scholarly journals Active Listening as A Basic Skill of Efficient Communication Between Teachers and Parents: An Empirical Study

2021 ◽  
Vol 2 (6) ◽  
pp. 8-12
Author(s):  
Maria E. Chatzinikola
Keyword(s):  
Empirical Study ◽  
Primary Education ◽  
Active Listening ◽  
Neutral Position ◽  
Basic Skill ◽  
Personal Opinion ◽  
Efficient Communication ◽  
Education School ◽  
Teachers And Parents ◽  
Verbal Intervention

This study deals with active listening as a basic skill of efficient communication used by teachers in their communication with their students’ parents. Two hundred and twenty-two teachers and thirty-three principals of primary education school units participated in this empirical study. Teachers mention that they use active listening in their communication with parents with attention and observation, they accept parents’ words, they maintain a neutral position and they show empathy to share their reflections and feelings. Moreover, during the use of active listening as an active skill of efficient communication between teachers and parents, teachers mention the contribution of their verbal intervention. In this way they ask open-ended and closed-ended questions for clarifications, and they repeat the parent’s main views without expressing their personal opinion. During their verbal positioning, teachers first mention to parents the good characteristics of their children, then they focus on their learning weaknesses.

scholarly journals Advantages and Reasons Hindering the Communication between Teachers and Parents: An Empirical Study

2021 ◽  
Vol 2 (2) ◽  
pp. 43-48
Author(s):  
Panagiotis J. Stamatis ◽  
Maria Chatzinikola
Keyword(s):  
Empirical Study ◽  
School Principals ◽  
Poor Performance ◽  
System Structure ◽  
Or Education ◽  
Learning Skills ◽  
Primary School Principals ◽  
Sense Of Security ◽  
Efficient Communication ◽  
Teachers And Parents

This paper studies the advantages and reasons hindering communication between teachers and parents. Two hundred and twenty-two teachers and thirty-three primary school principals consider communication with parents important, because this communication creates a sense of security in students, improving their learning skills and conduct. Teachers consider that effective communication between teachers and parents benefits the school unit itself, contributing to its efficiency. The reasons hindering communication with parents mentioned by teachers include parents’ lack of time to visit the school unit, parents’ low social or education background, their children’s poor performance or conduct. Teachers disagree that the education system structure constitutes a problem in their communication with parents, stressing that many parents do not understand the importance of their communication with the school unit attended by their children. Finally, teachers consider guidance plays an important part, as it helps mitigate the problems hindering efficient communication between teachers and parents.

scholarly journals Kemampuan Berbahasa Pada Anak Penderita Tunagrahita Berat Studi Kasus: Nurhuda Surya Finingsih di SLB Negeri 1 Padang

2020 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Anita Angraini Lubis ◽  
Erna Ikawati
Keyword(s):  
Data Analysis ◽  
Emotional State ◽  
Active Listening ◽  
Severe Intellectual Disability ◽  
Long Time ◽  
Presentation Methods ◽  
Teachers And Parents ◽  
Connecting The Dots ◽  
Equivalent Method ◽  
Child's Brain

The purpose of this study was to describe the language skills that can be produced by a child with severe intellectual disability at SLB N 1 Padang . The method and technique used in this study were the referral method for the data collection stage with tapping techniques as basic techniques and advanced techniques of proficient involvement (SLC), proficient non-active listening (SBLC), notes, and records. Articulatory equivalent method for data analysis stage, and formal and informal presentation methods for the presentation phase of data analysis results. This study found that children's productive abilities are still very minimal and require rigorous training and long time so that they can make a change in language for children. Teachers and parents should also continue to train children with discipline. The ability to write to a new child at the stage of connecting the dots forms a phoneme. Cici hasn't been able to make one fonem well without being helped by dots. Cici hasn't been able to read, count, and doesn't like drawing. Then, there may be a nerve problem in the child's brain that causes his hands and fingers to always vibrate. His emotional state at any time can peak and uncontrollable.

scholarly journals AS CAUSAS DA EVASÃO ESCOLAR: estudo de caso de uma escola pública de Ensino Fundamental no município de Acará – PA

2017 ◽  
Vol 2 (6) ◽  
pp. 367
Author(s):  
Marcos Jonatas Damasceno da Silva
Keyword(s):  
Elementary School ◽  
Adult Education ◽  
Primary Education ◽  
School Year ◽  
Early School ◽  
The Family ◽  
Education School ◽  
Educación Primaria ◽  
The City

