scholarly journals Clocks, calendars and cell phones: An ethnography on time in a high school

2015 ◽  
Vol 12 (2) ◽  
pp. 417-450
Author(s):  
Mónica Franch ◽  
Josilene Pequeno de Souza
Keyword(s):  
High School ◽  
Cell Phones ◽  
Learning Processes ◽  
School Life ◽  
Close Attention ◽  
Time Pass ◽  
School Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Time Kill

Abstract Considering that time is an important dimension in anthropological discourse and a key element of the "hidden curriculum" of school, this paper presents the results of an ethnography on time in a high school in João Pessoa, Paraíba, Brazil. We discuss how teaching/learning processes are organized and experienced in time, paying close attention to the limitations and possibilities revealed by interactions between teachers and students. We first identify the pedagogical temporal units that compose the dimension of structural time at the school, and then identify aspects of time in practice (experiences and strategies). We argue that school time is both a constraint and an opportunity, unfolding in a series of metaphors ("save time," "waste time," "kill time", "fill time", "pass the time"), which enable ways of thinking about the conflicts present in daily school life.

scholarly journals A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

2020 ◽  
Vol 16 (3) ◽  
pp. 87-96
Author(s):  
S.S. Fidalgo ◽  
M.C.C. Magalhaes ◽  
L.M. Pinheiro
Keyword(s):  
Teacher Education ◽  
Young People ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Learning Processes ◽  
Organized Activities ◽  
Mental Functions ◽  
Teachers And Students ◽  
Higher Mental Functions ◽  
Teaching Learning

This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?

scholarly journals POLA INTERAKSI GURU DAN SISWA KELAS X SMAN 1 JORONG

2020 ◽  
Vol 10 (1) ◽  
pp. 89
Author(s):  
Dwi Rahmanto
Keyword(s):  
High School ◽  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Public High School ◽  
Analysis Techniques ◽  
Stimulus Response ◽  
Teachers And Students ◽  
Weak Student ◽  
Teaching Learning

Abstract The Interaction Pattern of Teachers and Students of Class X of SMAN 1 Jorong. This study aims to describe (1) the pattern of intervention, (2) the pattern of adjacent pairs, and (3) the pattern of preference in the interaction discourse of teachers and students of class X at Jorong 1 Public High School during the teaching and learning process. The approach used in this study is a qualitative approach with descriptive methods. Sources of data collected in the form of oral speeches that occur during teaching-learning interactions. Data collection uses documentation techniques. Data analysis techniques use qualitative analysis techniques. From the results of data analysis and research conclusions, the findings are as follows: Interruptive patterns in teacher discourse and class x students at Jorong 1 State Senior High School during the teaching and learning process. The teacher's interruption pattern to students is due to weak student volume and to stop doubts or reinforce the answers to the teacher's questions. The pattern of contiguous pairs occurs normally or naturally according to the stimulus-response process and meets the structure of adjacent pairs which creates habits and regularity. This pattern of well-implemented preferences can be seen from the structure of the preferred action expected to be in the next action and not to be expected to be expected in the next action. Key words: teacher and student interaction, interrupt pattern, contiguous pair pattern, preference pattern … Pola Interaksi Guru dan Siswa Kelas X SMAN 1 Jorong. Penelitian ini bertujuan untuk mendeskripsikan (1), pola interupsi (2),pola pasangan berdekatan, dan (3), pola preferensi dalam wacana interaksi guru dan siswa dalam kelas X di SMA Negeri 1 Jorong pada waktu proses belajar-mengajar. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode deskriptif. Sumber data yang dikumpulkan berupa tuturan-tuturan lisan yang terjadi saat interaksi belajar-mengajar. Pengumpulan data menggunakan teknik dokumentasi. Teknik analisis data menggunakan teknik analisis kualitatif. Dari hasil analisis data dan kesimpulan penelitian, diperoleh temuan antara lain sebagai berikut: Pola interupsi dalam wacana guru dan siswa kelas X di SMA Negeri 1 Jorong pada waktu proses belajar-mengajar. Pola interupsi guru kepada siswa dikarenakan volume suara siswa lemah dan untuk menghentikan keraguan atau mempertegas jawaban atas pertanyaan guru. Pola pasangan berdekatan terjadi dengan normal atau alamiah sesuai dengan proses stimulus-respon dan memenuhi struktur pasangan berdekatan yang menimbulkan kebiasaan dan keteraturan.Pola preferensi terlaksana dengan baik ini bisa dilihat dari adanya struktur tindakan yang disukai diharapkan ada pada tindakan berikutnya dan tidak disukai diharapkan tidak ada pada tindakan berikutnya. Kata-kata kunci: interaksi guru dan siswa, pola interupsi, pola pasangan berdekatan, pola preferensi

