scholarly journals Group Dynamics and Student Participation in a Chinese Setting: Teacher and Observer Perspectives

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
John Harper ◽  
Hui-ju Chen
Keyword(s):  
Classroom Management ◽  
Group Dynamics ◽  
Student Participation ◽  
Chinese Students ◽  
Effective Teacher ◽  
Teacher Student ◽  
Starting Point ◽  
Language Classroom ◽  
Institutional Contexts ◽  
Management Techniques

This article addresses the frequently discussed notion of Chinese students’ supposed reticence and passivity in the English as a Foreign Language classroom. Using the concept of group dynamics as a starting point, it examines teachers’ classroom-management techniques in terms of promoting (or not promoting) active student participation. The study, using a grounded theory of research, analyzed classroom data obtained from class observations and from class filmings and supplemented these data with post-lesson interviews with the four involved teachers. Findings suggested that Chinese students were not necessarily reticent or passive but rather engaged actively when given a learning environment conducive to active engagement. The study pointed to three practical implications for classroom teachers: (1) promoting participation by working toward group cohesion, (2) promoting participation by providing effective teacher-student scaffolding and by providing opportunities for student-student scaffolding, (3) promoting participation by actively replacing textbook materials in order more effectively to offer students adequate support in terms of both language and affect. Acknowledging the fact that different institutional contexts may require different classroom-management techniques, the study calls for further testing of the present findings in other Chinese settings.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

scholarly journals Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

2021 ◽  
Vol 14 (3) ◽  
pp. 32
Author(s):  
Takako Inada
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Group Dynamics ◽  
Classroom Environment ◽  
Negative Impact ◽  
Target Language ◽  
Language Performance ◽  
Communicative Skills ◽  
Individual Interviews ◽  
Language Classroom

Students’ high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students’ levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.

scholarly journals Managing disruptions in adult foreign language classes

2020 ◽  
Vol XXIII (1) ◽  
pp. 192-198
Author(s):  
Camelia Alibec
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Adult Students ◽  
Adult Student ◽  
Foreign Languages ◽  
Language Classes ◽  
Language Classroom ◽  
Different Types ◽  
Foreign Language Classroom ◽  
Management Techniques

Classroom management for adult students is challenging and invites the teacher of foreign languages, and not only, to master the skills for establishing a favourable learning atmosphere. Effective classroom management is much more than simply administrate corrective measures when a student misbehaves; it is also about developing efficient ways to deter potential learning distracters. Disruptions, when they occur, call for mild management techniques. Classroom management is largely explored in the context of mainstream education, nevertheless there is little focus on the foreign language classroom management of either children or adults. The different types of adult student misbehaviour in foreign language classes involve various strategies preferred by teachers in order to prevent such disruptions. Analysing these under the umbrella term classroom management helps us to understand the foreign language classroom management.

scholarly journals Silencing and Oblivion of Psychological Trauma, Its Unconscious Aspects, and Their Impact on the Inflation of Vajrayāna. An Analysis of Cross-Group Dynamics and Recent Developments in Buddhist Groups Based on Qualitative Data

Religions ◽  
2019 ◽  
Vol 10 (11) ◽  
pp. 622 ◽  
Author(s):  
Anders
Keyword(s):  
Group Dynamics ◽  
Interdisciplinary Approach ◽  
Psychological Trauma ◽  
Ongoing Research ◽  
Psychological Mechanisms ◽  
Teacher Student ◽  
New Concepts ◽  
Recent Developments ◽  
Student Relationship ◽  
The Impact

The commercialization of Buddhist philosophy has led to decontextualization and indoctrinating issues across groups, as well as abuse and trauma in that context. Methodologically, from an interdisciplinary approach, based on the current situation in international Buddhist groups and citations of victims from the ongoing research, the psychological mechanisms of rationalizing and silencing trauma were analyzed. The results show how supposedly Buddhist terminology and concepts are used to rationalize and justify economic, psychological and physical abuse. This is discussed against the background of psychological mechanisms of silencing trauma and the impact of ignoring the unconscious in that particular context. Inadequate consideration regarding the teacher–student relationship, combined with an unreflective use of Tibetan honorary titles and distorted conceptualizations of methods, such as the constant merging prescribed in so-called 'guru yoga', resulted in giving up self-responsibility and enhanced dependency. These new concepts, commercialized as 'karma purification' and 'pure view', have served to rationalize and conceal abuse, as well as to isolate the victims. Therefore, we are facing societal challenges, in terms of providing health and economic care to the victims and implementing preventive measures. This use of language also impacts on scientific discourse and Vajrayāna itself, and will affect many future generations.

scholarly journals Effective ways for the Classroom Management

2018 ◽  
Vol 214 (2) ◽  
pp. 67-84
Author(s):  
Mohammed Mizel Tahir
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
English Language ◽  
Central Question ◽  
School Teachers ◽  
Effective Learning ◽  
Task Behavior ◽  
Management Techniques ◽  
Difficult Part

       This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

scholarly journals Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

2021 ◽  
Vol 11 ◽  
Author(s):  
Şöheyda Göktürk ◽  
Elif Abat ◽  
Özlem Şişmanoğlu Kaymaz
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Cultural Backgrounds ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Student Focus ◽  
Main Component

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

scholarly journals Using Jigsaw Strategies to Improve Participation and English Speaking Skills

2021 ◽  
Vol 4 (2) ◽  
pp. 280
Author(s):  
Y. Kiuk ◽  
I. G. W. Suputra ◽  
L. D. S. Adnyani
Keyword(s):  
Classroom Management ◽  
Learning Strategies ◽  
Lesson Study ◽  
Learning Strategy ◽  
Student Participation ◽  
Study Results ◽  
Study Team ◽  
English Speaking ◽  
Study Techniques ◽  
Learning English

There are still many teachers who do not apply appropriate learning strategies for students. This has an impact on the students' lack of English speaking ability. The purpose of implementing this Lesson Study is to increase the level of student participation in learning English. The Lesson Study is carried out in three stages in its implementation, namely Plan, Do, and SEE. In the Plan stage, the author and the Lesson Study team plan the implementation of the Lesson Study by determining the implementation time, materials, classes, and strategies used. The population in this study amounted to 30 students. In practice, data collection is done through observation, interviews, and lesson study techniques carried out in teams. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are the use of the Jigsaw strategy in learning due to the lack of student participation and the willingness of students to speak in English in learning English. After the implementation of the Jigsaw strategy, the students became more active. The result of this reflection (see) stage is that the implementation of the Jigsaw strategy has been successful, and for media problems such as LCD and classroom management by model teachers need to be improved again. Seeing the success of this strategy, the authors suggest that teachers use the Jigsaw strategy as a cooperative learning strategy that will help students become more active.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

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