Using Teaching & Learning Module to Enhance Preschool Children’s Emotional Intelligence: A Preschool Teachers Perception

2020 ◽  
Vol 24 (5) ◽  
pp. 716-721
Author(s):  
Dr. Nor Aizal Akmal Binti Rohaizad
Keyword(s):  
Emotional Intelligence ◽  
Preschool Teachers ◽  
Learning Module ◽  
Teaching Learning

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

Student Plagiarism: Never-Ending Challenges and Possibilities for Faculty

2021 ◽  
Vol 34 (4) ◽  
pp. 372-373
Author(s):  
Mary R. Morrow
Keyword(s):  
Faculty Experiences ◽  
Learning Module ◽  
Student Plagiarism ◽  
Teaching Learning

Student plagiarism is a never-ending challenge for faculty. This column introduction shares faculty experiences as well as some successful interventions. The author grounds faculty student plagiarism struggles with the humanbecoming teaching-learning module and reminds faculty to address the issue for the benefit of the student and the discipline.

scholarly journals ESTILOS DE APRENDIZAJE ÉTICO - SOSTENIBLE DEL CONTADOR PÚBLICO

2018 ◽  
Vol 9 ◽  
pp. 13-41
Author(s):  
FEIBERT GUZMAN ◽  
◽  
LINA MAYA ◽  
LUIS PEREZ ◽  
MARIO FLOREZ
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Iso 26000 ◽  
Teacher Student ◽  
Self Knowledge ◽  
Object Of Study ◽  
Teaching Learning ◽  
Corporate Social ◽  
And Behavior ◽  
The Impact

This paper, show the impact that the use of the Ethical-Sustainable reference framework (emphasis on Corporate Social Responsibility- ISO 26000) and behavior with social and ethical responsibility of the population has on the teaching-learning process, object of study. Methodologically and with the support of the multivariable statistical method, teacher-student learning styles are validated in terms of emotional intelligence, developing critical thinking that potentializes autonomous and collaborative learning, with the aim of transcending knowledge under the framework of integration of sustainability and ethics in professional practice. Finally, the measurement indicators are obtained through empirical evidence with several structured questionnaires that measure the factors of the learning styles, based on the emotional intelligence, which are reflected in the self-knowledge and behavior of the students, under a framework of ethical- sustainable reference.

Self-Guided Learning Process in Preschool: Challenges of the Practice

2021 ◽  
Author(s):  
Antra Randoha ◽  
◽  
Dagnija Vigule
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Social Aspects ◽  
Guided Learning ◽  
Learning Content ◽  
Key Skills ◽  
Significant Process ◽  
Teaching Learning

The mandatory teaching/learning content of the preschool lays emphasis on the child’s most essential interests and needs, acquiring them in such a process that leads to the formation of literacy or competence. Self-guided learning in the teaching/learning process appears as the major method that helps the pre-schooler acquire the content of all domains. According to the preschool guidelines, values and morals, general or transversal skills, cognitive, emotional and social aspects of the child’s actions that help to acquire knowledge, understanding and key skills for man’s functioning in important spheres of life and these are the key skills in the domains of language, social and civic, understanding of culture and self-expression in art, science, mathematics, technology, health and physical activities that form the mandatory teaching/learning content of preschool education. When acquiring all the necessary skills and knowledge, the child has to reach the planned learning outcomes that are attained in a self-guided learning process. Self-guided learning is one of the most essential modern competences or the individual’s readiness to adjust and apply the knowledge, skills and attitudes when solving different situations. Are preschools ready for this, does this process take place and do preschool teachers understand the concept “self-guided learning process” – this is the topicality that definitely should be paid attention to relating it to teacher education, the development of the self-guided learning model and its piloting in the preschool environment. A self-guided learning process should not be taken for granted because the child does not have such skills – to know / to feel how and what to do to start, for example, exploration. The child has not acquired these skills if the adult has not demonstrated how to do this. The child since young age should be gradually directed towards that – what and in which way to learn. The participation of the adult or teacher in this significant process is critical.

scholarly journals Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

2015 ◽  
Vol 52 ◽  
pp. 87-94 ◽  
Author(s):  
Leila Gholami
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Human Beings ◽  
Emotional Quotient Inventory ◽  
And Gender ◽  
Teaching Learning

