scholarly journals Environmental noise perception by students and teachers and simulation of the Speech Transmission Index

2021 ◽  
Vol 9 (74) ◽  
Author(s):  
Carmen Lucia Pezzette Loro ◽  
Eriberto Oliveira do Nascimento ◽  
Paulo Henrique Trombetta Zannin
Keyword(s):  
Speech Intelligibility ◽  
Teaching And Learning ◽  
Teacher Student ◽  
Voice Signal ◽  
Transmission Index ◽  
Teacher Student Relationship ◽  
Speech Transmission ◽  
Constructive Models ◽  
Student Relationship ◽  
The Voice

As diverse as the knowledge transmission techniques aided by multimedia resources are, nothing replaces the teacher-student relationship, which is developed in the classrooms. Therefore, classrooms must offer the necessary conditions for the satisfactory development of teaching and learning activities. In this context, the importance of classroom acoustics is highlighted. The Speech Transmission Index (STI) is one of the broadest and most important parameters to measure speech intelligibility. STI weighs the effects that can cause deterioration on the voice signal, such as the reverberation time and background noise. This work presents an evaluation of the acoustic performance of classrooms using the STI. For that, three constructive patterns were evaluated. The constructive models were named 010, 022 and 023. Students and teachers answered a questionnaire about the perception of noise in the classroom and at school, and the constructive pattern 023 was studied. Computer simulations were performed with ODEON software to precited STI. The results of the measurements and the questionnaires revealed that the noise that disturbs the activities in the classroom comes from the school itself, not only from the other classrooms, corridors and adjacent patios, but also from inside the classroom itself.

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

scholarly journals Construction of Ecological Mode of College English Teaching under the Internet Plus Background

CONVERTER ◽  
2021 ◽  
pp. 669-675
Author(s):  
Ren Lingling
Keyword(s):  
Teaching And Learning ◽  
Ecological Model ◽  
The Internet ◽  
College English ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Internet Information ◽  
Student Relationship

The modernization of industry is inseparable from the development of English teaching.Under the background of "Internet plus", constructing an ecological mode of College English teaching has become an effective way to promote the reform of College English teaching. Based on the analysis of the imbalance of the function of the Internet plus teaching structure, the imbalance between the coordination functions of the ecological subjects, the imbalance between the ecological subjects and the Internet information technology, this paper puts forward the concept of improving the information literacy of the teaching subject and innovating the "teaching and learning". This paper expounds the idea of creating a network ecological teaching environment and giving full play to teachers' guiding role. At the same time, this paper constructs a multi-dimensional interactive ecological classroom, harmonious teacher-student relationship and other specific strategies to build an ecological model of College English teaching, in order to play the role of ecological subject and improve the effect of College English teaching.

scholarly journals Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context

2016 ◽  
Vol 6 (3) ◽  
pp. 779-797 ◽  
Author(s):  
Haijun Kang ◽  
Bo Chang
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Cultural Dimensions ◽  
Three Dimensions ◽  
Learning Context ◽  
Learning Behaviors ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Shared Understandings

There is a lack of shared understanding of how culture impacts learning in online environment. Utilizing document analysis, the authors in this research study culture’s impact on the learning behaviors of student sojourners from Confucius culture studying in Western online learning context. The shared understandings of Confucius culture and Western culture are compared, contrasted, and synthesized through Hofstede’s cultural dimensions theory. The learning behaviors of student sojourners from Confucius culture are examined from the following three dimensions: teacher-student relationship, curriculum development, and teaching and learning pedagogy. Practical implications of the findings are discussed.

scholarly journals Conselho de classe com participação estudantil: compreensões sobre avaliação da aprendizagem

2018 ◽  
Vol 29 (72) ◽  
pp. 738
Author(s):  
Rubia Cavalcante Vicente Magnata ◽  
Ana de Fátima Pereira de Sousa Abranches
Keyword(s):  
Teaching And Learning ◽  
Student Participation ◽  
Essential Element ◽  
Learning Assessment ◽  
Student Autonomy ◽  
Teacher Student ◽  
Learning Evaluation ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship

