scholarly journals AFETO NO TRABALHO DOCENTE COM ALUNOS SURDOS DE ENSINO MÉDIO

2019 ◽  
Vol 12 (4) ◽  
pp. 446
Author(s):  
Sandra de Fátima Faustino dos Santos Silva ◽  
Suzana Lopes Salgado Ribeiro ◽  
Ana Maria Gimenes Corrêa Calil
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Point Of View ◽  
Pedagogical Practice ◽  
School Students ◽  
Teachers Perceptions ◽  
Qualitative Research Methodology ◽  
Teachers And Students ◽  
Effective Relationships

This article aims to highlight the teachers' perceptions about the affection, relationships, and teaching of deaf high school students. The qualitative research methodology used 12 interviews with teachers who work directly with this target audience. We could see that the teachers had motivations and established effective relationships with their students and that this is seen as a way to bring teachers and students closer. The research did not blind to the contradictions present in the speeches but tried to understand the teachers within the complex reality of their doing. Seeking to reflect on the importance of affection for socialization relations and pedagogical practice, both from the point of view of new forms of closeness and empathy, as well as in the reproduction of fears and insecurities.

scholarly journals PROBLEMÁTICA SOCIOAMBIENTAL URBANA E POSSIBILIDADES DE ABORDAGEM EM SALA DE AULA

2020 ◽  
Vol 10 (20) ◽  
pp. 373-398
Author(s):  
João Paulo Gomes de Vasconcelos Aragão
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Problem ◽  
Teaching Experience ◽  
Environmental Issue ◽  
Pedagogical Practice ◽  
School Students ◽  
Geography Teaching ◽  
Teachers And Students ◽  
Theoretical Reflection

Que reflexões e práticas são possíveis ao professor(a) de Geografia no desenvolvimento da problemática socioambiental urbana em sala de aula? O objetivo deste artigo foi apresentar algumas atividades metodológicas práticas aplicadas a estudantes do Ensino Médio e como elas possibilitaram o ensino de temas relacionados a problemática socioambiental urbana. Constituindo uma temática relevante na ciência geográfica para docentes e estudantes, acredita-se competir aos docentes a reflexão teórica, acompanhada do planejamento e execução de estratégias metodológicas que permitam aos estudantes uma leitura geográfica do mundo vivido. Neste trabalho, são realizados apontamentos sobre as possibilidades teóricas e alçadas alternativas metodológicas para a prática pedagógica, a partir da experiência docente do autor com estudantes de nível médio. Sem a finalidade de esgotar o amplo debate interdisciplinar sobre a questão ambiental urbana e as metodologias existentes, destaca-se a importância de o professor(a) de Geografia, enquanto agente atento às condições da vida no lugar, no bairro ou cidade onde está a escola, refletir a complexa realidade que o urbano abrange. A problemática socioambiental deve ser incluída a partir das categorias e métodos disponíveis na própria Geografia, seja como forma de reafirmar a importância da disciplina nesse debate, bem como construindo com os estudantes um processo de aprendizagens significativas. PALAVRAS-CHAVE Ensino de Geografia, Meio ambiente, Problemática socioambiental urbana.   URBAN SOCIO-ENVIRONMENTAL PROBLEM AND POSSIBILITIES OF A CLASSROOM APPROACH ABSTRACT What reflections and practices are possible for the geography teacher in the development of urban socio-environmental problems in the classroom? The purpose of this article was to present some practical methodological activities applied to high school students and how they made it possible to teach themes related to urban socio-environmental issues. Constituting a relevant theme in geographic science for teachers and students, it is believed that the theoretical reflection will be competed by teachers, accompanied by the planning and execution of methodological strategies that allow students to geographically read the lived world. In this work, notes are made on the theoretical possibilities and alternative methodological approaches to pedagogical practice, based on the author's teaching experience with high school students. Without the aim of exhausting the broad interdisciplinary debate on the urban environmental issue and existing methodologies, the importance of the Geography teacher, as an agent attentive to the conditions of life in the place, in the neighborhood or city where the school is located, is highlighted. the complex reality that the urban encompasses. The socio-environmental issue should be included from the categories and methods available in Geography itself, either as a way of reaffirming the importance of the discipline in this debate, as well as building a significant learning process with students. KEYWORDS Geography teaching; Environment, Urban socio-environmental problem.

