OVERCOMING CHALLENGES IN VIRTUAL CLASSROOM TO MAINTAIN EFFECTIVE CLASSROOM MANAGEMENT AND CLASSROOM CULTURE: A CASE STUDY AT ONE VOCATIONAL SCHOOL

Effective classroom management supports the teacher classroom teaching profoundly. During Pandemic COVID 19 most classroom teachings are conducted in virtual classroom that have been greatly affected the way how teacher manage his or her own classroom. This causes some challenges for teachers in managing his or her virtual classroom. This study was conducted in the form of a case study in one vocational school in West Bandung region, West Java, Indonesia in which one English teacher was purposively selected as the participant of the research and one class consisted of 27 students. The objectives of this study are: (1) to find out the challenges of teacher in classroom management in virtual classroom (2) to find out what classroom management the teacher used in her virtual classroom. The researchers employed a qualitative case study which used classroom observation and teacher interview as main instrument. Data from classroom observation and interview transcript were analyzed according to the themes, coding and categorizing to answer the research questions. The results indicate that the teacher experienced many challenges in the virtual classroom, such as the students’ unreadiness to join the virtual class, internet connection problem, restricted time so that the teacher immediately taught the core material, students turned off the camera and sound, students learnt unattentively, less interaction and inappropriate class control. Some suggestions are given to the challenges occurred in their virtual classroom such as, by a) joining the virtual classroom earlier; b) checking the students’ attendance first; c) optimizing the teacher-students interaction during whilst- learning and post learning activity; and d) giving quizzes at the end of the lesson to make the students are more enthusiastic in learning. In this study, it is found that the teacher employed a combination of democratic and leisurely classroom management style. This finding leads to the point where a new style for virtual classroom management called Maye’s Conceptualization Model is proposed.

Views of Kindergarten and First-Grade Teachers on School Readiness

This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “Semi-Structured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were analyzed by using the content analysis technique. In addition to this, the opinions of kindergarten and first-grade teachers on school readiness were included with direct quotations. As a result of this study, it was determined that kindergarten and first-grade teachers had similar and different opinions on school readiness. Recommendations were provided in line with the findings obtained.

Scientific Method in Physical Education Learning: A Cross-Sectional Study

The physical education learning process through the scientific method emphasizes finding information about the basic techniques/skills taught and game rules to find solutions to every problem encountered. This study aims to determine the results of the implementation of the scientific method in learning physical education. The study design was a cross-sectional study. There were 386 students and three physical education teachers participants. The data collection procedure in this study used an assessment questionnaire for students and an interview protocol for physical education teachers. Two research instruments were used: student questionnaire sheets and teacher interview protocols. Student questionnaire data were analyzed using quantitative descriptive and physical education teacher interview data were analyzed using qualitative descriptive. The results of the assessment of the response of class students indicate that the implementation of the scientific method in physical education learning has been going very well. This is evidenced by the percentage value of the assessment of more than 75%, both in the initial, core, and final activity variables. This research has an impact on increasing the knowledge and competence of teachers related to scientific methods and improving the quality of physical education learning.

Teachers' views on the level of cultural heritage knowledge that can be improved through innovative technologies

The purpose of this research is to determine primary school students' perceptions of cultural heritage and to evaluate student and teacher views on the level of cultural heritage knowledge that can be improved through innovative technologies. The research was carried out with 20 primary school students and 10 primary school teachers who were educated in the city of Almaty, Kazakhstan in the 2020-2021 academic year. The research was designed in the case study pattern, which is one of the qualitative research methods. The data collection tools of the research were developed by the researcher. Semi-structured student interview form and semi-structured teacher interview form were used to collect data in the research. The analysis of the data was carried out using the content analysis method. The results of the research reveal that the students have a good grasp of some concepts related to the definition of cultural heritage and they partially know the tangible cultural heritage and intangible cultural heritage items. While the teachers did not find the cultural heritage education sufficient, they stated that an education through innovative technologies would increase the level of student knowledge and made suggestions regarding this. Research findings reveal the necessity of using innovative technologies in cultural heritage education and accordingly the need for new regulations in education programs. Keywords; Cultural heritage, Innovative technologies, Cultural heritage education, Student knowledge level.

An Analysis of the Assessment of English Grammar Courses in Five Tertiary Institutions in Viet Nam

English language assessment should be aligned with teaching objectives; therefore, if the teaching goal is that English learners are able to use their target language in their real life, the learners’ language performance should be assessed. By analysing the course syllabi, grammmar tests and teacher interview, this study aims to investigate the assessment of grammar courses of four tertiary institutions in Vietnam in connection to Purpura’ s (2014 & 2005) grammatical assessment theories regarding assessed grammatical ability aspects, test tasks and grammar assessment approaches. The results should that (1) only learners’ grammatical forms and semantic meanings are assessed; (2) Selected-response task types and The Discrete-Point Approach are mainly used to assess learners.

