scholarly journals Attitude of Higher Secondary School Teachers towards the Use of Magic Tricks in the Classroom

2020 ◽  
Vol 9 (2) ◽  
pp. 47
Author(s):  
Muniisvaran Kumar ◽  
Sagy John ◽  
Franklin Thambi Jose. S
Keyword(s):  
Secondary School ◽  
South India ◽  
Secondary School Teachers ◽  
Stress Relief ◽  
Attitude Scale ◽  
Classroom Teaching ◽  
Memory Retention ◽  
School Teachers ◽  
Effective Learning ◽  
Student Comprehension

Research shows that motivation and engagement are essential for effective learning and it is not an easy task to achieve. The latest technique to attract the students is to integrate humour in classroom teaching. Humour is an often-overlooked skill in teaching as the teachers are not trained in the use of humour and it is not a part of any curriculum and they consider teaching is a serious business and they are not supposed to be entertainers. Magic tricks represent one of the humour items that can be effectively used at all levels of teaching from schools to colleges. Also, it can be used as teaching aid and it can be termed as‘ice-breaker’. The ‘Primacy and recencey effect’ and ‘Zeigarnick effect’ gives a strong theoretical basis for the use of magic as an ‘ice-breaker’ in the class.  Magic tricks have many benefits in teaching such as it can break the monotony of a lecture, captures and retains student attention, make the students more receptive, expands student comprehension, increases opportunity for memory retention, creates nurturing environment for learning, improving communication skills, providing stress relief and creating an environment of trust. Teachers’ attitude towards the use of magic tricks in the class has an effect on their performance. An attitude survey was conducted to see the attitude of higher secondary school teachers towards the use of magic tricks in the classroom by using an attitude scale. The data collection for this study is limited to only 165 teachers who belong to higher secondary school of Wayanad District of Kerala, South India. Subject-wise comparison of the teachers also was done. The study exposes that the teachers’ positive attitude towards the use of humour especially magic tricks in the classroom. Magic tricks and other humour items are not a compulsory skill to be mastered and used on a regular interval by all teachers in the class; instead if it is used appropriately, it will definitely add an additional golden feather in the teacher’s cap.

scholarly journals Perceptions of teachers for interactive whiteboard (the sample of Çanakkale city)

2014 ◽  
Vol 4 (4) ◽  
pp. 41-58 ◽  
Author(s):  
Dinçer Temelli ◽  
Salih Zeki Genç
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Teachers ◽  
Volunteer Teachers ◽  
Positive Attitudes ◽  
Long Time ◽  
Teachers Attitudes

The purpose of this study is to examine secondary school teachers' attitudes towards the Interactive Whiteboard (IWB). This study tries to reveal teachers' attitudes towards the IWB and the effects of gender, age, daily and weekly usage of the IWB on these attitudes. The search group consists of130 volunteer teachers who work in Çanakkale province in the 2012-2013 academic years. The data was collected via "Interactive Whiteboard Attitude Scale". The results of the research shows that the teachers promote positive attitudes towards the IWB and those attitudes doesn't change according to the age or gender. The study indicates that teachers develop positive attitudes towards IWB and there are no essentially age or gender differences in the attitudes of teachers towards IWB. It is clear in the study that the teachers who have used IWB for a long time and who have spent more time on IWB in a week have built more positive attitudes towards educational and motivational effects of IWB.

scholarly journals Attitude of Secondary School Teachers towards Value Pattern of Education In Relation to Gender, Teaching Effectiveness and Locality

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Nimain Charan Mallik ◽  
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
Attitude Scale ◽  
Survey Method ◽  
School Teachers ◽  
Rural And Urban ◽  
Significant Difference ◽  
Descriptive Survey

The investigator intended to examine the attitude of secondary school teachers towards value patterns of education in relation to Gender, Teaching effectiveness and Locality. The investigator adopted a descriptive survey method for the current study. The researcher selected by the random sampling method for data collection following four High schools of Cuttack District. Further, the investigator adopted an attitude scale developed by Rensis Likert for Data collection. For analysis of data, the researcher used the ‘t’ test. The findings showed no significant difference is found between the attitude of Male and Female Teachers on Value Education. Similarly, there is no significant difference exists between Rural and Urban teachers in their attitude towards Value Education.

Posture analysis among Flemish secondary school teachers: difference between the use of chalkboards and electronic school boards during classroom teaching

Ergonomics ◽  
2016 ◽  
Vol 59 (11) ◽  
pp. 1487-1493 ◽  
Author(s):  
Inge Bogaert ◽  
Kristine De Martelaer ◽  
Michèle Beutels ◽  
Karolien De Ridder ◽  
Evert Zinzen
Keyword(s):  
Secondary School ◽  
School Boards ◽  
Secondary School Teachers ◽  
Classroom Teaching ◽  
School Teachers ◽  
Posture Analysis

scholarly journals VOCATIONAL INTEREST, ATTRIBUTION AND CAREER MATURITY AMONG SECONDARY SCHOOL TEACHERS IN SOKOTO METROPOLIS

