type of research is a case study. Data collection techniques using observation, interviews and documentation. The validity of the data using source triangulation and technical triangulation. Meanwhile, data analysis uses data condensation, data presentation and verification/conclusion. The results of this study indicate: 1) The teacher's role as a motivator in improving the quality of learning in online learning, namely: providing opportunities for students to play an active role in learning, providing reinforcement, praise or verbal appreciation, teachers listening to students' concerns and wishes to bond. good relationship between teachers and students. 2) The role of the teacher as an initiator in improving the quality of learning in online learning, namely: utilizing information and communication technology such as Whatsapp, Facebook, Google Meet and Google Form. Keywords: Teacher Role; Quality of Learning; Online Learning Dalam proses belajar mengajar, guru dituntut untuk mampu melaksanakan perannya secara maksimal menjadi motivator dan inisiator dalam upaya menjaga dan sekaligus meningkatkan semangat belajar peserta didik. Terlebih dalam situasi pandemi Covid-19 yang menuntut lembaga pendidikan untuk melaksanakan pembelajaran secara Daring. Penelitian ini bertujuan untuk membahas tentang peran guru sebagai motivator dan peran guru sebagai inisiator dalam meningkatan kualitas belajar peserta didik pada pembelajaran daring di Madrasah Ibtidaiyah Ma’arif Condro Jember. Penelitian ini menggunakan metode penelitian kualitatif dan jenis penelitiannya adalah studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Sedangkan analisis data menggunakan kondensasi data, penyajian data dan verifikasi/kesimpulan. Hasil penelitian ini menunjukkan: 1) Peran guru sebagai motivator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memberikan kesempatan kepada peserta didik untuk berperan aktif dalam pembelajaran, memberikan penguatan, pujian atau apresiasi secara verbal, guru mendengarkan keresahan dan keinginan peserta didik agar terjalin ikatan yang baik antara guru dan peserta didik. 2) Peran guru sebagai inisiator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memanfaatkan teknologi informasi dan komunikasi seperti Whatsapp, Facebook, Google Meet dan Google Form. Kata Kunci: Peran Guru; Kualitas Belajar; Pembelajaran Daring

scholarly journals PENGEMBANGAN E-MODUL BRYOPHYTA DENGAN KAJIAN ISLAM SEBAGAI ALTERNATIF BAHAN AJAR DI ERA NEW NORMAL

2021 ◽  
Vol 9 (2) ◽  
pp. 68-76
Author(s):  
Linda Amalia Saragih ◽  
◽  
Indayana Tanjung ◽  
Efrida Pima Sari Tambunan
Keyword(s):  
Quantitative Data ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Studies ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Islamic Religion ◽  
Teachers And Students ◽  
Data Collection Instrument

This study aims to develop additional teaching materials in the form of e-Modul Bryophyta dengan Kajian Islam, as well as to determine the quality of the products developed based on the assessment of several validations, teachers, and students as respondents. The data collection instrument used a questionnaire. Descriptive qualitative and quantitative data analysis. The results of the research obtained indicate that the Bryophyta e-Module with Islamic Studies developed as a whole has the quality Very Fit for use in teaching and learning activities. With the percentage results from material experts of 89.2% with Very Feasible criteria, from media experts of 71.6% with Eligible criteria, from Islamic Religion experts of 82.6% with Very Appropriate criteria and an assessment of the teacher of 82.5% with criteria Very Eligible for use in teaching and learning activities. Meanwhile, the response of students obtained the overall percentage of small and large group tests of 85.2% with very attractive criteria. Thus, it can be concluded that e-Modul Bryophyta dengan Kajian Islam, which was developed with the Borg & Gall model, is feasible and very attractive to be used as teaching material for students in class X MIA in Ma, especially in Bryophyta lessons.

scholarly journals DEVELOPMENT OF TEACHER HANDBOOKS AND REALISTIC MATHEMATICS STUDENTS BASIC SCHOOLS

2019 ◽  
Vol 3 (2) ◽  
pp. 56
Author(s):  
Dian Armanto ◽  
Edy Surya ◽  
Elvi Mailani
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Level ◽  
Teacher Student ◽  
Realistic Mathematics ◽  
Teachers And Students