<p>Este artigo tem como objetivo analisar a participação de estudantes em conselho de classe e os possíveis significados dessa para a avaliação da aprendizagem. Partiu-se da compreensão de que tal participação e a interação com os docentes nesse espaço podem se constituir como elemento de fundamental importância para favorecer a autonomia e o desenvolvimento dos estudantes e, ainda, outras práticas de aprendizagens e avaliação. Apoiado na pesquisa de natureza qualitativa, foi realizado um estudo de caso em uma escola que possui conselho de classe com participação dos estudantes. As compreensões dos sujeitos que integram o conselho de classe revelam que a participação estudantil consegue proporcionar uma relação mais horizontal, de diálogo e negociação entre docentes e estudantes, o que favorece algumas reflexões e mudanças nos sujeitos que compõem o processo de ensino e aprendizagens.</p><p>Conselho de Classe, Participação do Aluno, Avaliação da Aprendizagem, Relação Professor-Aluno.</p><p> </p><p>Consejo de clase con participación estudiantil: comprensiones sobre la evaluación del aprendizaje</p><p>Este artículo tiene el objetivo de analizar la participación de estudiantes en el consejo de clase y sus posibles significados para evaluar el aprendizaje. Se partió de la comprensión de que tal participación y la interacción con los docentes en dicho espacio pueden constituir un elemento de fundamental importancia para favorecer la autonomía y el desarrollo de los alumnos, así como otras prácticas de aprendizajes y evaluación. En base a una investigación de naturaleza cualitativa, se llevó a cabo un estudio de caso en una escuela que posee un consejo de clase con la participación de estudiantes. Las comprensiones de los miembros del consejo de clase revelan que la participación estudiantil logra proporcionar una relación más horizontal, de diálogo y negociación entre docentes y alumnos, lo que favorece algunas reflexiones y cambios en los individuos que componen el proceso de enseñanza y aprendizaje.</p><p>Consejo de Clase, Participación del Alumno, Evaluación del Aprendizaje, Relación Profesor-Alumno.</p><p> </p><p>Class council with student participation: understandings about learning evaluation</p><p>This article aims to analyze student participation in class councils and its possible meaning for learning evaluation. It was based on the understanding that such participation and interaction with teachers in this context can constitute an essential element which favors student autonomy and development, as well as other learning and evaluation practices. Based on qualitative research, a case study was carried out in a school with a class council having student participation. The understandings of the subjects in the class council reveal that student participation can provide a more horizontal relationship, dialogue and negotiation between teachers and students. This favors reflections and changes in the subjects that comprise the teaching and learning process.</p><p>Class Council, Student Participation, Learning Assessment, Teacher-Student Relationship.</p><p> </p>

scholarly journals Afetividade na Educação: Relação Professor-Aluno, Contribuições para o Ensino Aprendizagem / Affectivity in Education: Teacher-Student Relationship, Contributions to Teaching and Learning

2020 ◽  
Vol 14 (52) ◽  
pp. 1-15
Author(s):  
Romenia Alves Ferreira Porto ◽  
Antônio Leonardo Figueiredo Calou ◽  
Cícera Cláudia Gomes Bitu Leandro ◽  
Martha Maria Macêdo Bezerra
Keyword(s):  
Teaching And Learning ◽  
Education Teacher ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