Grade 3 ESL teachers’ (mis)conceptions about vocabulary acquisition, learning and instruction: A case study

development-related (mis)conceptions of ten purposively selected Grade 3 English Second Language teachers in the Eastern Cape province of South Africa, with a view to indexing their vocabulary pedagogical practices. The efficacy of teacher cognition on teaching practices is the theory upon which the present study, which considers vocabulary development as a proxy for literacy attainment, is based. The theory is buttressed by literature on the research-based best practices in literature development against which teachers’ conceptionsare measured. Semi-structured teacher interview findings showed that vocabulary instruction proceeded largely on the basis of intuitive pedagogical decisions which evince dissonance with researchbased best practices. There was a manifest disregard for both incidental andcontextualised vocabulary development, and an apparent underestimation of learners’ potential for independent vocabulary acquisition. Professed instructional strategies only drew learners’ attention to the orthographic and phonological forms of the words at the expense of other crucial dimensions of word knowledge. The paper recommends a consideration of teachers’ vocabulary development-related perceptions as a point of departure for teacher education and teacher professional development, among others.

¡Los policías! Latinx children’s agency in highly regulated early childhood contexts

This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involving a struggle between family members and los policías (“the police”). Using traditional qualitative methods, the authors first identify and name all the different ways in which the children enacted their agency and demonstrated capabilities in their play, particularly the cultural capabilities that challenge deficit discourses about Latinx immigrant communities. They contextualize the children’s play using teacher interview data in which the teachers explained their thinking behind the pedagogical decisions that made this type of learning and play possible. Finally, the authors explore how the teachers’ identities and histories positioned them to engage with their students in culturally sustaining ways. It is argued that with the growing global awakening to white supremacy structures and violence, there is urgency in creating time and space to support young children’s agency and their right to practice the skills they need to contribute to their communities’ well-being and survival now and in the future.

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

IMPACT OF SCHOOL MANAGEMENT COMMITTEES (SMCs) FOR HOLISTIC DEVELOPMENT OF THE SCHOOLS

पIn Odisha, all Government elementary schools have SMC for planning, monitoring and providing support on different activities .As per the provisions under section 21 of RCFCE ACT 2009, a school management committee shall be constituted in every school. But if we see development of school, enrolment and retention of the children, the functioning of SMC member is a big question. The present study titled, “Impact of School Management Committees (SMCs) for Holistic Development of the School” was conducted to: study the functioning, financial involvement and monitoring of SMC for contributing in academic of the schools. The appropriate sample of the study the researchers adopted Incidental sampling method. Therefore the researcher had taken five blocks of Jajpur district namely Korai block, Jajpur block, Danagadi Block ,Rasulpur block and Binjharpur block and from those blocks the researchers had taken 20 schools, 40 teachers , 354 students, 156 SMC members and 16 CRCCs . Five different tools and techniques were used for data collection such as interview for Teacher, interview for SMC members, interview for CRCCs, focus group discussion for SMC members, focus group discussion for Students. The data were analysed quantitatively as well as qualitatively. Statistical techniques like frequency and percentage analysis was done and description under qualitative techniques. The researcher finds out that SMC members are not performing their activities properly for developing academic .Their participation in financial area is not satisfactory. So important component of capacity building of SMC members hence such trainings are very important for increasing the awareness of the members on procedures followed for formations, nominations and functions of SMC.

Development of Learning Modules Based on a Realistic Mathematical Approach with Autograph Software to Improve Creative Mathematical Thinking Ability Students of SMP Negeri 1 Blangkejeren

This study aims to analyze the practicality of the learning modules developed based on the Realistic Mathematical Approach with autograph software, to analyze the effectiveness of the learning modules developed based on the Realistic Mathematical Approach assisted by autograph software, and to describe the improvement of students' mathematical creative thinking abilities through learning modules developed based on the Mathematical Approach. Realistic assisted autograph software. The data were obtained through the learning module validity sheet consisting of the lesson plan validation sheet and the mathematical creative ab ility test validation sheet, student response questionnaires and teacher interview guidelines for the learning module and the learning module effectiveness instrument seen from the students' mathematical creative test results. Module development in this study uses the Thiagarajan, Semmel and Semmel development models, namely the 4-D model (define, design, develop, disseminate). The results of the research were students and teachers stated that the developed device was easy to use, the students' critical thinking ability obtained classical completeness with a percentage of 87.5%, the level of student activity met the ideal time tolerance criteria set, student responses to the components of learning devices and learning activities is positive. The increase in creative thinking skills in the first try was 77.9, an increase in the second try to 81.64.