The research aims to develop teacher and student handbooks for realistic mathematics lessons for elementary schools. The development of this handbook is based on the reality in the field where the handbook of teachers and students especially the subjects using the 2013 curriculum still do not exist, and in daily learning activities teachers and students still use books that use themes. This research uses development research (Developmental Research). The subjects of this study were grade V students of SD Negeri 163085, H.A Bilal Tebingtinggi City and SD Negeri 106162, Medan Estate District, Deliserdang Regency. In the initial stage, observations were made during the learning process at the two schools and continued with interviews with students and teachers. From the results of these observations and interviews a primary school realistic mathematics teacher and student handbook was prepared. Furthermore, the realistic elementary school mathematics teacher and student handbook is validated by a team that aims to see and assess the quality of the realistic elementary school teacher and student mathematics handbook in order to arrange an effective handbook that will be used by teachers and students in learning. The validation results show that realistic mathematics teacher and student handbooks are developed in both categories and can be used in teaching and learning. The media book test was conducted on grade V students of SD Negeri 163085 Tebingtinggi city and SD Negeri 106162 Medan Estate Deliserdang Regency. The trial results show that the elementary school teacher and student mathematics handbook is effective and can help facilitate understanding of mathematical concepts at the elementary school level. This can be seen from the number of students who can reach the KKM from the two schools is increasing. For SD Negeri 163085 HA Bilal, Tebingtinggi City, if at the time of the pre-test only 1 student (3%) was able to reach the KKM, then after being given the learning process using a teacher and student handbook developed the number of students who could reach the KKM increased to 24 students (82.7%) while those under the KKM were only (17.3%) or 5 students. The same thing was seen in SD Negeri 106162, Medanestate Subdistrict, Deliserdang Regency. If at the time of the Pre-test only 2 students (6.6%) had scored above the KKM, after the post-test there was an increase in students who achieved the KKM score of 25 students (83.3%). An increase of 76.7% when compared to the pre test. Keywords: Handbook, teacher, student, PMR

scholarly journals Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents

2016 ◽  
Vol 113 (19) ◽  
pp. 5221-5226 ◽  
Author(s):  
Jason A. Okonofua ◽  
David Paunesku ◽  
Gregory M. Walton
Keyword(s):  
At Risk Students ◽  
Life Outcomes ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Suspension Rates ◽  
Student Suspension ◽  
Randomized Field Experiment ◽  
Student Suspensions

Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline—to value students’ perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students’ (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers’ mindsets about discipline directly affect the quality of teacher–student relationships and student suspensions and, moreover, can be changed through scalable intervention.

scholarly journals The evolution of the Avacongress

2009 ◽  
Vol 3 (3-4) ◽  
pp. 113
Author(s):  
András Nábrádi
Keyword(s):  
Public Policy ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Mba Programs ◽  
Quality Of Teaching ◽  
Teachers And Students ◽  
In The Beginning ◽  
Quality Assurance Standards ◽  
Operational Methods

In the early 1990’s MBA educations started independently in Warsaw, Prague, and Debrecen. In the middle 1990’s a small network was estblished with the mentioned institutions, as well as supporters from different universities like Wageningen, Aberdeen, Cork, later Fayetteville fromArcansas (USA). In the beginning of the 21st century the network became bigger. That time did Kiev join the Network, and started negotiations with Moscow Paralell to extended network leading by Warsaw University we applied for a EU Leonardo grant. The proposal was to develop the teaching and learning materials in the programme to a common approved standard. In order to improve the quality of teaching a set of commonly approved, standardized teaching materials had been eveleoped: Handbooks fo rmodules taught within 7 courses of the MBA programs: Public Policy, Economics, Management, Marketing, Finance, Operational Methods and International Agribusiness. Handbooks and case studies had been put on Warsaw University’s website and are now accessible for teachers and students from all academic institutions participating in the project. Materials had been developed by teams of experts in specific fields from different Universities.The whole set of materials was prepared in English. Another product of the project is the quality assurance standards applied by all MBA programs and an accreditation procedurefor the International Board. That time formulated the name AGRIMBA which is official name of the International Network on Agribusiness and Commerce.

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