scholarly journals Difficulties of applying e-learning in teaching chemistry to high school students from the point of view of supervisors, teachers, and students in Nalut, Libya: صعوبات تطبيق التعليم الإلكتروني في تدريس الكيمياء لطلبة الثانوية العامة من وجهة نظر المشرفين والمعلمين والطلبة في نالوت الليبية

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Said A.S.Sifau, Abdul Hakim Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Framework ◽  
Point Of View ◽  
School Students ◽  
Teaching Chemistry ◽  
Arithmetic Average ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Projects

This study aimed to identify the difficulties that hinder the implementation of e-learning. This study used the descriptive design using the quantitative approach by using a questionnaire as a study tool after confirming its degree of validity and reliability. The random sample that was (724) chosen among supervisors, teachers and students from the Libyan high school Nalut, for the academic year 2018-2019. Descriptive analysis was done using the statistical analysis SPSS version (21.0). One of the most prominent results of this study was that the difficulties of the contexts came in the first order with an arithmetic average (3.79), while the technological difficulties in the second order with an arithmetic average (3.77), while the individual difficulties in the third arrangement with an arithmetic average (3.75), and finally the difficulties of the curriculum in the ranking Fourth, with an average of (3.62). And all the difficulty level was high, as the total areas of the tool got an arithmetic average (3.73), and this indicates that the level of difficulties that prevent the application of e-learning in teaching chemistry to high school students from the point of view of supervisors, teachers and students is high. The study suggested a conceptual framework that integrates the difficulties and the relationship with the individual's difficulties, and the proposed conceptual framework contributes to knowing the obstacles of e-learning by creating a guide for educational institutions in Libya in order to develop and implement better, and it works as a tool to avoid the failure of implementing new e-learning projects through planning that meets trends and tendencies Individuals toward the effective use of e-learning and as an evaluation method for the effectiveness of existing e-learning projects.

scholarly journals NILAI CINTA KASIH DALAM NOVEL NO PLACE LIKE HOME KARYA ALMA ARIDATHA DAN IMPLEMENTASINYA DALAM PEMBELAJARAN TEKS NOVEL KELAS XII SMA

2019 ◽  
Vol 8 (3) ◽  
pp. 169
Author(s):  
Indri Yasa Utami ◽  
Yasnur Asri
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Point Of View ◽  
Learning Objectives ◽  
Text Learning ◽  
School Students ◽  
The Family ◽  
Basic Competencies ◽  
Data Source

ABSTRACT The purpose of this research is to describe and analyze intrinsic elements, the value of love, and the implementation of the value of love in Alma Aridatha's No Place Like Home novel in novel text learning in class XII high school students. This type of research is qualitative research with descriptive methods. The data source in this research is the No Place Like Home novel by Alma Aridatha. The results of the research were found as participants. First, there are seven intrinsic elements in Alma Aridatha's No Place Like Home novel, namely themes, characterizations, background, plot, point of view, language style, and mandate. Second, there are four values of love in Alma Aridatha's No Place Like Home novel, namely (1) 12 data the values of love for God; (2) 37 data the values of love for the family; (3) 12 data the values of love for others; and (4) 11 data the values of love for oneself. Third, the implementation of the value of love in Alma Aridatha's No Place Like Home novel in novel text learning class XII high school students 2013 curriculum with basic competencies related to three aspects of assessment, namely the assessment of knowledge, attitudes, and skills. Based on the results of the research, it is expected that the teacher suggests the No Place Like Home novel by Alma Aridatha which is easily understood by students in novel text learning in high school so that learning objectives are achieved. Kata Kunci: nilai cinta kasih, pembelajaran teks novel

scholarly journals “Saya Mau Bu!” or “Aku Mau Bu!”? from the Teachers and Students’ Point of View

