scholarly journals Intercultural Management in Culturally Diverse Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Xiaoli Jiang
Keyword(s):  
Learning Strategies ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Classroom Culture ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
Self In Relation ◽  
Diverse Classrooms ◽  
Teachers And Students

Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

From practical nurse to bachelor of nursing student: bridging the transition

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kathryn M. Chachula ◽  
Kathryn J. Hyndman ◽  
Mary E. Smith
Keyword(s):  
Learning Strategies ◽  
Degree Completion ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Nursing Student ◽  
Human Resources For Health ◽  
Health Care Systems ◽  
National Council ◽  
Care Systems ◽  
Curricular Model

AbstractBackgroundA streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.Objective and methodsA curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.Results and conclusionThis innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).

scholarly journals Development of Puzzel Learning Media by Crossword Puzzel

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Prima Wahyu Titisari ◽  
Febi Acitika Pratiwi
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Crossword Puzzle ◽  
Capture Process ◽  
Learning And Teaching ◽  
Word Play ◽  
Teachers And Students ◽  
The Media ◽  
Large Groups ◽  
Crossword Puzzles

<p><strong>Abstract.</strong> Learning media is a teaching and learning process that tends to be interpreted as graphical, photographic, or electronic tools to capture, process, and reconstruct visual or verbal information. Crosswords are a kind of word play. The learning media developed to facilitate teachers and students in the process of learning and teaching at Junior High School grade VIII. The purpose of this study was to prodice <em>puzzle </em>learning media by crossword <em>puzzle</em> and feasible to be developed as rearning media on human eireulatory system material. Based on the results of the observations that have been carried out, the teacher only uses descourse and less varied learning  which makes students bored in learning. The method used in this study is the research and development (R &amp; D), by ADDIE method, the researcher produced a crossword puzzle and its feasibility will be tested. The results of the study after the media were tested on the validator of media experts and material experts got a very decent category. The results of the research from the science teacher, get a very feasible assessment to be developed. The results of research on peer review get a very feasible category to be tested. And the results obtained during the trial of students with trials of small groups, middle groups and large groups led to a very decent category. To we it can be concluded that, puzzle learning media by crossword puzzles is very feasible to develop.</p><p><strong>Keywords:</strong> Puzzle learning media, crossword puzzles</p>

scholarly journals A Study on Implication of Prototype Theory in English Vocabulary Teaching

2017 ◽  
Vol 8 (1) ◽  
pp. 133
Author(s):  
Hongmei Zhang
Keyword(s):  
Teaching And Learning ◽  
International Communication ◽  
Current Situation ◽  
Prototype Theory ◽  
English Learning ◽  
Learning And Teaching ◽  
Cognitive Mechanism ◽  
Teachers And Students

Nowadays, English plays an increasingly important role in international communication. Vocabulary plays the important role in the process of English learning and teaching. Although the significance of the vocabulary teaching and learning have been noticed by the teachers and students, the current situation of English vocabulary teaching and learning is not satisfactory in most Chinese schools. This paper applies the prototype theory and other related theories, which contains the three levels of categorization and two cognitive mechanism, to vocabulary teaching and learning. The paper aims at exploring the implications that prototype theory indicates in English vocabulary teaching and learning, finding out the crux of English vocabulary teaching and learning. Teachers need to consciously foster students’ metaphorical and metonymical awareness when teaching vocabulary.

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online

scholarly journals GALE SIG: Learning and teaching gender and sexuality issues in the EFL classroom: Where students and teachers stand

2013 ◽  
Vol 37 (5) ◽  
pp. 8 ◽  
Author(s):  
Reiko Yoshihara
Keyword(s):  
Domestic Violence ◽  
Personal Growth ◽  
Gender And Sexuality ◽  
College Instructors ◽  
Learning And Teaching ◽  
Japanese University ◽  
Attitudes Toward Learning ◽  
Teachers And Students ◽  
Positive Feelings ◽  
Students Attitudes

This paper explores the gap between teachers and students’ attitudes toward learning about domestic violence and gay/lesbian issues in the EFL classrooms in a Japanese university. Results showed that students had positive feelings toward learning about domestic violence and gay/lesbian issues, whereas college instructors were sometimes hesitant or disliked teaching about these issues. Students had an intellectual curiosity toward these issues and indicated the connection between learning about these issues and personal growth. On the other hand, instructors showed a lack of confidence or anxiety about discussing these issues in their classrooms. 本論では、大学のEFL教室における、家庭内暴力と同性愛問題に対する学生と教師の意識の違いを研究した。結果として、学生はこれらのトピックを学ぶことに好意的であったのに対し、教師はその重要性を認識しながらも、あまり積極的には取り上げたくないという反応がみられた。学生はジェンダーやセクシュアリティの問題に対する知的好奇心を示し、学ぶことは自己成長につながると述べた。一方、教師はこれらの問題を教えることに対する不安や自信のなさを示した。

Dealing With Cross-Cultural Issues in Culturally Diverse Classrooms

2020 ◽  
pp. 1170-1186
Author(s):  
Joost Bücker ◽  
Rens Bouw ◽  
Alain De Beuckelaer
Keyword(s):  
Cultural Differences ◽  
Research Universities ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Business Schools ◽  
Institutional Support ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Diverse Classrooms ◽  
Teachers And Students

This study examines the extent to which faculties receive support in their coping with the challenge of cultural differences in their international classroom. The authors explore this relationship in eight business schools in Dutch research universities. These cases offer an in-depth description of the problems encountered in cross-cultural interactions, such as development of monocultural groups, lack of proper foreign language understanding, and stereotyping. They also discuss potential solutions in terms of language training, cultural awareness training for both teachers and students, institutional support, and the business school's rationale for internationalization.

New Paradigm of Learning and Teaching in a Networked Environment

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Yin Cheong Cheng
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Ict Literacy ◽  
New Paradigm ◽  
Learning And Development ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Opportunities For Learning ◽  
Teachers And Students ◽  
Self Learning

This chapter introduces a new paradigm of learning and teaching that aims to develop students’ contextualized multiple intelligence (CMI) and create unlimited opportunity for students’ lifelong independent learning through a triplization process including individualization, localization, and globalization in teaching and learning. In particular, the chapter illustrates how students’ self-learning can be motivated, sustained, and highly enhanced in an individually, locally, and globally networked human and ICT environment. Different from the traditional emphasis on delivery of knowledge and skills in planned curriculum, the new paradigm pursues the extensive application of ICT and enhancement of teachers and students’ ICT literacy in building up a networked environment for students’ individualized, localized, and globalized learning and CMI development. It is hoped that students equipped with the necessary ICT literacy can become borderless learners with unlimited opportunities for learning and development in a networked environment.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education

2019 ◽  
Vol 52 (2) ◽  
pp. 234-256
Author(s):  
Parisa Badrkhani
Keyword(s):  
Higher Education ◽  
Culturally Diverse ◽  
English Language ◽  
Cultural Backgrounds ◽  
Empathy Training ◽  
Multicultural Classroom ◽  
Diverse Classrooms ◽  
Students Attitudes ◽  
Local Students ◽  
Different Cultures

There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

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.

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