Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children

1997 ◽  
Vol 45 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Dennis J. Siebenaler
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Student Interactions ◽  
Teacher Student ◽  
Piano Teachers ◽  
Teachers And Students ◽  
Adults And Children

The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano pedagogues, who rated the teaching effectiveness observed in each. The expert pedagogues were generally reliable in identifying ineffective teaching, but were less reliable in assessing effective teaching. Correlational analyses were used to identify the lesson characteristics associated with effective and ineffective ratings. Relatively active teachers were ranked higher than were inactive teachers. Active teachers provided more modeling and gave more feedback. Student performance episodes generally were shorter among the more active teachers, and students of the more active teachers tended to perform mare successfully. The duration and pace of behavior episodes were important variables in discriminating among levels of instructional quality, with shorter episodes and, thus, faster pace associated with more effective teaching.

The Evaluation of Teaching in Choral Rehearsals

1998 ◽  
Vol 46 (4) ◽  
pp. 469-481 ◽  
Author(s):  
Cornelia Yarbrough ◽  
Katia Madsen
Keyword(s):  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Average Length ◽  
Teacher Behavior ◽  
Music Majors ◽  
Student Activities ◽  
Performance Quality ◽  
Negative Comments ◽  
Evaluation Of Teaching

Seven rehearsal excerpts demonstrating research-identified teaching skills were presented to university music majors ( N = 89) for ratings and comments. The excerpts focused on the conductor/teacher and were selected from previously taped choral rehearsals of two contrasting pieces across one complete semester. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Comparisons of the characteristics of the highest-rated excerpt with the highest-rated showed that the highest-rated excerpt contained less off-task student behavior, a higher percentage of approvals, more eye contact, more activity changes, and that the average length of both teacher and student activities was from 5-6 seconds. Subjects' comments revealed that the highest-rated excerpt received the most positive comments and the lowest-rated received the most negative comments. For the highest-rated excerpt, the most positive comments were for student attentiveness, enthusiasm, pacing, and overall teaching effectiveness; and for the lowest-rated, the most negative comments were for student attentiveness, pacing, and overall teaching effectiveness.

Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes

2020 ◽  
Vol 90 (1) ◽  
pp. 54-74 ◽  
Author(s):  
MALEKA DONALDSON
Keyword(s):  
Young Children ◽  
Student Performance ◽  
Real World ◽  
Corrective Feedback ◽  
Student Interactions ◽  
Pedagogical Tools ◽  
Practicing Teachers ◽  
School Settings ◽  
Teacher Student ◽  
Teacher Student Interactions

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

Speech Acts of Classroom Interaction

2018 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Ahmad Syaifudin Azhari ◽  
Priono ◽  
Nuriadi
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Male Students ◽  
Pragmatic Competence ◽  
Student Interactions ◽  
Dominant Type ◽  
Efl Context ◽  
Teacher Student ◽  
Illocutionary Act ◽  
Teachers And Students

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

“Not just bow and string and notes”: Directors’ perspectives on community building as pedagogy in Celtic traditional music education organizations

2018 ◽  
Vol 36 (4) ◽  
pp. 588-600
Author(s):  
Lisa Gilbert
Keyword(s):  
Music Education ◽  
Meaning Making ◽  
Traditional Music ◽  
Learning Goals ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Qualitative Interview Study ◽  
Teachers And Students ◽  
Decision Making Processes

Celtic traditional musics, such as those originating in Ireland and Scotland, are typically transmitted outside formal avenues. Most studies regarding the learning of Celtic traditional music have focused on the experience of teachers and students, but less is known about the philosophies of organization directors who create contexts for teacher–student interactions. In an effort to fill this gap, this qualitative interview study examines the perspectives of nine directors of organizations located in Europe and North America dedicated to teaching Celtic traditional music. Analysis showed that directors perceived the aural transmission of the music as helping students connect with each other and build community. Further, directors’ beliefs about history tended to motivate their decision-making processes toward fostering community as part of their pedagogical practice. The learning goals they set for students tended to emphasize these intangible goals over and above technique- or repertoire-related aims, with social skills being included in their definitions of “musicianship.” Implications are raised regarding meaning-making and beliefs about history in Celtic traditional music communities.

