In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.
This document discusses a study on how agriculture teachers in Botswana use questioning techniques in their classrooms. The study observed 4 agriculture teachers over 80 minutes each to analyze their use of prompting, probing, redirection, and wait time. Interviews were also conducted to understand why teachers question students in certain ways. The results showed that teachers did not rephrase questions adequately, did not use follow up probes well, and applied a less strict form of redirection. However, teachers redirected questions effectively and allowed sufficient wait time. The study aims to provide insights to improve teacher training and support effective questioning practices in classrooms.
- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
This chapter discusses literature related to teaching styles and student motivation. It defines several teaching styles including expert, formal authority, demonstrator/model, facilitator, and delegator that can be categorized as either teacher-centered or student-centered. The chapter also examines intrinsic and extrinsic motivation and how a teacher's style can positively or negatively influence student learning motivation and classroom environment. A conceptual framework is presented showing the relationship between teaching style and learning motivation.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
This document outlines the background and rationale for a study on using an inquiry approach in teaching six-year-old children. It discusses how inquiry learning allows children to participate in constructing knowledge through questioning, exploration, and investigation. While studies have shown benefits of inquiry learning, its application in Malaysian preschools is still new due to challenges in implementation. The study aims to address how teachers can create an effective inquiry learning environment for young children and improve understanding of science concepts. It seeks to determine whether inquiry approach improves children's cognitive levels compared to traditional teaching methods.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
This document discusses a study on how agriculture teachers in Botswana use questioning techniques in their classrooms. The study observed 4 agriculture teachers over 80 minutes each to analyze their use of prompting, probing, redirection, and wait time. Interviews were also conducted to understand why teachers question students in certain ways. The results showed that teachers did not rephrase questions adequately, did not use follow up probes well, and applied a less strict form of redirection. However, teachers redirected questions effectively and allowed sufficient wait time. The study aims to provide insights to improve teacher training and support effective questioning practices in classrooms.
- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
This chapter discusses literature related to teaching styles and student motivation. It defines several teaching styles including expert, formal authority, demonstrator/model, facilitator, and delegator that can be categorized as either teacher-centered or student-centered. The chapter also examines intrinsic and extrinsic motivation and how a teacher's style can positively or negatively influence student learning motivation and classroom environment. A conceptual framework is presented showing the relationship between teaching style and learning motivation.
Teacher-student Relationships: The Meaning of Teachers' Experience Working wi...Mastura Kamal
This document summarizes a study that used phenomenological interviews to understand the meanings that teachers constructed when describing their relationships with underachieving students in South Africa, Russia, and the United States. The study found that positive teacher-student relationships were important for student achievement and that qualitative research was needed to better understand these relationships from the teacher's perspective. Interviews with 25 educators from the three countries revealed that building relationships with students was a fundamental part of the teaching experience. The interviews were analyzed to identify common themes and a "ground theme" representing the overall meaning of working with underachieving students from the teacher's point of view.
This document outlines the background and rationale for a study on using an inquiry approach in teaching six-year-old children. It discusses how inquiry learning allows children to participate in constructing knowledge through questioning, exploration, and investigation. While studies have shown benefits of inquiry learning, its application in Malaysian preschools is still new due to challenges in implementation. The study aims to address how teachers can create an effective inquiry learning environment for young children and improve understanding of science concepts. It seeks to determine whether inquiry approach improves children's cognitive levels compared to traditional teaching methods.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
1) The document describes teaching methods and learning experiences from three teachers. It discusses factors related to cognitive ability, metacognitive ability, and motivational processes.
2) The teachers used various teaching strategies like inductive/deductive reasoning, problem solving, and board exercises. Instructional materials included the chalkboard, workbooks, and textbooks. Assessment tools involved assignments, quizzes and student participation.
3) Across the three teachers, common methods to motivate students involved praise, encouragement, and additional points for strong participation and performance on assignments. This was intended to enhance student cognitive and metacognitive abilities through active involvement in the learning process.
