Enhancing meaningful teaching and learning process through conducting re- search

2020 ◽  
Author(s):  
Eulices Córdoba ◽  
◽  
Esteban Mayorga ◽  
Licenia Perea ◽  
Carolina Bedoya ◽  
...  
Keyword(s):  
Urban Areas ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Rural And Urban Areas ◽  
Teaching Context ◽  
Rural And Urban ◽  
Open Discussion ◽  
Education Process ◽  
Integrated Tasks

This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results in the integrated tasks. The results suggest that Integrated tasks (meaningful assignments that combine the four language skills) seem to be a meaningful way to help learners develop their receptive and productive abilities. The participants highlighted the use of this methodology as a way to boost classroom autonomy, participation and providing them with rich practice to empower their capabilities in the English education process. In summary, Integrated Tasks served to shape the routine of the e-classroom and open discussion, decision-making and refer to the real-unreal daily life situations.

Classroom Management

2016 ◽  
Vol 1 (1) ◽  
pp. 201
Author(s):  
Elida Kurti
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Important Place ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Intellectual Level

This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.

scholarly journals A CASE STUDY: OBSTRUCTIONS ENCUMBERING THE TEACHER’S INCORPORATION OF ICT IN ENGLISH CLASSROOMS

2015 ◽  
Vol 3 (2) ◽  
pp. 57-68
Author(s):  
AzureenbintiAbd Aziz ◽  
ParilahbintiMd Shah
Keyword(s):  
Urban Areas ◽  
Teaching And Learning ◽  
English Language ◽  
Negative Attitudes ◽  
English Classrooms ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Information And Communication ◽  
Ict Tools ◽  
The Government

The government has declared that all Malaysians that no one; both in rural and urban areas; would be divested from the Information and Communication Technology (ICT) development. This calls for a need for teachers nationwide to make essential adjustments to the teaching and learning process. This paper takes a closer gaze on the obstructions faced by teachers in integrating ICT tools in teaching English language in the classrooms. This study aspires at determining why the teachers do not use ICT in the classrooms even they were utterly encouraged by sufficient technical supports.10 English teachers from a Secondary School were interviewed and their views and thoughts were discussed. The findings exposed that even the school is highly resourced with ICT tools and facilities, obstructions such as lack of time, amount of workload, lack of ICT skills and teachers’ negative attitudes towards ICT were hindering the teachers to incorporate ICT in their teaching. However, the teachers should be competent to shape and systematize their learning environment in non-traditional ways by merging the ICT with new pedagogy.

Understanding Flipped Instructions and How They Work In the Real World

2016 ◽  
pp. 1970-1988
Author(s):  
Shani Salifu
Keyword(s):  
Urban Areas ◽  
Teaching And Learning ◽  
Face To Face ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Concept Mastery ◽  
Hands On Learning ◽  
Class Meetings ◽  
Flipped Classrooms ◽  
Second Tier

From Colorado's Pike's Peak into a number of schools, the popularity of flipped classes is on the rise. Based on a two-tier approach to teaching and learning, students review instructor-recommended media or other content in the first tier before face-to-face class meetings, while the second tier has face-to-face classes repurposed to for interactive or hands-on learning experiences. Through this arrangement, hitherto face-to-face class meetings become avenues for content-knowledge application, or concept mastery. Given that, flipped classes have attracted both excitement and skepticisms, this chapter attempts put things into perspective by streamlining the components, implementation, and the evidence of efficacy of flipped classes. The chapter examines concerns that flipped classes likely burden instructors and students especially those in rural and urban areas who may lack the resources needed to benefit from this strategy. The chapter further prescribes resources and procedures that could be useful to individuals interested in flipped classrooms.

Understanding Flipped Instructions and How They Work In the Real World

2016 ◽  
pp. 72-90 ◽  
Author(s):  
Shani Salifu
Keyword(s):  
Urban Areas ◽  
Teaching And Learning ◽  
Face To Face ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Concept Mastery ◽  
Hands On Learning ◽  
Class Meetings ◽  
Flipped Classrooms ◽  
Second Tier

From Colorado's Pike's Peak into a number of schools, the popularity of flipped classes is on the rise. Based on a two-tier approach to teaching and learning, students review instructor-recommended media or other content in the first tier before face-to-face class meetings, while the second tier has face-to-face classes repurposed to for interactive or hands-on learning experiences. Through this arrangement, hitherto face-to-face class meetings become avenues for content-knowledge application, or concept mastery. Given that, flipped classes have attracted both excitement and skepticisms, this chapter attempts put things into perspective by streamlining the components, implementation, and the evidence of efficacy of flipped classes. The chapter examines concerns that flipped classes likely burden instructors and students especially those in rural and urban areas who may lack the resources needed to benefit from this strategy. The chapter further prescribes resources and procedures that could be useful to individuals interested in flipped classrooms.

Management of minor ailments in primary schoolchildren in rural and urban areas

1996 ◽  
Vol 22 (3) ◽  
pp. 167-174
Author(s):  
J A Cantrill ◽  
B Johannesson ◽  
M Nicholson ◽  
P R Noyce
Keyword(s):  
Urban Areas ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Primary Schoolchildren ◽  
Minor Ailments

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

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