A educação brasileira apresenta diversos problemas e um dos que mais aflige a escola no Brasil é a evasão, uma vez que todo ano é grande o número de alunos que iniciam o ano letivo e não o concluem por diversos motivos. Este trabalho tem como objetivo identificar quais os principais motivos que levaram os alunos de quatro turmas da modalidade Educação de Jovens e Adultos (EJA) do Ensino Fundamental de uma escola pública no município de Acará, no estado do Pará, a não concluírem o ano letivo de 2015. Nesse sentido, foi realizada uma pesquisa nas quatro turmas, a saber: 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. Esta pesquisa foi feita com universo de 50 alunos evadidos. Os resultados demonstraram que, para 34% dos alunos entrevistados, a necessidade de trabalhar foi o motivo para não concluírem o ano letivo de 2015; para 26% o motivo foi a falta de professores devido às greves da categoria; para outros 26%, foi a falta de interesse do próprio aluno em dar continuidade aos estudos e, para 14% dos discentes, não concluíram o ano letivo devido às dificuldades em acompanhar os conteúdos ministrados pelos professores. Desse modo, esforços são necessários no tratamento deste problema que não pode mais ficar restrito à sala de aula e ao professor, mas deve ser compartilhado para que assim se possa reduzir o abandono escolar, através da atuação conjunta do Estado, da família, do aluno e do corpo docente.Palavras-chave: Educação Brasileira; Educação de Jovens e Adultos; Abandono Escolar.THE CAUSES OF SCHOOL EVASION: a case study of a public elementary school in the city of Acará – PAABSTRACTBrazilian education presents several problems and one of the most afflicting school in Brazil is truancy, as every year, in our schools, a large number of students who start the school year and not conclude for several reasons. This study aims to identify the main reasons students from four classes of the sport Youth and Adult Education (EJA) of primary education in a public school in the municipality of Acará, in Pará state, not to complete the school year 2015. In this sense, a survey in the four groups was held, namely 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 e 4ª Etapa 02. This survey was conducted with 50 students escaped universe. The results showed that 34% of interviewed students, the need to work was the reason for not finishing the school year 2015; to 26% the reason was the lack of proper teachers strikes category; for another 26%, was the lack of interest of the students themselves to give continuity to studies and 14% of students, the cause for not having completed the school year were the difficulties in following the content taught by teachers. Thus, efforts are needed in the treatment of this problem can no longer be restricted to the classroom and the teacher, but should be shared so that it can reduce early school leaving through the joint efforts of the state, the family, the student and faculty.Keywords: Brazilian Education; Youth and Adult Education; School Drop-out.LAS CAUSAS DE LA DESERCIÓN ESCOLAR: un estudio de caso de una escuela pública en la escuela primaria en el municipio de Acará – PARESUMENLa educación brasileña presenta varios problemas y uno que más afecta a la escuela en Brasil es el absentismo escolar, como todos los años, en nuestras escuelas, un gran número de estudiantes que comienzan el año escolar y no concluye por varias razones. Este estudio tiene como objetivo identificar las principales razones por las cuales los estudiantes de cuatro clases de este deporte Educación de los Jóvenes y Adultos (EJA) de la educación primaria en una escuela pública en el municipio de Acará, en el estado de Pará, no completar el año escolar 2015. En este sentido, se llevó a cabo una encuesta en los cuatro grupos, a saber, 3ª Etapa 01, 3ª Etapa 02, 4ª Etapa 01 y 4ª Etapa 02. Esta encuesta se realizó con 50 estudiantes escaparon universo. Los resultados mostraron que el 34% de los estudiantes entrevistados, la necesidad de trabajo fue la razón por no haber terminado el año escolar 2015; al 26% la razón fue la falta de maestros adecuados golpea la categoría; otro 26%, fue la falta de interés de los propios estudiantes para dar continuidad a los estudios y el 14% de los estudiantes, la causa por no haber completado el ciclo escolar fueron las dificultades en el seguimiento de los contenidos impartidos por los profesores. Por lo tanto, se necesitan esfuerzos en el tratamiento de este problema ya no puede limitarse a la clase y el profesor, pero deben compartirse de manera que pueda reducir el abandono escolar a través de los esfuerzos conjuntos del estado, la familia, el estudiante y la facultad.Palabras clave: Educación brasileña; Educación de los Jóvenes y Adultos; Abandono Escolar.