‘‘The Impact Of Intrinsic Motivations On Students Performance At Primary Lev...Pakistan
This document outlines an action research project on the impact of intrinsic motivations on primary level students' performance. It discusses the introduction, problem statement, research objectives/questions, literature review, methodology, research design, actions taken including classroom observations, findings and conclusion. The researcher observed students during different classroom activities aimed at increasing intrinsic motivation and found that giving students choices and using engaging videos were most effective at motivating 80% of students. The conclusion is that teachers should incorporate varied motivational activities to build motivation.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The Effects Of Jigsaw Learning On Students Attitude In Social Studies Classro...Pakistan
The document summarizes an action research study on the effects of using jigsaw learning on student attitudes in social studies classrooms. The researcher implemented jigsaw activities over three cycles, collecting data through teacher interviews and student questionnaires. Findings showed that jigsaw learning improved student interest and engagement in social studies by encouraging cooperation and interaction. The social studies teacher reported that students learned content more easily and were highly motivated using jigsaw. Overall, the study concluded that jigsaw is an effective teaching technique for social studies by creating an interactive learning environment.
Enhance Good Behaviour And Personality of Students Grade5 BY Ashra Pakistan
This document presents an action research project aimed at enhancing the good behavior and personality of 5th grade students. The presenter, supervisor, and coordinator are identified. The research objectives are to evaluate good behavior in students and develop effective communication and personality. Research questions address how good behavior affects the classroom and strategies to enhance behavior. Literature on behaviorism theory and classroom diversity is reviewed. The methodology includes interviews and classroom activities and observations. Findings show students were disruptive and needed help developing values. Recommendations include using techniques like brainstorming and group work to develop positive behavior and personality.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines an action research project on managing bullies and taking action against bullying in educational institutes. The study aims to identify the causes of bullying in schools and strategies to address it. Data was collected through observation of students at a Urdu school attached to GECE Hyderabad. The research found that bullying negatively impacts students' learning and confidence. Recommendations include using cooperative learning, group work, and videos to curb bullying behaviors and help both bullies and victims. The goal is to solve this significant problem and make schools a safer environment for all students.
Reflecting on esl teacher beliefs and classroom practices a case studyNur Raieda Ainul Maslih
The document summarizes findings from a case study that investigated the stated beliefs and observed classroom practices of one experienced and one novice English language teacher regarding language teaching. The study utilized interviews and classroom observations of the two teachers over a one-week period. The summary of the teachers' stated beliefs showed that while they agreed on some approaches like inductive/deductive instruction and test-teach-test, the experienced teacher placed more emphasis on accuracy while the novice teacher prioritized maintaining student rapport. Their observed classroom practices converged and diverged with these stated beliefs in some ways.
Developing Student Confidence In Speaking English At Primary Level Bysyeda Ka...Pakistan
This document presents an action research study conducted to develop student confidence in speaking English at the primary level. The study aimed to identify reasons for student shyness and strategies to develop self-confidence in shy students. The sample consisted of 3 students and their class teacher from a government school. Qualitative research methods were used, including classroom observations pre-and post-intervention using checklists. The findings showed that after interventions, students' shyness reduced and they spoke more confidently in class. It is important for teachers to understand students' different levels and problems to make teaching effective and help develop students' self-confidence.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines a research project on managing bullies and taking action against bullying in educational institutes. The research objectives are to find the reasons for bullying in schools and strategies to stop it. Literature on the effects of bullying on learning and effective prevention programs is reviewed. The research methodology involves reconnaissance, teacher interviews, classroom activities, and observations. Actions taken include a reconnaissance report, thematic analysis of interview questions, applying activities to reduce bullying, and discussing findings and recommendations with teachers. Recommendations are for teachers to use group work and peer support to manage bullying in classrooms and schools.
