scholarly journals Teaching Shakespeare through Collaborative Writing and Performance in a Norwegian Primary School ESL Classroom: An Interview with Ellen Marie Kvaale

2020 ◽  
Vol 7 ◽  
pp. 120-131
Author(s):  
Delilah Bermudez Brataas
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Collaborative Writing ◽  
Primary School Teacher ◽  
School Students ◽  
Basic Language ◽  
University Of Applied Sciences ◽  
Production Building ◽  
Teaching Shakespeare ◽  
And Performance

This interview outlines the experience of Ellen Marie Kvaale, primary school teacher in Hoberg Primary School, in Stange, Norway. She discusses her innovative three-year project introducing three of William Shakespeare’s plays to 5th, 6th, and 7th -grade ESL students. Her project successfully employed challenging pedagogical methods that resulted in student performances, as well as student publications. The project was designed to develop their written and communicative skills in English with students producing multimodal written texts and collaborating on all levels of scene writing, performance design, and production. Building on her project, Ellen Marie also held workshops at Inland Norway University of Applied Sciences for pre-service teachers in which her primary school students participated. Her experience demonstrates the value and efficacy of using Shakespeare and his texts in ESL Primary School classrooms through active and interactive approaches, including performance, music, and collaborative writing that effectively engaged the four basic language skills.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

scholarly journals What is history? Views from a primary school teacher education programme

2016 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Sarah Godsell
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Education Programme ◽  
The United States ◽  
Primary School Teacher ◽  
First Year ◽  
School Students ◽  
Moral Value ◽  
Learning History ◽  
Primary School Teacher Education

This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: ‘what is history?’, ‘what is history to you?’ and ‘who writes history?’ Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a concept of history that is imbued with a spatial and temporal as well as ideological and moral position. This article argues that, through the data, it seems that for these students the concept of history emerges as an object that is given a moral value, rather than history being seen as having value as a knowledge or skill set. I draw parallels between my findings and Donovan and Bransford’s work on how history is learnt by primary school students in the United States. There are clear similarities between the primary school understandings recorded in Donovan and Bransford, and first-year university understandings that emerged in the data of this study. This article argues that if history is understood as moral, as ‘good’ or ‘bad’, critical thinking and analytic skills which learning history can imbue are vastly diminished. Furthermore, this article uses Lauren Berlant’s concept of ‘cruel optimism’ to consider the implications of how the participating students understand what history is.

Interactive teaching methods for primery school: the algorithm for designing interactive activities.

2021 ◽  
Vol 91 (1) ◽  
pp. 56-71
Author(s):  
Liliia V. Volkova ◽  
◽  
Kristina A. Zanina ◽  
Keyword(s):  
Primary School ◽  
Human Life ◽  
School Teacher ◽  
Primary School Teacher ◽  
Ministry Of Education ◽  
Primary School Students ◽  
School Students ◽  
Functional Literacy ◽  
Teachers Perceptions ◽  
Psychology Pedagogy

The article describes the results of the development and testing of an algorithm for designing interactive activities for primary school. The algorithm is developed taking into account the characteristics of modern primary school students, examining different interpretations of the concept «interactive» in different spheres of human life and fields of study (such as linguistics, sociology, psychology, pedagogy) and considering the problem of using the term «interactive» in the modern education system. The algorithm for designing interactive activities includes six sequential steps: to select the content; to choose a type of group for the activity; to create the activity in which each student will personally participate; to think over different options to provide choice for students; to select the technical means; to set a time limit. Each action of the algorithm is depicted from the perspective of a primary school teacher. The survey of the teachers found significant changes in teachers’ perceptions of the term «interactive», in their understanding of distinctive features of the interactive activities and difficulties to create suitable interactive activities. It is noted the importance of continuing research in the aspect of the influence of interactive activities on the educational achievements of primary school students (including the development of functional literacy). The article was prepared with the financial support of the Ministry of Education of the Russian Federation within the framework of the research project «The development of functional literacy among primary school students in the implementation of educational programs».

scholarly journals Modern pedagogical technologies in teaching a foreign language in primary school

2021 ◽  
Vol 81 (1) ◽  
pp. 38-43
Author(s):  
Zh. Rapisheva ◽  
◽  
N. Kaliakparova ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Education System ◽  
Current System ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
Synthesis Methods ◽  
School Students

The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships.

scholarly journals Facilitation of social interaction in the prevention of deviant behavior of primary school children

2020 ◽  
pp. 457-464
Author(s):  
Veronika Vasina ◽  
Èl'vira Andreeva ◽  
Violetta Garašćenko
Keyword(s):  
Social Interaction ◽  
Primary School ◽  
School Children ◽  
Deviant Behavior ◽  
School Teacher ◽  
Personal Identification ◽  
Primary School Children ◽  
Theoretical Research ◽  
Primary School Teacher ◽  
School Students

