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).

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.

scholarly journals The Impact of Using Edmodo on Saudi University EFL Students' Motivation and Teacher-Student Communication

2016 ◽  
Vol 8 (4) ◽  
pp. 105 ◽  
Author(s):  
Shatha Turki Alshawi ◽  
Faisal Abdullah Alhomoud
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Teacher Student ◽  
Motivation For Learning ◽  
Educational Networks ◽  
Teachers And Students ◽  
Efl Students ◽  
Research Questions ◽  
Strongly Agree ◽  
The Impact

Edmodo is a free educational networking site that provides a secure online learning platformfor both teachers and students. The current research explored the impact that Edmodo has onstudents' engagement in EFL learning as well as their motivation towards learning thatlanguage. The research was conducted on 255 female students at Princess Nourah bintAbdulrahman University, Saudi Arabia. The participants were involved in daily interactionswith their peers as well as their teachers via Edmodo features and applications, e.g. posingquestions, submitting assignments, discussions, and teachers' feedback. The present paperposed two research questions: 1. What is the impact of the educational networking siteEdmodo on students' motivation? 2. What is the impact of the educational networking siteEdmodo on teacher-student's communication? In order to explore the possible answers, a40-item questionnaire was administered to the participants. The first 21 items weredesignated to explore students' motivation for learning EFL through Edmodo, while theremaining items explored students' beliefs about the impact that Edmodo has on theircommunication with their teachers. All items were answered using a 4-point Likertscale ranging from strongly agree to strongly disagree. The results indicated statisticallysignificant motivation towards language learning due to the use of Edmodo. It also showedthat the teacher-student's interaction is highly significant via Edmodo. Furthermore, studentsmainly preferred quizzes and assignments on Edmodo when they are designed effectively. Theresults of this study may encourage teachers to integrate educational networks to create effective online learning classes for their students.

scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners

1992 ◽  
Vol 17 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Timothy J. Landrum
Keyword(s):  
Regular Education ◽  
Teacher Characteristics ◽  
Student Relationships ◽  
Interactional Model ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Coercion Theory ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Interactional Analysis

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.

scholarly journals The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

2021 ◽  
Vol 12 ◽  
Author(s):  
Matías Arriagada-Venegas ◽  
David Pérez-Jorge ◽  
Eva Ariño-Mateo
Keyword(s):  
Demographic Variables ◽  
High Status ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
And Gender ◽  
Student Relationship ◽  
Ingroup Outgroup ◽  
Practical Implications ◽  
Analyze Data

The aim of this study is to examine whether gender and status moderate the teacher–student relationship (TSR) and the perception of dehumanization in teachers and students. A total of 528 participants from a university in Laguna (74% students and 26% professors) completed a questionnaire based on the TSR scale, organizational dehumanization, and demographic variables. PROCESS, a mediation and moderation package, was used to analyze data. The results indicated that ingroup–outgroup relationship significantly influences the perception of organizational dehumanization (p < 0.001). In addition, gender (p < 0.001) and status (p < 0.001) have moderating roles. Specifically, female students are at most risk of perceiving themselves dehumanized, and males with high status (teachers) are less vulnerable to dehumanization. These findings are highly significant for the advancement of knowledge of the intergroup relationship and organizational dehumanization and have practical implications for teachers and students.

scholarly journals Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

scholarly journals Peran Guru Pendidikan Agama Islam Dalam Mengantisipasi Dampak Penggunaan Media Sosial Bagi Siswa Sekolah Menengah Pertama

2018 ◽  
Vol 1 (2) ◽  
pp. 105-120
Author(s):  
Ismail Ismail
Keyword(s):  
Middle School ◽  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Student Behavior ◽  
Primary Data ◽  
School Students ◽  
The North ◽  
Teachers And Students ◽  
Teachers And Parents

This study aims to describe the existence of social media on student behavior and the inhibiting factors of PAI teachers in various social media at North Belopa State Middle School. This research is qualitative research that uses pedagogical, psychological, sociological, and theological normative approaches. Data sources are primary data sourced from principals, PAI teachers, and students through interviews, while data in the form of existing documents with research. The results of the study show that in the role of the teacher in using social media in junior high school students in the sub-district as follows: 1. Dutch Middle School students use social media as a place to show the outside world. Everyone is competing to display and make branding about the World World. There is nothing that can be done for others and  2. As for the PAI teacher's inhibitors in various social media at the North Belopa State Middle School, they are not working with teachers and parents in using social media. Community environment (association) association of students outside the school is also very large on the behavior and behavior of students in everyday life. Ineffective regulations made by schools.

