scholarly journals A Study of Class Interaction Analysis Using Flanders's FIAC

2021 ◽  
pp. 171-179
Author(s):  
Mukesh Sharma ◽  
Prof. Nilabh Tiwari
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Behavior ◽  
Educational Process ◽  
Social Emotional ◽  
Emotional Climate ◽  
Teacher Student ◽  
Verbal Behaviour ◽  
The Social ◽  
Teachers And Students

Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. Interaction Analysis is a tool used in the classroom to capture quantitative and qualitative aspects of verbal instructor behaviour. It captures the verbal behaviour of teachers and students as an observational device that is directly linked to the social-emotional environment of the classroom. Interaction Analysis (IA) theoretical assumptions are that verbal contact is prevalent in a typical classroom situation; the teacher exerts a great deal of control on the student and the behavior of the student is influenced to a great extent by this form of teacher behavior seen. The ten-category structure of Flanders, which aims to categories all the verbal actions to be found in this paper. The aim is to promote the implementation of FIAC in the educational process in schools, as the quantity and consistency of teacher-student interaction is a vital element of effective teaching and improved learning in the classroom.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

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

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.

Social Networks as a Constituent of Elearning Environment

2017 ◽  
Vol 6 (4) ◽  
pp. 4-14
Author(s):  
Oksana Shelomovska ◽  
Maryna Romaniukha ◽  
Natalia Sorokina
Keyword(s):  
Social Networks ◽  
Mass Communication ◽  
Common Type ◽  
Educational Process ◽  
Sociological Research ◽  
Basic Principles ◽  
Teacher Student ◽  
Teachers And Students ◽  
E Learning ◽  
Analysis Of Social Networks

Abstract The paper presents some results of the analysis of social networks as a constituent of e-learning environment. The paper defines the concept “social network”, the basic principles and characteristics of social networks are singled out. Based on the analysis of the results of sociological research, it was discovered that social networks are a common type of network communication that is used by both teachers and students. The advantages and peculiarities of using social networks for educational purposes are established. The authors analyze prospects of using such social networking options and services as exchange of messages, documents and news; ways of boosting teamwork by creating interest groups in social networks; improving teacher-student interaction via personal pages for public and mass communication. The most problematic questions about the use of social networks in the educational process are singled out.

scholarly journals Al-Farabi’s creative heritage and his scientific-pedagogical ideas

2021 ◽  
Vol 54 (6) ◽  
pp. 434-442
Author(s):  
Nurfer Tercan ◽  
◽  
Gulzhikhan Nurysheva ◽  
Keyword(s):  
Middle Ages ◽  
Teaching Methods ◽  
Cognitive Activity ◽  
Educational Process ◽  
Social Significance ◽  
Learning Content ◽  
The Social ◽  
Teachers And Students ◽  
Scientific Pedagogical ◽  
The Ideal

Introduction. The study of Al-Farabi’s pedagogical heritage is relevant, since it allows forming a scientific idea of the level of progressive experience in teaching and upbringing in the conditions of the early Middle Ages, in the era of the flourishing and rise of culture in the East. Research purpose is to consider Al-Farabi’s creative heritage and give an overview of his scientific-pedagogical ideas. Materials and methods. The authors used Al-Farabi’s treatises, reflecting his pedagogical ideas, as well as the works of modern teachers, historians and philosophers. Research methods: analysis, synthesis and historical-pedagogical interpretation of the data contained in the sources; systematization and generalization of materials obtained as a result of studying open Internet sources and modern scientific literature. Research results. Despite the fact that Al-Farabi’s ideas were based on the works by Plato and Aristotle on the cognizability of the world, the scholar has developed original applications of this theory in relation to the needs of that time, taking into account the state religious policy. According to the thinker, the ideal of upbringing and education includes the mastery of scientific knowledge, moral and aesthetic perfection of both the student and the teacher. The rules proposed by Al-Farabi asserted the social significance of teaching and upbringing based on mutual respect of teachers and students. The educational system and teaching methods proposed by Al-Farabi made it possible to activate the students’ creative and cognitive activity, contributed to the development of logical thinking and comprehension of the information they receive. Discussion and conclusion. The study and analysis of Al-Farabi’s treatises show that the thinker considered all aspects of the educational process: educational goal, learning content, teaching methods and tools, the duties of the student and the teacher. The thinker’s entire creative heritage is imbued with the ideas of humanizing and democratizing society through its improvement by upbringing and educational tools.

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.

Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

2021 ◽  
pp. 002248712110275
Author(s):  
Amy J. Heineke ◽  
Elizabeth M. Vera
Keyword(s):  
Linguistically Diverse ◽  
Well Being ◽  
Comparative Case Study ◽  
Academic Learning ◽  
Social Emotional ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Education Professional Development ◽  
The Social ◽  
Teachers And Students

In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

scholarly journals Promjene u pristupima odgoju i obrazovanju učenika s teškoćama

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Smiljana Zrilić ◽  
Kristina Brzoja
Keyword(s):  
Children With Disabilities ◽  
Social Stigma ◽  
Educational Process ◽  
Cultural Economic ◽  
Persons With Disabilities ◽  
Number Of Factors ◽  
The Social ◽  
Teachers And Students ◽  
The Relationship ◽  
National Framework

Attitude towards children with disabilities, especially their education, changed throughout history, and depended on a number of factors: political, social, cultural, economic or any other terms and conditions set in which a society found. Segregationist practice, which deals with the separation of people based on different criteria, which is generally contrary to the principles of human rights and freedoms, and the philosophy of history in America and Europe have had a decisive influence on the situation of children with disabilities, the relationship between school and society as a whole. At that time a opinion that persons with disabilities can be helped in a separate environment, isolated from the rest of society, has further boosted the social stigma, aversion, classification and intolerance. Croatian national framework curriculum provides all students equal opportunities to participate in the educational process in accordance with their capabilities together with their peers, making the foundation for the creation of individualized curriculum. So constructed curriculum of teaching gives the assumption that students can develop their own potentials in accordance with their own requirements for learning (cognitive, affective, motivational to social). This paper describes the changes throughout history in relation to children with disabilities, and elaborates some responses from teachers and students of teacher training studies within the research thesis. Although from the commencement of the inclusion of education passed nearly half a century, the fact is that we still need to work on new models of schooling and of teacher education, because those teachers who are today in practice still feel incompetent. Students feel more competent because they were included in the new compulsory and elective courses on studies for teachers.

scholarly journals CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA

2018 ◽  
Vol 19 (2) ◽  
pp. 149
Author(s):  
Mike Nurmalia Sari
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Student Perception ◽  
Classroom Interaction ◽  
Interaction Pattern ◽  
Classification Theory ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Class Interaction ◽  
Interaction Characteristic

This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher

scholarly journals Theoretical Bases of Pedagogical Partnership as One of the Factors of the Effective Interaction of Participants in the Educational Process

2021 ◽  
pp. 9-18
Author(s):  
Hanna Byhar ◽  
Iryna Pits ◽  
Inna Prokop ◽  
Liudmyla Tymchuk
Keyword(s):  
Interpersonal Relations ◽  
Effective Interaction ◽  
Educational Process ◽  
Integrative Approach ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
General Scientific ◽  
Methodological Approaches

The article deals with the problem of partnership between the participants of the educational process. The purpose of the article is to consider the theoretical bases of the formation of partnership skills during the educational process. Methods. Analysis, synthesis, comparison are chosen as the main methods of pedagogical experiment. The results. The role of partnership in the formation of teachers’ and students’ unity is shown, together with the interrelations «teacher-teacher», «teacher-student», «student-student». The methodological approaches are considered as the basis for the process of forming partnership relations in the educational process of the institution. Such chosen methodological approaches are: systemic approach, activity approach, acmeological approach, integrative approach, praxeological approach. The role of each approach in the studied process is shown. The considerable attention is paid to general scientific and specific principles. Among the general scientific principles, the emphasis is made on the principles of scientificity, accessibility, consistency and connection of theory with practice. The following are considered as specific principles: mutual respect, friendly attitude to each other, decision-making discretion, and distribution of leadership responsibilities. The attention is also paid to the requirements of partnership in school and family. The authors of the research defined the basic requirements and rules for forming school-family partnership: social and pedagogical partnership; forming life and profession values; professionalism; ensuring the uniform parents’ and teachers’ requirements; humanization of interpersonal relations in any team, showing tolerance, voluntariness, the members’ ability to interact. The importance of regularity in the implementation of community requirements and rules is indicated. Conclusions. Considering the problem of forming partnership relations to be little analysed and studying partnership relations in the form of a pedagogical partnership, the authors made a conclusion that this process should be seen as interconnected through structures: teacher-student-student-parent, which is in line with the Concept of the New Ukrainian School. The authors added that the formation of partnership relations in a teaching staff will contribute to the introduction of new educational technologies, promote to the humanization of the educational process, the establishment of relations on a parity basis.

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