Experience, Expertise, and Teaching Effectiveness with Mainstreamed and Nondisabled Children in Physical Education

1992 ◽  
Vol 9 (4) ◽  
pp. 316-329 ◽  
Author(s):  
E. William Vogler ◽  
Hans Van der Mars ◽  
Barbara E. Cusimano ◽  
Paul Darst
Keyword(s):  
Physical Education ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Teacher Experience ◽  
Elementary Level ◽  
Class Time ◽  
Mainstreamed Students ◽  
Similar Experience

Teaching effectiveness with elementary level mainstreamed and nondisabled children was analyzed from the perspective of teacher experience and expertise. There were three analyses: (a) experienced (12.6 yrs) versus less experienced (2.3 yrs) teachers, n=10 each, (b) expert (met 4 of 5 criteria) versus nonexpert (met no criteria) teachers, n=5 each, and (c) expert (met 4 of 5 criteria) versus experienced (no criteria, similar experience) teachers, n=4 each. Classes were matched on activities. Teaching effectiveness was evaluated by analysis of how the teacher allocated class time and how time was spent by the student. Specifically, motor appropriate, on- and off-task data were collected on one mainstreamed and one nondisabled student from each class. Results indicated that teacher behavior differed little as a function of either experience or expertise. Mainstreamed students were significantly less motor appropriate and more off-task than nondisabled students, and neither experience nor expertise significantly altered those differences. The results imply that greater teacher experience or expertise does not necessarily translate into improvements of teacher and student behavior, and simple placement of mainstreamed students with teachers with more experience or expertise may not necessarily be beneficial.

Teacher and Student Behavior in Suzuki String Lessons: Results from the International Research Symposium on Talent Education

1999 ◽  
Vol 47 (4) ◽  
pp. 293-307 ◽  
Author(s):  
Robert A. Duke
Keyword(s):  
International Research ◽  
Student Behavior ◽  
Parent Behavior ◽  
Systematic Observation ◽  
Teacher Student ◽  
Unique Aspect ◽  
Teachers And Students ◽  
Research Questions ◽  
String Teachers ◽  
Talent Education

The investigation described in this report documents the types of behavior that take place in the studios of nationally and/or regionally acclaimed string teachers whose instruction is based on the principles of Shinichi Suzuki. The specific focus of the investigation was the time allocated to different aspects of teacher, student, and parent behavior as teachers and students worked to improve students' playing of repertoire in the context of individual lessons. The study also examined the relationships among various student characteristics and the lesson behavior observed. Each of 29 string teachers was observed teaching two or three different students across three consecutive lessons—a total of 246 lessons. A unique aspect of the investigation was the enlistment of 13 expert string pedagogues who were trained to evaluate videotaped instruction using systematic observation procedures designed specifically for this project. The observation procedures were designed to address specific research questions that had been identified at the International Suzuki Institute Research Symposium (Aber, 1990).

A Preliminary Investigation of Teacher-Reported, Classroom-Level Adversity and Teacher–Student Interactions

2021 ◽  
pp. 106342662110202
Author(s):  
Kristen L. Granger ◽  
Michael D. Broda ◽  
Jason C. Chow ◽  
Nicholas McCormick ◽  
Kevin S. Sutherland
Keyword(s):  
At Risk ◽  
Preliminary Investigation ◽  
Personal Accomplishment ◽  
Interaction Patterns ◽  
Student Interactions ◽  
Group Settings ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Additional Support

Early elementary-aged students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between teachers and students with and at risk of EBD. We conducted observations to assess teacher–student interactions in individual and group settings, and teachers reported on burnout and classroom adversity. This study included 10 teachers and 15 of their students with or at risk of EBD. High levels of classroom adversity increased the likelihood of negative teacher–student individual interaction. High levels of classroom adversity modified the relation between personal accomplishment and negative teacher–student interactions in group settings. Findings suggest teachers may need additional support for engaging in high-quality interactions with students with and at risk of EBD, particularly in classrooms facing high levels of adversity, and inform intervention design and implementation.

scholarly journals Pre-Service Special Educators’ Understandings of Relational Competence

2021 ◽  
Vol 6 ◽  
Author(s):  
Jonas Aspelin ◽  
Daniel Östlund ◽  
Anders Jönsson
Keyword(s):  
Student Behavior ◽  
Special Educators ◽  
Special Educational Needs ◽  
Student Interactions ◽  
Emotional Challenges ◽  
Relational Competence ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Before And After ◽  
Student Relationship

Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

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