MIRÓ E CABRAL: UMA CONTRIBUIÇÃO INTERTEXTUAL PARA A FORMAÇÃO DOCENTE

This theoretical essay sought to debate the importance of the teacher's cultural repertoire in classroom performance, regardless of the segment in which he/she works. In order to exemplify the importance of this repertoire, the objective was to analyze the productions of two great renowned artists: the poet João Cabral de Melo Neto and the painter Joan Miró, discussing the artistic dialogue between them. Apparently, this research for teachers of Kindergarten and Elementary Education I hardly sees the itinerary to be followed for teacher training since, from the early grades, the child has contact with different artistic productions. Therefore, the teacher's gaze must be focused on a more complex and deeper knowledge of these analyses. The research includes that this itinerary is what offers relevant discoveries that will nourish the teaching repertoire, enabling the creation of situations that lead the child to knowledge of the world and an openness to the sensitive.

Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia

This research aims at enhancing EFL students’ speaking skill through the use of language games. The research was designed in the form of Classroom Action Research. It was conducted in two cycles and six meetings. Each cycle consisted of plan, implementation, observation, and Reflection. The researchers employed an observation checklist, field notes, questionnaire, and test to collect the data. The main criterion of success of this research was that the students’ scores on the speaking test should achieve a score of 70, and it must be achieved by 75% of the total number of students. The second criterion was that the lecturer’s classroom performance should meet the “Success” category. The results of the first speaking test showed that from 24 students in the classroom, 15 students got scores of 70 or higher. It was equal to 62.5 %. In cycle 2, the total number of students who got scores of 70 or higher was 21. It was equal to 87.5 %. The result of this research indicated that the use of language games can develop the students’ speaking skills

Interconnections between Content Knowledge and Pedagogical Content Knowledge of a University Lecturer in Linear Algebra

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge.

Classroom Performance and Ancillary Functions Among Secondary School Teachers in the Third District of Bohol

Classroom performance is measured through classroom observation, both announced and unannounced. Ancillary functions are additional responsibilities other than the mandated teaching load mandated by the department manual. The study looked into classroom performance and ancillary functions among secondary school teachers in the 3rd district of Bohol. It also determined if a correlation exists between the two variables. It utilized the descriptive-normative method with a survey tool to gather data from administrators, coordinators, and faculty among selected secondary public and private schools in the 3rd congressional district, Bohol. Overall, there was a 440-sample size from a 505 population with a 1.68 margin of error at a 95 percent confidence interval. It used frequencies, percentages, weighted mean, and nonparametric statistical treatment utilizing Spearman Rho, Fisher’s Exact Test, Pearson’s Correlation Coefficient, and Paired Sample Test. Freidman Test of Difference. Findings revealed that the overall performance in announced observation was “Outstanding” while unannounced observations were rated “Satisfactory.” Results revealed that teachers were partially involved in ancillary functions. A significant correlation was found between each of the nine indicators of classroom performance and the level of ancillary functions. Hence, when the given indicators of classroom performance are leveled up, the teachers are more likely to be engaged in ancillary functions. Teacher respondents in private schools obtained higher ratings in unannounced classroom observations.

The Relevance of Linguistics Principles and Methods in English as a Second Language Classroom

This paper attempts to argue that linguistics principles and methods are relevant to effective classroom performance by teachers and effective learning by learners. It further argued that the old teaching methods are not entirely useless as they possess some communication characteristics that the linguistic principles still have to fall on. The paper, therefore, advocates for a strike in a balance between the traditional approaches and the current methods.

Quantitative Analysis Method of College English Curriculum Based on Blended Teaching

The development of industry is inseparable from the improvement of technical personnel's English level. Nowadays, College English classroom is inefficient. Various experts and scholars start from changing the teaching content, teaching methods and teachers' position in the classroom to solve the practical problems. No matter what aspect of the reform has promoted the further development of College English teaching, but it has not completely solved the practical problems in College English classroom. This paper proposes a quantitative teaching model of College English classroom performance to stimulate students' enthusiasm. Through the combination of qualitative analysis and quantitative analysis, this paper analyzes the teaching practice results of College English curriculum integration. The research shows that the integration of College English curriculum and multi teaching education can effectively improve students' English literacy. In the current environment, it is an effective way for colleges and universities to carry out media literacy education. The study also reflects the low level of students' English literacy, which needs to be paid attention to.

How Many Total Points Should Your Course Have?

Background Instructors often use a point-based system for grading students (e.g., 100 or 1000 total points). This system can impact student outcomes. Objective The purpose of this research was to examine the implications of different point value courses for student emotions, perceptions of courses, and classroom performance. Method The lab-based study used an experimental design to gather student responses to a hypothetical course with one of three potential total point values (100, 1,000, or 100,000 points). The classroom-based study examined student responses to different point values in 12 actual courses in which students were enrolled (with either 100 or 1000 total points). Results In the lab-based study, courses with greater total point values (i.e., 1000 and 100,000) had greater emotional impact than a course with 100 total points. Participants in these conditions also preferred a course that featured a pass/fail scheme. In the classroom-based study, students in the 100-point condition (vs. 1000-point condition) missed more assignments, and as a consequence, performed more poorly in their course. Conclusion Higher total point values in courses may have a more significant impact on students’ emotions, and as a consequence, they may miss less work, and perform better in the course overall.

APPLICATION OF COMPREHENSIVE FUZZY EVALUATION BASED ON STUDENT PARTICIPATION IN GENERAL EDUCATION COURSE EXAMINATION

In view of the assessment methods of general education courses, an assessment and evaluation model is constructed, which consists of the usual results, material learning, cooperative discussion and classroom performance, and the final results, which are combined with on-site assessment and paper assessment. Introducing students to participate in the process assessment and on-site assessment of general education courses innovatively improves students' enthusiasm to participate in the general education class. In the process of empirical research, the order relation analysis method was firstly used to judge the importance of "homework summary, material learning, cooperative discussion, classroom performance ", etc., and then the weight coefficient was determined. Then the comprehensive evaluation method based on fuzzy mathematics was adopted. Homework summary, material learning, cooperative discussion, classroom performance review and field is not so easy to use, such as the exact scores show with the method of fuzzy evaluation, the process of fully reflect the students' learning process of a curriculum, and intensify students participate in class, let students participate in curriculum evaluation, can more active classroom and improve the effect of course.