Rethinking Aural Skills Instruction through Cognitive Research

This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do-based minor solfège pedagogy. My discussion supports this position, with evidence from key-profile experiments and corpus analyses. Timothy Chenette proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain.

Research on Teaching Mode of Ecological Civilization Education BasedonIdeologicalandPoliticalCoursesinCollegesandUniversities

with the development of the society constantly,efficient education education also need to constantly innovative teaching mode,the ecological civilization into the ideological education,political education education is the future development trend of ecological civilization education into education courses in colleges and universities teaching is the objective demand of the policy implement the party’s theory,line,,is to help students to establish correct life values and socialist values of the important means of education,the purpose of this paper is to discuss the importance of ecological civilization education to education courses,to explore the ecological civilization education into the education classroom strategies and methods,make a certain contribution to education education in colleges and universities.

Classroom Strategies through Translanguaging for Multilingualism Students

This research aims to discover translanguaging strategy in the process of teaching English material to multilingualism students. Due to the Indonesian country is a multicultural, the children got their mother tongue is a local language, not Bahasa Indonesia as the national ones. The Indonesian students acquire two languages n their daily life; local language and Bahasa Indonesia. Therefore, the role of English teacher is to explain English materials using English as the target language, local language and Bahasa Indonesia to increase students’ comprehension. This research used qualitative research with grounded theory design. In collecting the data, the researcher used interview technique to discover further information. In this research, the use of L1 was mostly used in the classroom rather than L2. The students could understand the material because the teachers’ effort to translate the language from Bahasa Indonesia to English and vice versa. This phenomenon was challenging because of the lack of students’ confidence to practice English. However, translanguaging decreased students’ anxiety in the class because they could understand English well by using two languages; Bahasa Indonesia and English. the findings are easy to be implemented by the following teachers in teaching multilingualism students for non-English speaking country, because translanguaging facilitates students and teachers to learn English using affordable way.

Nonviolent Discipline Practices Within Classrooms

This chapter focuses on nonviolent discipline practices within classroom settings. The authors draw upon a trauma-informed perspective as a means to encourage professionals working with children to engage in best practices as they decide how to best discipline children under their care. They also address a few examples of nonviolence in U.S. history because peace has worked multiple times as a means to solve social problems. In addition, they provide a brief history of discipline in U.S. schools and how that has evolved over time. Furthermore, they explain possible causes of trauma in children, how to discipline children with histories of trauma, how to implement trauma-informed care in K-12 settings, as well as provide examples of trauma-informed classroom strategies. Using a case study, they provide an example of how to guide teachers to use nonviolent discipline in their work with children with histories of trauma.

Building a Safe Learning Environment by Remembering to Smile

This chapter provides the theoretical underpinnings that support the importance of a smile, social and emotional learning and its components, the benefits of integrating social and emotional learning skills within instruction, and specific classroom strategies. Early career teachers will have a solid understanding of each of the five components of social and emotional learning and how they can be effectively implemented into the classroom to develop the social and emotional needs of students required for learning to take place.