scholarly journals The Application of Tri-N in Genre-Based Indonesian Textbook for Junior High School

2020 ◽  
Vol 1 (2) ◽  
pp. 9-15
Author(s):  
Siti Rochmiyati ◽  
Die Bhakti Wardoyo Putro
Keyword(s):  
High School ◽  
Teacher Learning ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
Close Attention ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Interactive Models ◽  
The Mind

Learning Indonesian in K13 is communicative, CLIL, scientific, and genre-based. Indonesian material in junior high school is integrated in one genre. Textbooks as a learning tool compiled nationally consist of student books and teacher books. Bloom revised taxonomy, the highest ability is to create / creativity. Ki Hadjar Dewantara has long coined Tri-N (niteni, nirokke, nambahi) which is relevant to the scientific approach and the process of creating a revised edition of Bloom. Textbooks as a principal guide for teachers and students in learning must apply a scientific approach. Tamansiswa teachings are known as Tri-N. Niteni is the process of marking by paying close attention, using all the senses, digging deeper information, and reasoning by connecting knowledge already possessed from excavated products. Nirokke is imitating what is taught through a model / example / example from the teacher / learning resource by involving the mind, sensing, feeling / conscience and spirituality integrally and harmoniously. Nambahi is the process of adding to what he has learned in developing his creativity and ideas through the activities of designing, creating, and improvising. This study aims to describe the application of the niteni, nirokke, and supplementary processes in genre-based Indonesian SMP textbooks. The research method used is descriptive qualitative analysis of interactive models Miles Huberman. The genres representing this research are description, explanation, procedure, exposition, and narrative genres. The results showed that in these genres the process of niteni, nirokke, and nambahi always appeared.

scholarly journals The Implementation Of Discipline And Responsibility Through Procedure Texts In High Schools Students’ Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 23-30
Author(s):  
Siti Rochmiyati ◽  
Die Bhakti Wardoyo Putro ◽  
Eni Lestari
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Online Courses ◽  
Learning Processes ◽  
Early Age ◽  
Teachers And Students ◽  
Procedure Text ◽  
The Mean ◽  
Character Building ◽  
Teaching Learning

School is the place where younger generations are educated both intellectually and characteristically. Through schooling, students are projected to able to develop their potential so that they are capable of living independently in society and pursue higher education. To achieve this objective, students are required to establish, among others, the character of discipline and responsibility since both knowledge transfer and character building are inseparable in teaching-learning processes. During the pandemic, however, the teaching-learning process is facing a new challenge by which both teachers and students must carry the process through online courses. Alternatively, the character of discipline and responsibility can be introduced to students through procedure texts. Procedure text is a type of text whose purpose is to instruct in how to do something through a sequence of steps. Procedure text requires students to ‘get something done’ by the mean of strictly following the steps prescribed in the text. This qualification demand students performing the character of discipline and responsibility so that the goal could be achieved accordingly. Moreover, the teacher are to build the character of discipline and responsibility from an early age. Students' discipline and responsibility improvement necessitate students' awareness as well as both parents' and teachers’ guidance.

scholarly journals An ANALYSIS OF INTERNET BASED LEARNING DURING COVID-19 PANDEMIC IN EFL CLASSROOM

2021 ◽  
Vol 4 (2) ◽  
pp. 28-38
Author(s):  
CUCUM ROHMAWATI
Keyword(s):  
High School ◽  
Internet Access ◽  
Education Institution ◽  
Learning Activities ◽  
Vocational High School ◽  
Efl Learners ◽  
Work From Home ◽  
Teachers And Students ◽  
The Government ◽  
Teaching Learning