The Effects Of Inquiry-Based Method On The Learning Of Students In Science Cl...Pakistan
This document presents a study on the effects of inquiry-based learning methods in a science classroom at the elementary level. It begins with background on the history of science education and inquiry-based learning. The problem is that traditional teaching methods inhibit student inquiry. The objectives are to investigate inquiry-based learning methods and their impact on student learning. The significance is that inquiry-based learning enhances the learning experience and develops important skills. The study aims to evaluate strategies used by a teacher to improve student learning in science using inquiry-based methods. It reviews literature on inquiry models and the theoretical framework of constructivism.
Innovative and creative teaching approaches that I developed based on my experiences as a student, tutor and lecturer, first at the elementary school level and later at undergraduate and graduate levels of higher education.
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
Jordanian teachers' attitudes toward foreign language teaching and their rela...Alexander Decker
This document summarizes a study that explored Jordanian English as a foreign language (EFL) teachers' attitudes toward teaching English and the relationship between those attitudes and their classroom practices. The study involved surveying and observing 20 female EFL teachers. The results showed that the teachers had moderate attitudes toward teaching English as a foreign language. Their actual teaching competencies based on observations were also moderate. A negative correlation was found between the teachers' attitudes and their classroom teaching practices, though it was low. The document provides background on theories of teacher attitude and its relationship to teaching practices and student outcomes.
Relationship Between Music And Math’s In The Interest Of Students Learning By...Pakistan
This document outlines an action research project on integrating music into mathematics lessons to increase student interest and learning. The research was conducted with 10 students in a Sindhi school in Hyderabad. Interviews with teachers and observations of traditional and music-integrated lessons were the primary data collection methods. Results showed that teaching with music (60%) and student performance (20%) improved compared to traditional methods. While student learning increased (20%), lack of resources limited use of musical instruments. The conclusion is that music helped make mathematics easier to learn and increased student interest. Future research should further explore integrating music and gather student perspectives.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
1) The document describes teaching methods and learning experiences from three teachers. It discusses factors related to cognitive ability, metacognitive ability, and motivational processes.
2) The teachers used various teaching strategies like inductive/deductive reasoning, problem solving, and board exercises. Instructional materials included the chalkboard, workbooks, and textbooks. Assessment tools involved assignments, quizzes and student participation.
3) Across the three teachers, common methods to motivate students involved praise, encouragement, and additional points for strong participation and performance on assignments. This was intended to enhance student cognitive and metacognitive abilities through active involvement in the learning process.
‘‘The Impact Of Intrinsic Motivations On Students Performance At Primary Lev...Pakistan
This document outlines an action research project on the impact of intrinsic motivations on primary level students' performance. It discusses the introduction, problem statement, research objectives/questions, literature review, methodology, research design, actions taken including classroom observations, findings and conclusion. The researcher observed students during different classroom activities aimed at increasing intrinsic motivation and found that giving students choices and using engaging videos were most effective at motivating 80% of students. The conclusion is that teachers should incorporate varied motivational activities to build motivation.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The Effects Of Jigsaw Learning On Students Attitude In Social Studies Classro...Pakistan
The document summarizes an action research study on the effects of using jigsaw learning on student attitudes in social studies classrooms. The researcher implemented jigsaw activities over three cycles, collecting data through teacher interviews and student questionnaires. Findings showed that jigsaw learning improved student interest and engagement in social studies by encouraging cooperation and interaction. The social studies teacher reported that students learned content more easily and were highly motivated using jigsaw. Overall, the study concluded that jigsaw is an effective teaching technique for social studies by creating an interactive learning environment.
Enhance Good Behaviour And Personality of Students Grade5 BY Ashra Pakistan
This document presents an action research project aimed at enhancing the good behavior and personality of 5th grade students. The presenter, supervisor, and coordinator are identified. The research objectives are to evaluate good behavior in students and develop effective communication and personality. Research questions address how good behavior affects the classroom and strategies to enhance behavior. Literature on behaviorism theory and classroom diversity is reviewed. The methodology includes interviews and classroom activities and observations. Findings show students were disruptive and needed help developing values. Recommendations include using techniques like brainstorming and group work to develop positive behavior and personality.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines an action research project on managing bullies and taking action against bullying in educational institutes. The study aims to identify the causes of bullying in schools and strategies to address it. Data was collected through observation of students at a Urdu school attached to GECE Hyderabad. The research found that bullying negatively impacts students' learning and confidence. Recommendations include using cooperative learning, group work, and videos to curb bullying behaviors and help both bullies and victims. The goal is to solve this significant problem and make schools a safer environment for all students.