The article deals with the issues of prevention of deviant behavior of primary school children by means of facilitating social interaction from the point of view of psychosocial dissonance. Defined concepts: "facilitation of social interaction" (assistance in establishing effective social contacts)," psychosocial dissonance" (mismatch of representations of the subjects of interaction, mental stress with an exit to either destruction or development). The results of theoretical research of psychological causes, factors of occurrence, forms of deviant behavior are presented. The article describes the obtained empirical data on the use of behavior strategies in conflict situations by dissonant and conformal primary school students. The positive role of the primary school teacher as a facilitator of social interaction for a risk group is described. Recommendations are given for translating children's destructive energy into creative energy and their personal identification.

scholarly journals Profesionalisme Guru Sekolah Dasar

2018 ◽  
Author(s):  
zuryanty
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teacher Competencies ◽  
School Of Education ◽  
School Teachers ◽  
Teaching Competencies ◽  
Primary School Teachers ◽  
And Performance ◽  
Government Rules

As a profesionalist, a Primary School Teacher should reach a minimum level of teaching competencies There are some competencies, such as professional, paedagogic, personal, social, physical, and spiritual competency. Some Primary School Teachers stiil unstandarized in teacher competencies according to government rules and performance. This paper discuss roots of the problems, and programs to improve teacher competencies. teacher competencies, competency test, sertification, scholarship, school of education

scholarly journals STRATEGIES FOR THE DEVELOPMENT OF CRITICAL THINKING IN PRIMARY SCHOOL STUDENTS IN THE COURSE "I’M IN THE WORLD"

2019 ◽  
pp. 49-58 ◽  
Author(s):  
Viacheslav Borysov ◽  
Svitlana Lupinovich ◽  
Svitlana Borysova
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Computer Literacy ◽  
School Teacher ◽  
Thinking Skills ◽  
Educational Process ◽  
School Age Children ◽  
Primary School Teacher ◽  
School Students ◽  
The World

Among the skills that modern people need for self-realization there are creativity, critical thinking, communication with people, working with information, computer literacy, striving for self-improvement, flexibility, openness to innovations. To navigate the turbulent flow of information, each individual needs developed critical thinking. Critical thinking skills should be developed and refined right from the school desk, from the early school age. Children are open to innovations. These qualities should be used to their maximum potential in the educational process. The article presents separate methods for the development of critical thinking, which a primary school teacher can use in teaching process of the subject "I am in the World". Specific examples of using the Aquarium methods are presented: "Fish bone", "Six hats" and others at the lessons in the 3rd form of comprehensive schools. The emphasis is made on the importance of students’ critical thinking, which promotes orientation towards success in activity, self-realization and self-development. Mastering the strategies of critical thinking development is considered as an important task of educational systems in many countries of the world, including Ukraine. Critical thinking is a complex and multifaceted phenomenon. Facilitating its development in students requires a teacher of high professionalism. In this situation attention should be paid to the systematic and thorough study of the theory and methodology of teaching, the experience of using various strategies of other teachers, methodologists, accumulation of their own experience. There are a lot of methods for the development of critical thinking. Each of them has its own specifics, structure, stages (although it is not forbidden to make certain adjustments, taking into account the age of pupils, the studied subject). Proper use of such methods in the course "I am in the World”, which is interdisciplinary and shapes the outlook of students, will help the primary school teacher to teach children to think independently, to see and evaluate the problem, to look for several possible solutions, to make decisions and to interact effectively with others.

scholarly journals Students and Teachers’ Metaphors about Classroom Teachers

2017 ◽  
Vol 7 (1) ◽  
pp. 245
Author(s):  
Nihal Yildiz Yilmaz
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Research Methods ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
School Teacher ◽  
Primary School Teacher ◽  
Classroom Teachers ◽  
School Students

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.

ANALISIS KEMAMPUAN MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR FKIP UNIVERSITAS RIAU DALAM PENGUKURAN KELILING DAN LUAS BANGUN DATAR

2014 ◽  
Vol 2 (02) ◽  
pp. 18
Author(s):  
Zetra Hainul Putra
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Student Teachers ◽  
Design Research ◽  
School Teacher ◽  
Primary School Teacher ◽  
Primary School Students ◽  
School Students ◽  
Know How ◽  
Primary School Teacher Education

The purpose of this study is to analyze student teachers at Primary School Teacher Education of RiauUniversity in understanding the concepts of measurement perimeter and area. The reason in doingthis research is that many student teachers usually use formal formula in solving measurementperimeter and area. They will do the same thing when they teach Primary School Students, so thestudents will not know how the formula works. Design research was chosen as a method in gettingdata. The data were collected from 48 student teachers at Primary School Teacher Education of RiauUniversity. The result showed that six out of ten group of student teachers did not use partitioning inthe beginning of the lesson. They also made a mistake in measuring the perimeter of unstructuredshapes. After classroom discussion, 96% student teachers came to the idea of partitioning. It meansthat they realized the important of partitioning in measure the area of unstructured shapes.Key words: measurement perimeter and area, design research, partitioning, and unstructured shape.

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