2013 ◽  
Vol 14 (1) ◽  
pp. 8
Author(s):  
Shehu Yahaya Tsagem ◽  
Malami Umar Tambuwal
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Survey Methodology ◽  
Secondary School Teachers ◽  
Career Maturity ◽  
Sampling Technique ◽  
Attitude Scale ◽  
Ministry Of Education ◽  
School Teachers ◽  
Vocational Interest

The main thrust of this study was to examine and investigate whether relationships exist among vocational interest, attribution and career maturity among teachers in secondary schools of Sokoto state. Some research questions raised were: Is there any relationship between vocational interest and career maturity of secondary school teachers in Sokoto state: and is there any relationship between vocational interest and attribution of secondary school teachers in Sokoto state? Some null hypotheses generated for the conduct of the study were that: there is no significant relationship between vocational interest and career maturity of secondary school teachers in Sokoto state and there is no significant relationship between vocational interest and attribution of secondary school teachers in Sokoto state. The study used the correlational survey methodology for237 subjects drawn from the total population by means o f simple random sampling technique. Data for the study was collected with the use of an adopted version of Bakare 's Vocational Interest Inventory, an adopted version of Olomolaiye's Self Other Motivation Scale and an adopted version of Crites' Career Maturity Inventory Attitude Scale. Some major findings of the study were that there is a relationship between vocational interest and career maturity and also that there is a relationship between career maturity of secondary school teachers in Sokoto state. Some of the recommendations made were that the Ministry of Education in Sokoto state and the teachers themselves should embark on developing both internal and external inspiring factors toward the general development of the teachers' career maturity thus leading to sound academic effectiveness and that the state Ministry of Education should look for all possible ways to develop teachers' interest and attribution which will eventually enhance the realization of positive and efficient self-esteem, self-efficacy, self-concept and self-fulfillment which are necessary ingredients in career maturity etc.

Wisdom Class Learning Task Design

2021 ◽  
Vol 8 (S1) ◽  
pp. 9
Author(s):  
Daxiang Dai
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Learning Task ◽  
Classroom Teaching ◽  
Learning Design ◽  
School Teachers ◽  
The Core ◽  
Learning Tasks ◽  
Key Factor ◽  
Primary And Secondary School

The learning task is the core of learning design and also an essential part of classroom teaching. Classroom teaching is composed of various learning tasks. Therefore, it is significant to design the learning task to help students learn through accumulation, which is also the key factor of establishing a smart classroom. Simultaneously, the learning task also works as the in-service teachers’ framework in the primary and secondary schools to design and evaluate the learning tasks. This paper designs four types of learning tasks, including discovery, selective, inductive, and evaluating. As a result, to provide a reference for primary and secondary school teachers to further design and evaluate learning tasks.

scholarly journals Examination of secondary school teachers' opinions regarding interdisciplinary teaching

2018 ◽  
Vol 9 (1) ◽  
pp. 91-124
Author(s):  
Burcu Gürkan
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teaching Process ◽  
Effective Learning ◽  
Adequate Knowledge ◽  
Interdisciplinary Teaching ◽  
Content Analysis Method

This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.

scholarly journals PSYCHOSOCIAL CORRELATES OF CAREER MATURITY OF SECONDARY SCHOOL TEACHERS IN SOKOTO METROPOLIS, SOKOTO STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 11
Author(s):  
Fatai Mustapha ◽  
Issa Gaata Abdullahi ◽  
Benret Ringpon Joseph
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Career Maturity ◽  
Sampling Technique ◽  
Attitude Scale ◽  
Validity And Reliability ◽  
School Teachers ◽  
Vocational Interest ◽  
Psychosocial Correlates ◽  
Significant Difference

The study investigated psychosocial correlates of career maturity of secondary school teachers in Sokoto metropolis. The population of the study was all 1,298 teachers in 25 public secondary schools in Sokoto metropolis. The sample size of 297 teachers was selected using proportionate random sampling technique. Three instruments were used for data collection. They include an adopted version of Jung’s Typology Test (16Personality Questionnaire) to measure personality type. The instrument was validated by experts in counselling and measurement at Usmanu Danfodiyo University, Sokoto, and co-efficient of 0.68 was returned for the instrument when it was tested for reliability. The second instrument as Bakare’s Vocational Interest Inventory (VII) that was used to measure vocational interest of the respondents and its validity and reliability were obtained and documented by Bakare, The third instrument was Tambawal’s (2001) Career Maturity Inventory Attitude Scale (CMIAS) used to measure teachers’ career maturity which was validated and its reliability was obtained by Tambawal. Three research hypotheses were formulated and tested using Pearson Product Moment Correlation Co-efficient, and Multiple Regression analysis at 0.05 level of significance. The study found significant relationship between career interest and career maturity of secondary school teachers, but found no significant difference between personality and career maturity of secondary school teachers. The study recommended that Sokoto state chapter of Counselling Association of Nigeria (CASSON) should, on a regular basis, organise seminars, workshops and symposia for teachers to furnish them with information on the types of personality that fit different careers and how they can manage their personality to grow in their chosen careers.

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