scholarly journals Analysis of Teacher-Student Interaction in the Joint Solving of Non-Routine Problems in Primary Education Classrooms

2020 ◽  
Vol 12 (24) ◽  
pp. 10428
Author(s):  
Beatriz Sánchez-Barbero ◽  
José María Chamoso ◽  
Santiago Vicente ◽  
Javier Rosales
Keyword(s):  
Problem Solving ◽  
Primary Education ◽  
Mathematics Classroom ◽  
Student Interaction ◽  
Process Selection ◽  
Teacher Student ◽  
Cognitive Difficulty ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
Problem Solving Process

The analysis of teacher–student interaction when jointly solving routine problems in the primary education mathematics classroom has revealed that there is scarce reasoning and little participation on students’ part. To analyze whether this fact is due to the routine nature of the problems, a sample of teachers who solved, together with their students, a routine problem involving three questions with different cognitive difficulty levels (task 1) was analyzed, describing on which part of the problem-solving process (selection of information or reasoning) they focused their interaction. Results showed that they barely focused the interaction on reasoning, and participation of students was scarce, regardless of the cognitive difficulty of the question to be answered. To check whether these results could be due to the routine nature of the problem, a nonroutine problem (task 2) was solved by the same sample of teachers and students. The results revealed an increase in both reasoning and participation of students in processes that required complex reasoning. This being so, the main conclusion of the present study is that including nonroutine problem solving in the primary education classroom as a challenging task is a reasonable way to increase students’ ability to use their own reasoning to solve problems, and to promote greater teacher–student collaboration. These two aspects are relevant for students to become creative, critical, and reflective citizens.

PECULIARITIES OF TEACHER- STUDENT INTERACTION IN E-LEARNING ENVIRONMENT

2018 ◽  
Vol 2 (7) ◽  
pp. 144
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Interaction ◽  
Traditional Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
E Learning ◽  
The Republic

While implementing e-learning courses at the State Border Guard College of the Republic of Latvia, the author of this article has discovered several differences in communication between students compared to traditional learning. Since the e-learning is going to expand in the future it is essential to explore theoretical and practical concepts on teacher student interaction peculiarities in e-environment. The author has gathered suggestions and proposals on best practices of teacher student interaction in order to improve e-learning outcomes. The goal of the article is to explore the peculiarities of the interaction between teachers and students in e-learning environment and provide suggestions on improving the efficiency of teacher-student interaction in e-learning.

scholarly journals Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction

2018 ◽  
Vol 7 (3) ◽  
pp. 197 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Learning Experiences ◽  
Student Interaction ◽  
Teacher Student ◽  
Child Education ◽  
The Future ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
Healthy Body

By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and mind and become better citizens in the future. The suggestions are as follows: (1) teachers' instruction must fit each child, (2) it must be understood that all children have their own talents, (3) there must be a connection with the child’s real learning experiences, (4) teaching should pertain to the child's interest, (5) teachers must recognize the child’s nature, (6) oppressive educative relationships between teachers and students must be eliminated, (7) children must be allowed to learn through their own experiences and discoveries and (8) teachers must think in a humanizing way.

scholarly journals Assess Teachers and Students’ Interaction in Campus

2020 ◽  
Vol 17 ◽  
Keyword(s):  
College Students ◽  
Network Analysis ◽  
Management Science ◽  
Time Span ◽  
Student Interaction ◽  
Centrality Measures ◽  
Learning Effectiveness ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teachers And Students

There are 3 combinations of teacher-student interaction in school, for the purpose to understand what Interactional deficiency happened in campus, we examined these 3 combinations, 358 college students joined the investigated to find out what they want and what bother them most. We found that there really problems between teachers and students. Besides, from co- authorship network analysis, we found there are also quite a few gaps among college teachers. We collected co-authorship data from 85 journal papers in the field of industrial and management science (IMS) with a time span of twenty years (1997-2016). A bibliometric network is constructed and UCINET 6 applied to calculate three centrality measures (out-degree, in-degree, and betweenness) for individual authors in this network. Also discussed the two subjects I taught to find out students’ learning effectiveness. The results confirm our argument and the mechanism is discussed.

scholarly journals Comportamientos del profesor universitario y éxito académico de los estudiantes de los grados de maestro de infantil y primaria

2016 ◽  
Vol 32 (3) ◽  
pp. 847 ◽  
Author(s):  
Pedro Gil Madrona ◽  
Soledad García-Gómez-Heras ◽  
Valentin Hernández-Barrera ◽  
Ana Lopez-de-Andres ◽  
Laura Lopez-Gomez ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Academic Success ◽  
Primary Education ◽  
Student Interaction ◽  
Point Of View ◽  
Font Size ◽  
Teacher Student ◽  
La Mancha ◽  
Teacher Student Interaction ◽  
Faculty Of Education

<pre style="line-height: 150%;"> </pre><p style="margin: 0cm 0cm 0pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-GB;" lang="EN-GB">It´s disturbing to think about the idea that the teacher can lead a student to achieve great successes or, on the contrary, beat him academically.</span></p><pre style="line-height: 150%;"> </pre><p style="margin: 0cm 0cm 0pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-GB;" lang="EN-GB">It´s for this reason that it´s necessary to explore the behavior of teaching professionals, from the point of view of the student, to know which ones they consider that will impact positively on their academic success.</span></p><pre style="line-height: 150%;"> </pre><p style="margin: 0cm 0cm 0pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-GB;" lang="EN-GB">In order to this, a sample of 486 pupils from grades Primary Education Teachers (199) and Primary (287) in the Faculty of Education of Albacete (University of Castilla La Mancha) Education was analized.</span></p><pre style="line-height: 150%;"> </pre><p style="margin: 0cm 0cm 0pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-GB;" lang="EN-GB">A questionnaire (Tuncel, 2009) (from few questions and the type of response ) was applied and, using a Factor Analysis Exploratory, there were found six dimensions to which the students gave the highest importance: "Emotional aptitude of teachers " ; " Teacher-student interaction " ; " Achieving the goals of education" , "Connecting between teaching of theory and practices " ; "Planning and organization of teaching " ; "Correct and provide information to students about their advance and progress."</span></p><pre style="line-height: 150%;"> </pre>

scholarly journals Making Teacher-Student Interaction Humorous Through Xiangsheng Techniques in the Chinese EFL Classroom

2021 ◽  
Vol 9 (1) ◽  
pp. 126
Author(s):  
Hongji Jiang ◽  
Lai Mei Leong
Keyword(s):  
Student Interaction ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
Language Classrooms

This paper aims to propose the use of Xiangsheng techniques in the Chinese EFL classroom. Many previous studies have discussed the perceptions and benefits of the use of humor in the language classroom, but there are rarely any discussions on how to initiate humor. This article summarizes 10 Xiangsheng techniques, which meant to engage teachers and students in interactions which are both interesting and humorous. It is hoped that these Xiangsheng techniques will be able to provide insights into the use of humor for those teachers who wish to use it in their language classrooms.

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.

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