Indonesia is in Pandemic of Covid-19 which make many activities should be limited to stop the spread of virus and decrease the number of victims and death. The government implemented a new policy that is work from home and study for home for students in all education institution, includes vocational high school which students are EFL learners. Teaching learning activities should be implemented although the teachers and students are in different places. So, internet based learning should be used. Therefore, this article aims to give an analysis of internet based learning during Covid-19 Pandemic in EFL Classroom. The result found that in implementing internet based learning is ineffective due to some problems, they are students inactive, internet tools, internet access or quota and also control from stakeholders. Dealing with those problems, the teachers can implement several ways to make internet based learning more effective and students can comprehend their English skill although they don’t learn directly. The ways that teacher should try consist of: (1) doing exploration, (2) doing enactment, and the last (3) doing evaluation.

scholarly journals O uso do laboratório escolar de informática (LEI) e das Tecnologias da Informação e Comunicação (TICs) no cotidiano escolar: o caso do 1º Ano da Escola de Ensino Médio Monsenhor Aguiar em Tianguá-CE

2014 ◽  
Vol 14 (3) ◽  
pp. 629-641 ◽  
Author(s):  
Antonio Daniel Alves Carvalho ◽  
Marcelle Helena Silva de Carvalho
Keyword(s):  
High School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Life ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Information And Communication ◽  
School Laboratory

Resumo: O presente artigo trata da importância do uso do Laboratório Escolar de Informática (LEI) e das Tecnologias da Informação e Comunicação (TIC) no cotidiano escolar dos alunos do 1º ano da Escola de Ensino Médio Monsenhor Aguiar de Tianguá-CE. O artigo aborda o tema de forma a pensar as práticas dos professores e alunos quando a utilização das tecnologias em sala de aula, mas especificamente, o uso do LEI. O método utilizado foi o analítico-qualitativo. Foram realizadas observações e entrevistas abertas durante os meses de agosto a novembro de 2013, tendo como apoio as ideias de autores como Belloni, Valente e outros, a base para observar o cotidiano da escola, identificando dificuldades e soluções para a implantação do uso de tecnologias no cotidiano escolar. Palavras-chave: Ensino Médio. TIC. Cotidiano Escolar. Abstract: This article deals with the importance of using Computer School Laboratory (LEI) and Information and Communication Technologies (TIC) in school life of students of the 1st year of the High School Monsenhor Aguiar Tianguá-Ce-Brazil. The article addresses the issue in order to think the practices of teachers and students when the subject is the use of technology in the classroom, but specifically the use of the LEI. The method used was the analytical and qualitative. Open observations and interviews were conducted during the months from August to November 2013, with the support of authors like Belloni, Valente and others, the base to observe the school routine, identifying challenges and solutions for the deployment of the technologies in school routine. Keywords: High School. TIC. everyday School Resumen: El presente artículo trata de la importancia del uso del Laboratorio Escolar de Informática (LEI) y de las Tecnologías de la Información y Comunicación (TIC) en el cotidiano escolar de los alumnos del 1º año de la Escuela Secundaria Monsenhor Aguiar de Tianguá-CE. El artículo aborda el tema de forma a piensar las prácticas de los profesores y alumnos cuando el tema es la utilización de las tecnologias en clase, mas especificamente el uso de LEI. El método utilizado fue el analítico-cualitativo. Fueron realizadas observaciones y entrevistas abiertas durante los meses de agosto a noviembre de 2013, teniendo con el apoyo de autores como Belloni, Valente y otros, la base para observar el cotidiano de la escuela, identificando dificultades y soluciones para la implantación del uso de las tecnologías en el cotidiano escolar. Palabras-clave: Escuela Secundaria. TIC. Cotidiano Escolar.

scholarly journals EFL Teachers and Students' Perceptions of Enacting "Teacher-in-role"

2018 ◽  
Author(s):  
Sitti Fatimah
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Student Collaboration ◽  
Teacher Student ◽  
Efl Teacher ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Research Findings ◽  
Teaching Learning