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

scholarly journals Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

2021 ◽  
Vol 13 (19) ◽  
pp. 10817
Author(s):  
Szarmilaa Dewie Krishnan ◽  
Helmi Norman ◽  
Melor Md Yunus
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Design Development ◽  
Design And Development ◽  
Minimum Requirement ◽  
Learning Module ◽  
Fuzzy Delphi ◽  
Learning Competencies ◽  
Gamified Learning ◽  
Teaching Learning

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

scholarly journals HUBUNGAN KECERDASAN INTERPERSONAL DENGAN OCB DAN SIKAP PADA PROFESI KEGURUAN GURU MTSN SE-KOTA BANJARMASIN

2018 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
M. Yuliansyah ◽  
I Nyoman Sujana Degeng ◽  
Bambang Budi Wiyono ◽  
Achmad Supriyanto
Keyword(s):  
Emotional Intelligence ◽  
Organizational Behavior ◽  
Sampling Technique ◽  
Population Based ◽  
Research Assessment ◽  
Validity And Reliability ◽  
Empowering Teachers ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

Penelitian ini dilakukan untuk mengetahui (1) Hubungan Kecerdasan  Interpersonaldan Sikap Pada Profesi Keguruan dengan OCB Guru MTs Negeri Se-Kota Banjarmasin.Hasil penelitian menunjukan bahwa (1)tidak Terdapat hubungan tingkat Kecerdasan  Interpersonal dengan  Organizational Cittizenship Behaviour (OCB) Guru-Guru MTs Negeri Se-Kota Banjarmasin. (2) Terdapat hubungan tingkat Kecerdasan  Interpersonal dan sikap Terhadap Profesi dengan OCB Guru-Guru MTs Negeri Se-Kota Banjarmasin.(3) Terdapat hubungan sikap Terhadap Profesi dengan OCB Guru-Guru MTs Negeri Se-Kota Banjarmasin. Direkomendasikan (1) Karena ada hubungan kecerdasan  Interpersonal dengan OCB guru Di Madrasah Tsanawiyah Negeri se- Kota Banjarmasin, maka dalam memberdayakan guru-guru untuk melaksanakan proses belajar-mengajar di sekolah adalah untuk bertanggung jawab terhadap lingkungan kerjanya untuk mengatasi berbagai permasalahan yang dialami ketika melaksanakan tugassehingga ia bisa kreatif dinamis, (2) Penelitian menunjukan Sikap terhadap profesi yang baik menjadi salah satu dampak keberhasilan sekolah, karenanya sikap terhadap profesi seseorang guru yang erat kaitannya dengan kepribadian, perilaku, dan karakter guru. Oleh karenanya setiap guru harus memiliki kemampuan secara internal yang melakukan hubungan secara vertikal maupun horizontal, (3) penelitian ini diharapkan dapat menjadi bahan pengkajian peneliti selanjutnya sehingga dapat diperoleh perkembangan yang lainnya dari hubungan kecerdasan  Interpersonalonal  dan sikap terhadap profesi dengan OCB pada objek yang berbeda.__________________________________________________________This study was conducted to determine (1) The relationship between emotional intelligence with intelligence and attitude Against Profession together with Cittizenship Organizational Behavior (OCB)  Teachers MTs Negeri  Banjarmasin. The population in this study is MTsNegeri as the city of Banjarmasin, amounting to 142 people. Samples determined through measures such as: set the proportional random sampling technique from each member of the sub-population based on the number of schools under study it was determined the sample of 105 people. The test for determining the validity and reliability are used to collect research data were then analyzed using linear regression and multiple regression.The results showed that (1) There is a level of emotional intelligence relationship with OCB Teachers MTs Negeri Banjarmasin. (2) There is a relationship and attitude level of Emotional Intelligence Professionals Against the OCB  Teachers MTs Negeri  se-Banjarmasin (3) There is a relationship Profession Against attitude with OCB  Teachers MTs Negeri  se-Banjarmasin.. Recommended (1) Since there is a relationship of emotional intelligence with teachers OCB MTs Negeri Banjarmasin, then in empowering teachers to implement the teaching-learning process in schools is to be responsible for the work environment for overcome the various problems faced when implementing the tasks so that he can be creative dynamic, (2) Research shows that a good attitude towards the profession into one of the effects of school success, hence the attitude towards one's profession is closely related to the teacher's personality, behavior, and character of the teacher. therefore every teacher should have the capability internally that having vertically or horizontally, (3) This study is expected to be the next research assessment materials that can be obtained more development of emotional intelligence relationship and attitude towards the profession with the OCB on an object that different.