Voice, views and the UNCRC Articles 12 and 13

2019 ◽  
Vol 17 (4) ◽  
pp. 423-433
Author(s):  
Marie Bradwell
Keyword(s):  
Mental Health ◽  
High Pressure ◽  
Empirical Study ◽  
Research Method ◽  
Active Listening ◽  
The Everyday ◽  
Verbal Data ◽  
Mosaic Approach ◽  
Thematic Approach ◽  
The Voice

The voice of children aged 4 to 8 years is seldom heard in research circles, within the constraints of high-pressure academic model which is the current education system in England. Children are rarely listened to but expected to listen in the current normative societal cycle. This deficiency of active listening as an everyday occurrence impacts on children’s Mental Health. This article will give reference to an original empirical study, Hear Me and Listen. This study carried out in 2018 highlights the minimalistic practice of listening to children aged 4 to 8 years in the everyday. The research method used consisted of the Mosaic Approach. This approach provides various avenues for communication aside from the verbal. Data collected were analysed through a thematic approach. Themes which came from analysis included ‘This Is Me’, ‘Relationships’, ‘Environment’, ‘Curriculum’ and ‘Practitioners’. This article draws on this analysis and concludes that a change in the normative discourse of ‘hearing’ and not acting to one of ‘active listening’ and supporting is a path worth mapping.

Evaluation of class passing conditions of the failed students from the viewpoints of Education Ministry Officials, school administrators, teachers and parents

2018 ◽  
Vol 4 (9) ◽  
pp. 46-55
Author(s):  
Umit Kalkan ◽  
Ahmet Koc ◽  
Mehmet Karadag
Keyword(s):  
School Administrators ◽  
Qualitative Interviews ◽  
Social Promotion ◽  
Ministry Of Education ◽  
National Education ◽  
School Based ◽  
The Social ◽  
Education School ◽  
Teachers And Students ◽  
Teachers And Parents

This survey aims to evaluate the social promotion of class-repeating students, applied with the changes in regulations made by the TRNC Ministry of National Education, for promotion to a higher grade from the viewpoints of Ministry of Education and school administrators, parents, teachers and students. For this survey, the semi-structured qualitative interviews were used. A total of 100 participants were interviewed, including school administrators, teachers and students in a high school. Based on the findings, we concluded that social promotion of the failed students to a higher grade is a defective practice. Also, it is hard in Cyprus to try to fulfill learning deficiencies in the higher grade. Lastly, the ongoing practice of social promotion enforced in recent years was favoured, because the authorities aimed at preventing possible overcrowding in lower grades rather than meeting the requirements of contemporary educational system. Thus, this educational policy in concern has numerous disadvantages. Keywords: class passing, Ministry of Education, school administrators, teachers, parent.

Pedagogy and Politics: Origins of the Special Conference of 1905 on Primary Education for Non-Russians in the East

1998 ◽  
Vol 26 (4) ◽  
pp. 761-775 ◽  
Author(s):  
Wayne Dowler
Keyword(s):  
Elementary Schools ◽  
Primary Education ◽  
General Type ◽  
The Other ◽  
Teachers And Parents ◽  
The One ◽  
Eastern Empire ◽  
Council Of Ministers ◽  
Eastern Russia ◽  
Regions Of Russia

In May-June 1905 a special conference on education for non-Russians (inorodtsy) of the eastern Empire met in St Petersburg. The conference was organized by the Ministry of National Enlightenment (i.e. Education) with the concurrence of the Holy Synod. It was chaired by A. S. Budilovich, a member of the Council of Ministers. The conference had been preceded by an investigatory commission, also headed by Budilovich, which visited non-Russian elementary schools in the eastern regions of Russia and interviewed education officials, teachers, and parents involved in the education of non-Russians in the area. The purpose of the commission and the subsequent conference was the “examination of the presently existing legislation concerning the non-Russian schools of eastern Russia and in particular that system among them which is linked to the name of N.I. Il'minskii, compared with the schools of the general type that exist in those regions, on the one hand, and with the confessional schools (especially Moslem and Buddhist), on the other.”

scholarly journals Uma escola permanentemente provisória ou provisoriamente permanente? Avaliações das escolas isoladas paulistas em documentos oficiais (1907-1944)

