The teaching situation

2021 ◽  
pp. 114-128
Author(s):  
Phillida Salmon
Keyword(s):  
Teaching Situation

Instrumental Music Educators’ Experiences in a Professional Development Course

2016 ◽  
Vol 35 (3) ◽  
pp. 38-45 ◽  
Author(s):  
Tami J. Draves
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Instrumental Music ◽  
Music Teacher ◽  
Individual Interviews ◽  
Teaching Situation ◽  
Instrumental Music Teachers ◽  
Field Notes ◽  
Engaged Teachers ◽  
Development Course

The purpose of this research was to investigate the experiences of instrumental music teachers in Designing Arts Instruction, a 4-day professional development course in a large urban school district. Specifically, I was interested in which activities participants (a) found most relevant and applicable to their current teaching situation, (b) believed would most benefit student learning, and (c) believed would contribute most to their overall music teacher development. Multiple forms of data were collected including participants’ reflections, researcher-facilitator journal and field notes, and structured individual interviews. Curriculum development and rubric writing were relevant to participants’ teaching situations and also engaged teachers’ personal musicianship. Participants recognized creative activities as motivating for students. Collaboration emerged as the course feature that contributed most to participants’ overall development. Those who plan and facilitate professional development might consider including aspects that invite collaboration, deep thinking, engagement, and reflection, particularly within the context of teachers’ musicianship.

The Classroom Communication of Experienced and Inexperienced Teachers of the Deaf

1987 ◽  
Vol 4 (1) ◽  
pp. 17-22
Author(s):  
R.D. Savage ◽  
J.F. Savage ◽  
J. Potter
Keyword(s):  
Language Development ◽  
Classroom Teaching ◽  
Classroom Communication ◽  
Teaching Situation ◽  
Total Communication ◽  
Teachers Of The Deaf ◽  
Communication Methods ◽  
Linguistic Content

ABSTRACTThe aim of the present study is to investigate classroom communication by teachers of the deaf. A comparison will be made of the linguistic content of the communication of experienced and inexperienced teachers using total communication methods in a classroom teaching situation. The implications of the teachers' classroom communication methods for children's language development will be discussed.

scholarly journals History teaching as a designed meaning-making process: Teacher facilitation of student–subject relationships

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Heidi Eskelund Knudsen
Keyword(s):  
Decision Making ◽  
Meaning Making ◽  
The Other ◽  
Pedagogical Strategies ◽  
Pedagogical Tool ◽  
History Teaching ◽  
Teaching Situation ◽  
Communicative Process ◽  
The One ◽  
Student Subject

This article is an empirical analysis of history teaching as a communicative process. Dialogic history teaching develops as a designed meaning-making process that depends on thorough pedagogical strategies and decisions, and requires cohesion in teacher expectations, introductions and interventions. A micro-dialogic study is presented in this article to document a paradoxical teaching situation where history as subject-related content all but disappeared from a group of students' meaning-making processes because they were preoccupied with figuring out their teacher's intentions. History teaching thus turned into 'just teaching' without the teacher or the students being aware of it. A strong emphasis on history teaching as a communicative process and dialogue as a key pedagogical tool have potential with regard to pedagogical decision-making and strategies on the one hand, and for relationships between students and history as subject-related content on the other. The analysis presented in this article contributes to a growing field of studies on dialogic history teaching, of which the focus on students as an important part of classroom dialogues is central.

scholarly journals Sound and Simple Approach to an Extensive Reading Project

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sarah Kane ◽  
Jordan Gusich ◽  
Thomas Upton
Keyword(s):  
Reading Comprehension ◽  
Simple Approach ◽  
Classroom Teaching ◽  
Extensive Reading ◽  
Esl Teachers ◽  
Teaching Situation

The evidence is undeniable that extensive reading (ER) improves reading comprehension, vocabulary, and motivation. Nevertheless, ER is often neglected in ESL classrooms. In order to introduce ER to more ESL teachers’ repertoires, this article will present a developed, principled, and practical ER project suitable for almost any classroom teaching situation. Readers will gain an overview of the literature surrounding ER and be provided with practical ideas, resources, rubrics, activity descriptions, and examples from the author’s personal practice of ways to implement an ER project in their institutions and classrooms.

scholarly journals Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

2021 ◽  
Vol 12 (4) ◽  
pp. 462-475
Author(s):  
Tariq BOUQETYB
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Project Work ◽  
Ministry Of Education ◽  
Common Component ◽  
Learning And Teaching ◽  
Teaching Situation ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

scholarly journals Online Teaching During the “School is Out, but Class is On” Period: Based on 33,240 Online Questionnaire Surveys Across China

2020 ◽  
Vol 6 (1) ◽  
pp. 753-767
Author(s):  
Dongdong Wang ◽  
Huaibo Wang ◽  
Wei Zhang ◽  
Hairong Wang ◽  
Xiaoping Shen
Keyword(s):  
Questionnaire Survey ◽  
Online Teaching ◽  
School Administrators ◽  
Ministry Of Education ◽  
Online Questionnaire ◽  
Teaching Activities ◽  
Healthy Development ◽  
Teaching Situation ◽  
Questionnaire Surveys ◽  
Education Administrators

During the COVID-19 pandemic, the Ministry of Education of China issued a call for “School is Out, but Class is On”. Various regions responded to and issued relevant policies to use Internet educational resources to carry out teaching activities. In this context, we conducted a network questionnaire survey on district and county education administrators, school administrators, teachers, students, and parents nationwide. It aimed to understand the online teaching situation and the attitudes of different subjects towards online teaching during the “School is Out, but Class is On” period. Based on this, we summarized the problems existing in online teaching during the “School is Out, but Class is On” period and put forward countermeasures to better serve online teaching, to ensure the healthy development of online teaching after the pandemic, and to provide a reference for coordinating national forces to carry out online teaching in response to unforeseen public crises in the future.

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