scholarly journals VIOLENCIA EN ADOLESCENTES Y REGULACIÓN EMOCIONAL

2017 ◽  
Vol 2 (1) ◽  
pp. 97 ◽  
Author(s):  
Estefanía Estévez ◽  
Teresa I. Jiménez
Keyword(s):  
Emotional Intelligence ◽  
School Violence ◽  
Social Relations ◽  
Psychological Health ◽  
Emotional Regulation ◽  
Emotional Understanding ◽  
Secondary Classrooms ◽  
Emotional Perception ◽  
Teaching Learning

Abstract.VIOLENCE IN ADOLESCENTS AND EMOTIONAL REGULATIONAggression towards peers is a problem with an important presence in the secondary classrooms in most of the countries of the world, and that interferes notably in the process of teaching / learning and in the development of those involved, with consequences always negative for their wellbeing, psychological health and social relations. In the last decades, there has been a significant increase in the importance given to the management of emotion, in what has come to be called the affection revolution, a line of research that comes to emphasize that the presence of behavioral and psychopathological alterations is not so much related to excessive negative or positive emotion, but rather to the poor ability to regulate that emotion in a way that is healthy and facilitates adjustment to demands. In relation to aggression and victimization in children and adolescents, there are hardly any studies that analyze the role of emotional regulation in explaining these problems. In the present research we analyze the emotional regulation in adolescents involved in acts of school violence, both as aggressors and victims, taking as a model the theoretical approach that has the greatest theoretical and empirical solidity in relation to the regulation of emotions and, in particular, to the emotional intelligence, proposed by Mayer and Salovey in 1997. According to this model, emotional intelligence is the set of four abilities that we examine in the present work: 1) emotional perception: ability to perceive own and others’ emotions; 2) emotional assimilation: ability to generate, use and feel emotions to communicate feelings; 3) emotional understanding: ability to understand information of an emotional nature; and 4) emotional regulation: ability to be open to feelings, monitor and alter them in order to facilitate personal growth.Key words: adolescence, violence, victimization, school, emotional regulationResumen.La violencia entre iguales es un problema con una presencia importante en las aulas de secundaria en la mayor parte de los países del mundo, y que interfiere notablemente en el proceso deenseñanza/aprendizaje y en el desarrollo evolutivo de los implicados, con consecuencias siempre negativas para su bienestar, salud psicológica y relaciones sociales. En las últimas décadas, se ha producido un incremento importante en la importancia dada al manejo de la emoción, en lo que se ha venido a denominar la revolución del afecto, una línea de investigación que viene a destacar que la presencia de alteraciones conductuales y psicopatológicas no está tan relacionada con una excesiva emoción negativa o positiva, sino con la escasa habilidad para regular dicha emoción de manera que resulte saludable y facilite el ajuste a las demandas. En relación con la agresión y la victimización en niños y adolescentes, no existen apenas estudios que analicen el rol de la regulación emocional en la explicación de estos problemas. En la presente investigación analizamos la regulación emocional en adolescentes implicados en actos de violencia escolar, tanto como agresores como víctimas, tomando como modelo el enfoque teórico que mayor solidez teórica y empírica presenta en relación a la regulación de las emociones y, en particular, a la inteligencia emocional, propuesto por Mayer y Salovey en 1997. Según este modelo, la inteligencia emocional es el conjunto de cuatro habilidades que examinamos en el presente trabajo: 1) percepción emocional: habilidad de percibir emociones propias y de otros; 2) asimilación emocional: habilidad de generar, usar y sentir las emociones para comunicar sentimientos; 3) comprensión emocional: habilidad de entender información de tipo emocional; y 4) regulación emocional: habilidad de estar abierto a los sentimientos, vigilarlos y alterarlos con el objetivo de facilitar el crecimiento personal.Palabras clave: adolescencia, violencia, victimización, escuela, regulación emocional

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