Teacher-in-role is an element of process drama used in teaching learning processes. This article reports on research findings about EFL teacher and student participants’ perceptions of teacher-in-role after the implementation of ‘Mantle of the Expert’ (MoE), a drama-based teaching approach, in Indonesian high schools. The findings demonstrate positive impacts on students and teachers’ experiences during English instruction. Through a multi-case study I discovered that the teachers who took on a role (teacher-in-role) expressed excitement and indicated a new nuance in their teaching practices. I also found that the majority of students from two groups enjoyed teacher-in-role and viewed it as the technique to promote teaching and learning process as revealed in their responses to questionnaire. Despite few teacher-in-role trials conducted during the MoE implementation, both teacher and student participants preferred that this teacher-student collaboration in teaching and learning processes should be more frequently practiced.

scholarly journals Aplicaciones pedagógicas del Juego de rol en la Educación Virtual: Una experiencia en el contexto del Examen de Estado

2007 ◽  
pp. a079
Author(s):  
E. G. Rodríguez Cuberos ◽  
F. Lozano Bonilla ◽  
B. Castaño Zapata ◽  
D. Díaz
Keyword(s):  
Professional Development ◽  
Knowledge Construction ◽  
Learning Processes ◽  
Classroom Setting ◽  
Communicative Skills ◽  
Technological Support ◽  
Teachers And Students ◽  
Educación Virtual ◽  
Virtual Platform ◽  
Teaching Learning

Se describe la utilización de una metodología bimodal (Virtual/presencial) de aprendizaje sustentada en el diseño y mantenimiento de juegos de rol como estrategias mediadoras de conocimiento e interacciones comunicativas a través de la utilización de la Plataforma Virtual de la Pontificia Universidad Javeriana (BlackBoard®) como soporte tecnológico. Los resultados obtenidos muestran cualitativamente el desarrollo de habilidades comunicativas en los participaciones y varios manifestaciones de creatividad en el desarrollo de las actividades propuestas lo que sugiere amplias posibilidades de generalizar la aplicación de los juegos de rol como alternativas pedagógicas para facilitar los procesos de enseñanza y aprendizaje en escenarios virtuales de capacitación – formación en donde la clave del éxito del proceso depende de la fluidez de la comunicación y los lazos construidos a partir de esta entre docentes y estudiantes.AbstractThis article describes the use of a bimodal methodology (virtual / in classroom setting), supported in the design of role plays as a mediating strategy for knowledge construction and communicative interactions to take place. This is achieved by means of a virtual platform used at Javeriana University  (BlackBoard®) which serves as the technological support. The results obtained qualitatively show the development of communicative skills among the participants, and manifestations of creativity in the activities proposed. This suggests ample possibilities to generalize the use of role plays as a pedagogical alternative to facilitate the teaching/learning processes in virtual scenarios for professional development growth, where the key to success in the process depends on the flow of communication and the ties built between teachers and students. 

scholarly journals Participación del Alumnado en los Centros Educativos: Legislaciones, Voces y Claves para el Avance.

2020 ◽  
Vol 2 (29) ◽  
pp. 104-115
Author(s):  
Marta B. Esteban Tortajada ◽  
Ana María Novella Cámara
Keyword(s):  
High School ◽  
Secondary Education ◽  
Student Participation ◽  
Learning Processes ◽  
Significant Progress ◽  
Educational Legislation ◽  
Teaching Learning ◽  
The Voice ◽  
Spanish Legislation ◽  
Made In

Spanish legislation in the field of education over the last fifty years has been characterised by its volatile nature, not having achieved a National Agreement for Education ensuring stability and solidity. Despite this, significant progress has been made in terms of student participation. The representative dimension of democracy has been incorporated by setting up participation bodies in schools; the implementation of active and participative methodologies in the teaching-learning processes has been promoted; efforts have been made to introduce education for citizenship and democratic values in a cross-curricular manner or as an independent subject; and some schools have been developing a participative ethos acknowledging the voice and authority of the students. In this article we review the changes that have taken place in terms of student participation in educational legislation over the last fifty years. Also, what the students of Secondary Education and High School perceive about the participation in their schools through their voices and experiences is researched. Finally, some keys for the advance in transforming student participation in schools into an institutional component that contributes to the construction of student citizenship are provided.

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