2009 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ienneke Indra Dewi
Keyword(s):  
High School ◽  
High School Students ◽  
Point Of View ◽  
Family Education ◽  
School Students ◽  
Teachers And Students ◽  
Points Of View

Article describes a research which purpose was to find out whether there was a shift in the use of “aku” and “saya” from the children and teenagers’ points of view as well as their teachers’s. The shift of those expressions was based on the factors of concept, family education,, and the influence of media i.e. television. The objects of this research were 140 elementary and high school students as well as their teachers. Questionnaires were distributed to them. The results showed that there was a shift from the expression “saya” to “aku” in the students and teachers’ perception. However, when tested using statistics, the differences in the shift and in the perception between students and teachers concerning this matter were not significant. 

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals Construcción de “vida buena” de estudiantes de bachillerato a partir de la interacción con miembros de sus redes personales / Construction of "Good Life" of High School Students from the Interaction with Members of their Personal Networks

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Astrid Karina Rivero Pérez
Keyword(s):  
High School ◽  
High School Students ◽  
Good Life ◽  
Point Of View ◽  
Social Structures ◽  
Personal Networks ◽  
School Students ◽  
Symbolic Resources ◽  
The Subject ◽  
La Red

ABSTRACTThis paper studies the construction of the notion of "good life" of young students of a high school as a result of the exchange of material and symbolic resources to members of their personal networks. In this research, the actors and their actions are treated as interdependent, so the relational ties between actors influence how young people construct their notion of good life and plan their future. The proposed study is based on the concept of personal networks in which the network is considered from the point of view of the subject, in this of young high school students who lived in a marginal urban area of Merida, Yucatan, Mexico. Since the study subjects are young with few opportunities and situations of social inequality we must know in which social structures they interact.RESUMENEl presente artículo estudia la construcción de la noción de “vida buena” de jóvenes estudiantes de un bachillerato universitario como resultado del intercambio de recursos materiales y simbólicos con los miembros de sus redes personales. En esta investigación, los actores y sus acciones son tratados como interdependientes, por lo cual los lazos relacionales entre los actores influyen en como los jóvenes construyen su noción de vida buena y planean su futuro. El estudio está planteado a partir del concepto de redes personales en el cual se plantea la red desde el punto de vista del individuo, en este caso los jóvenes estudiantes de bachillerato quienes son habitantes de una zona urbana marginal de Mérida, Yucatán, México. Dado que los sujetos de estudio son jóvenes con pocas oportunidades y en situaciones de desigualdad social hay que conocer qué les otorgan o limitan los procesos y estructuras sociales en las que interactúan. Contacto principal: [email protected]

scholarly journals High school students’ perception of bullying as a phenomenon of group action

2019 ◽  
Vol 70 ◽  
pp. 08017
Author(s):  
Elena Harlanova ◽  
Nadezhda Sivrikova ◽  
Inna S. Popova ◽  
Ekaterina A. Lapaeva
Keyword(s):  
High School ◽  
High School Students ◽  
School Bullying ◽  
Point Of View ◽  
Contextual Approach ◽  
School Students ◽  
School Class ◽  
School Year ◽  
The World ◽  
Victims Of Bullying

Bullying is a dangerous phenomenon that affects many modern students around the world. Bullying destructively affects a person regardless of the role (aggressor, observer, victim) and, despite measures to overcome, is present at school. Bullying (from the point of view of the contextual approach) is a social-group phenomenon that accompanies the development of a group with an unconstructive deformation of relationships in it. We conducted a research that reveals how Russian students are prone to bullying, how (taking into account gender and experience of it) are aware of its causes, who can stop bullying and whom they are ready to turn for help to if they become observers or victims of bullying. The results of the study showed that 46.8% of students felt oppressed during the school year (2018-2019). Students realize that the school class can stop bullying, but in a bullying situation they turn to parents, teachers, less to friends, do not mention the school class.

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

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