O problema levantado neste trabalho tem como objetivo, provocar, analisar e repensar a prática pedagógica no processo ensino-aprendizagem, bem como a relação no âmbito escolar especificamente entre professor/aluno/escola. Fundamentado pelo encontro da psicologia com a educação, compreendida por meio da leitura de alguns/mas autores/as de destaque nessa intercomunicação, esta pesquisa buscou – discutindo esse referencial – encontrar caminhos para a melhoria na dinâmica em sala de aula, refletindo a boa convivência entre educandos e educadores. A metodologia que conduz essa busca, se caracteriza por uma revisão bibliográfica, onde foi possível selecionar algumas obras bibliográficas que tratam do tema afetividade e sua importância no processo formativo cognitivo e social dos educandos. Ao final do presente trabalho pode-se considera de sua reflexão que, a afetividade é um dos principais elementos da inteligência, pois trata-se de uma necessidade da vida social pressuposta no desenvolvimento do aluno, podendo determinar seu sucesso, e/ou também, o seu fracasso, tendo em vista alguns modos de criação que individualizam o educando, como no caso da superproteção dos pais. Foi possível considerar também que, o professor como o principal mediador do universo do alunado com a gestão escolar é a ferramenta primordial nesta gestão descentralizada que se aprimora a cada dia no âmbito educacional primário. 

scholarly journals Relação Professor-Aluno e Afetividade: um Estudo Sobre Dissertações e Teses Produzidas nos Últimos Sete Anos

2021 ◽  
Vol 22 (4) ◽  
pp. 593-599
Author(s):  
Luciano Amorim Cordeiro ◽  
Angelica da Fontoura Garcia Silva
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Mathematical Education ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Education Personnel ◽  
Mathematics Teaching And Learning ◽  
Student Relationship ◽  
Theses And Dissertations

ResumoEste artigo analisa dissertações e teses brasileiras, produzidas entre 2013 e 2020, que investigam questões ligadas à relação professor-aluno e à afetividade observadas nos anos finais do Ensino Fundamental. Para desenvolver este estudo, foi realizada uma Revisão Sistemática de Literatura (RSL), por meio da qual se buscou, na Plataforma Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), estudos que tratassem da temática aqui apresentada. Utilizando os critérios de inclusão e exclusão foram selecionadas uma tese e três dissertações. Para esta pesquisa foram consideradas como categorias de análise: objetivo, fundamentação teórica, participantes envolvidos, procedimentos de coleta de dados e principais resultados. Nas investigações analisadas foram observados indícios de consenso quanto ao papel fundamental desempenhado pelo professor nas relações de afetividade. É por meio da elaboração de situações contextualizadas e de uma condução que prioriza o bom relacionamento com seus alunos que são identificadas melhorias nos processos de ensino e aprendizagem da Matemática, proporcionado por uma aprendizagem significativa. De modo geral, a análise dos estudos permitiu identificar que há poucas produções que abordam a temática, uma vez que se foram encontradas apenas duas pesquisas desenvolvidas em programas de Educação Matemática, apontando a necessidade do desenvolvimento de pesquisas. Palavras-chave: Educação Matemática. Relações Afetivas. Revisão Sistemática de Literatura. AbstractThis article analyzes Brazilian dissertations and theses, produced between 2013 and 2020, which investigate issues regarding the teacher-student relationship and affectivity observed in the final years of elementary school. In order to develop this study, a Systematic Literature Review (RSL) was carried out through which studies that dealt with the theme presented here were searched, in the Brazilian Digital Platform of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes),. Using the inclusion and exclusion criteria, a thesis and three dissertations were selected. For this research, the following analysis categories were considered: objective, theoretical foundation, participants involved, data collection procedures and main results. In the investigations analyzed, there was evidence of consensus regarding the fundamental role played by the teacher in the affection relationships. It is through the elaboration of contextualized situations and a conduct that prioritizes the good relationship with their students that improvements in the Mathematics teaching and learning processes are identified, provided by a meaningful learning. In general, the analysis of the studies allowed to identify that there are few productions that address the theme, since it was found only two researches developed in Mathematics Education programs pointing out the need for the development of studies. Keywords: Mathematical Education. Affective Relationships. Systematic Literature Review.

scholarly journals Classroom Misbehavior in the Eyes of Students: A Qualitative Study

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Rachel C. F. Sun ◽  
Daniel T. L. Shek
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Students ◽  
Individual Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong(N=18). Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning. Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable. These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in the teacher-student relationship within the classroom. The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations. Implications for further research and classroom management are discussed.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

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