scholarly journals DEVELOPMENT OF TEACHER HANDBOOKS AND REALISTIC MATHEMATICS STUDENTS BASIC SCHOOLS

2019 ◽  
Vol 3 (2) ◽  
pp. 56
Author(s):  
Dian Armanto ◽  
Edy Surya ◽  
Elvi Mailani
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Level ◽  
Teacher Student ◽  
Realistic Mathematics ◽  
Teachers And Students

The research aims to develop teacher and student handbooks for realistic mathematics lessons for elementary schools. The development of this handbook is based on the reality in the field where the handbook of teachers and students especially the subjects using the 2013 curriculum still do not exist, and in daily learning activities teachers and students still use books that use themes. This research uses development research (Developmental Research). The subjects of this study were grade V students of SD Negeri 163085, H.A Bilal Tebingtinggi City and SD Negeri 106162, Medan Estate District, Deliserdang Regency. In the initial stage, observations were made during the learning process at the two schools and continued with interviews with students and teachers. From the results of these observations and interviews a primary school realistic mathematics teacher and student handbook was prepared. Furthermore, the realistic elementary school mathematics teacher and student handbook is validated by a team that aims to see and assess the quality of the realistic elementary school teacher and student mathematics handbook in order to arrange an effective handbook that will be used by teachers and students in learning. The validation results show that realistic mathematics teacher and student handbooks are developed in both categories and can be used in teaching and learning. The media book test was conducted on grade V students of SD Negeri 163085 Tebingtinggi city and SD Negeri 106162 Medan Estate Deliserdang Regency. The trial results show that the elementary school teacher and student mathematics handbook is effective and can help facilitate understanding of mathematical concepts at the elementary school level. This can be seen from the number of students who can reach the KKM from the two schools is increasing. For SD Negeri 163085 HA Bilal, Tebingtinggi City, if at the time of the pre-test only 1 student (3%) was able to reach the KKM, then after being given the learning process using a teacher and student handbook developed the number of students who could reach the KKM increased to 24 students (82.7%) while those under the KKM were only (17.3%) or 5 students. The same thing was seen in SD Negeri 106162, Medanestate Subdistrict, Deliserdang Regency. If at the time of the Pre-test only 2 students (6.6%) had scored above the KKM, after the post-test there was an increase in students who achieved the KKM score of 25 students (83.3%). An increase of 76.7% when compared to the pre test. Keywords: Handbook, teacher, student, PMR

STUDENTS AND TEACHERS IN THE DIGITAL SPACE

2021 ◽  
pp. 143-147
Author(s):  
E. A. Lesnykh ◽  
Keyword(s):  
Information Technologies ◽  
Effective Interaction ◽  
Student Interaction ◽  
The Self ◽  
Digital Space ◽  
Advantages And Disadvantages ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teachers And Students ◽  
Pedagogical Environment

The paper considers the challenges in the modern pedagogical environment and in the education system, in connection with the transition to the digital space. It is noted that information technologies and the ability to work with them come to the fore in education. It is established that the student-teacher relationship is changing, and the student-technology relationship is becoming stronger every year. The rationale for the self-organization of teachers and students for effective interaction is given. The main advantages and disadvantages of distance learning and teacher-student interaction in an electronic environment are considered.

scholarly journals Teacher’s and Students’ Beliefs on English for General Academic Purposes: The Case of Iranian University Students

2015 ◽  
Vol 8 (12) ◽  
pp. 37
Author(s):  
Masoud Kermani Kojour ◽  
Javad Kia Heirati
Keyword(s):  
University Students ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Structured Interview ◽  
Study Data ◽  
Educational Environments ◽  
L2 Learners ◽  
Teachers And Students ◽  
Awareness Raising ◽  
Research Questions

<p>This study was framed in the sociocultural theory to look into the evolution of L2 learners’ beliefs about the general English course during a term. One hundred ninety-eight male and female university students and their general English course teacher were randomly selected as the participants of the study. Data were gathered through the administration of Horwitz’s (1988) BALLI questionnaire. Among the participants, 38 students were invited to take part in semi-structured interview sessions and fill in an open-ended questionnaire at the beginning and end of the term. Descriptive statics were applied to precisely analyze the quantitative data based on the questionnaire. In order to qualitatively analyze the data, the grounded theory methodology was utilized to code the data and find the main categories in line with the research questions of the study. Findings concluded that all the learners changed their simplistic beliefs about the general English course highlighting the attention to grammar and vocabulary. In fact, the teacher believed in teaching strategies to pave the way for the learners to comprehend the text better and apply the strategies while reading. The teacher’s meditational activity assisted the learners to evolve their simplistic beliefs and be able to benefit from reading strategies for better comprehension. Awareness-raising activities should be done in terms of teachers’ and students’ beliefs about EGAP (English for general academic purposes) to equip L2 learners with better educational environments resulting in their enjoyment of the learning process.</p>

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