2017 ◽  
Vol 1 (2) ◽  
pp. 203
Author(s):  
Angélica Pall Oriani
Keyword(s):  
20Th Century ◽  
Primary Education ◽  
History Of Education ◽  
Sao Paulo ◽  
Educational Institutions ◽  
São Paulo ◽  
School Superintendents ◽  
Education School ◽  
History Of ◽  
And Performance

O artigo analisa as avaliações das escolas isoladas contidas nos Annuários do ensino do estado de São Paulo (1907-1937) e nos Relatórios das delegacias regionais de ensino (1933-1944) para compreender a representação dessas instituições de ensino ao longo das décadas iniciais do século XX. Esses documentos continham os resultados das inspeções de diretores e delegados de ensino a respeito da criação, da manutenção e da atuação dos professores das escolas isoladas. A função desses documentos é perscrutada como um procedimento adotado concomitantemente à construção do sistema de ensino modelar paulista nas primeiras décadas republicanas, com o que é possível identificá-los como legitimadores, propagadores e defensores de um modelo de escola vinculado aos grupos escolares do qual as escolas isoladas se afastavam em razão de suas condições precárias. Com isso, considera-se que nos processos de avaliação e de atribuição de sentidos às instituições de ensino primário, que evidenciavam as conquistas dos grupos escolares e a provisoriedade das escolas isoladas, propagou-se a imagem destas instituições como um constante "vir a ser".A permanently provisional or provisionally permanent school? Evaluations of isolated schools of São Paulo in official documents (1907-1944). The article analyzes the evaluations of isolated schools in the Annuários do ensino do estado de São Paulo (1907-1937) and in the Relatórios das delegacias regionais de ensino (1933-1944) to understand the representation of these educational institutions throughout the first decades of the 20th century. These documents contained the results of inspections developed by school superintendents regarding the creation, maintenance and performance of teachers in isolated schools. The function of these documents is analyzed as a procedure that occurred simultaneously with the construction of the modeling teaching system of São Paulo in the first republican decades, which identify them as legitimators and advocates of a school model linked to the school groups from which isolated schools were far from due to their conditions. Therefore, it is considered that in the processes of evaluation and attribution of senses to primary education institutions, which evidenced the achievements of the school groups and the provision of isolated schools, the image of these institutions was propagated as a constant "become". Keywords: Isolated schools; São Paulo education; School groups; History of education.

scholarly journals Quality of Education offered to Children with Special Educational Needs (SEN) in the era of Free Primary Education (FPE) in Rural Kenya: Perspectives of Educationists, Teachers and Parents

2021 ◽  
Author(s):  
◽  
Charles Makori Omoke
Keyword(s):  
Primary Education ◽  
Educational Needs ◽  
Rural Setting ◽  
Quality Of Education ◽  
Theory Approach ◽  
Special Educational Needs ◽  
Free Primary Education ◽  
Regular Teachers ◽  
Teachers And Parents

<p>The education of children with special educational needs (SEN) has been a focus of international inquiry. There is a strong advocacy for the inclusion of children with SEN in regular schools although this remains contentious and challenging. Despite an emphasis by the Kenyan government that children with SEN should be included in regular schooling, there has not been substantial investigation especially in rural settings on how these children can receive quality education. This thesis seeks to address this issue by exploring the perspectives of educationists, teachers and parents on the quality of education offered to children with SEN in the era of free primary education in a rural setting. A qualitative interpretive approach to research was used to generate data through interviews with government officials, teachers and parents, focus group discussions with regular teachers and observations in three schools spread over three rural districts. Thematic analysis was employed in analysing the data. A critical theory approach focussing on social justice and rights of children as enshrined in the United Nations Convention on the Rights of the Child (UNCRC) was used as a lens. The findings revealed that despite policy articulation, children with SEN occupied the role of “others” in schools and the society and were described in negative terms. Participants, especially regular staff and parents were emphatic that children with SEN required “experts” and “special” resources both of which were not available in regular schools. The participants felt that the available curriculum was relevant for “normal” children and therefore could not meet the educational needs of children with SEN. The broad conclusion drawn from this study is that there is need to distinctly define the terms inclusive education, special education and mainstream education in a way that the core stakeholders can understand, interpret and implement within their contexts. Designing a means of progress monitoring other than national examinations may help motivate both regular teachers and parents to see the need to have children with SEN in regular schools. There is need for further investigation on how regular teachers can be persuaded from existing beliefs that they are not qualified to teach children with SEN and how to convince parents that their children are worthy of an education.</p>

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