Reflecting on esl teacher beliefs and classroom practices a case studyNur Raieda Ainul Maslih
The document summarizes findings from a case study that investigated the stated beliefs and observed classroom practices of one experienced and one novice English language teacher regarding language teaching. The study utilized interviews and classroom observations of the two teachers over a one-week period. The summary of the teachers' stated beliefs showed that while they agreed on some approaches like inductive/deductive instruction and test-teach-test, the experienced teacher placed more emphasis on accuracy while the novice teacher prioritized maintaining student rapport. Their observed classroom practices converged and diverged with these stated beliefs in some ways.
Developing Student Confidence In Speaking English At Primary Level Bysyeda Ka...Pakistan
This document presents an action research study conducted to develop student confidence in speaking English at the primary level. The study aimed to identify reasons for student shyness and strategies to develop self-confidence in shy students. The sample consisted of 3 students and their class teacher from a government school. Qualitative research methods were used, including classroom observations pre-and post-intervention using checklists. The findings showed that after interventions, students' shyness reduced and they spoke more confidently in class. It is important for teachers to understand students' different levels and problems to make teaching effective and help develop students' self-confidence.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
Manage Bullies And Take Action Against Bullying At Educational Institutes by ...Pakistan
This document outlines a research project on managing bullies and taking action against bullying in educational institutes. The research objectives are to find the reasons for bullying in schools and strategies to stop it. Literature on the effects of bullying on learning and effective prevention programs is reviewed. The research methodology involves reconnaissance, teacher interviews, classroom activities, and observations. Actions taken include a reconnaissance report, thematic analysis of interview questions, applying activities to reduce bullying, and discussing findings and recommendations with teachers. Recommendations are for teachers to use group work and peer support to manage bullying in classrooms and schools.
The Effects Of Inquiry-Based Method On The Learning Of Students In Science Cl...Pakistan
This document presents a study on the effects of inquiry-based learning methods in a science classroom at the elementary level. It begins with background on the history of science education and inquiry-based learning. The problem is that traditional teaching methods inhibit student inquiry. The objectives are to investigate inquiry-based learning methods and their impact on student learning. The significance is that inquiry-based learning enhances the learning experience and develops important skills. The study aims to evaluate strategies used by a teacher to improve student learning in science using inquiry-based methods. It reviews literature on inquiry models and the theoretical framework of constructivism.
Innovative and creative teaching approaches that I developed based on my experiences as a student, tutor and lecturer, first at the elementary school level and later at undergraduate and graduate levels of higher education.
The document describes observations from a field study visit where the student observed two teachers' lessons. For the English lesson, the teacher used various active learning strategies like having students read a selection and dramatize situations to apply what they learned. For the math lesson, the teacher used deductive instruction as well as having students formulate their own examples, and connected lessons to real-life situations. In reflection, the student notes there is no single best teaching method and that teachers should use diverse strategies to cater to different student needs, learning styles, and intelligences.
Jordanian teachers' attitudes toward foreign language teaching and their rela...Alexander Decker
This document summarizes a study that explored Jordanian English as a foreign language (EFL) teachers' attitudes toward teaching English and the relationship between those attitudes and their classroom practices. The study involved surveying and observing 20 female EFL teachers. The results showed that the teachers had moderate attitudes toward teaching English as a foreign language. Their actual teaching competencies based on observations were also moderate. A negative correlation was found between the teachers' attitudes and their classroom teaching practices, though it was low. The document provides background on theories of teacher attitude and its relationship to teaching practices and student outcomes.
Relationship Between Music And Math’s In The Interest Of Students Learning By...Pakistan
This document outlines an action research project on integrating music into mathematics lessons to increase student interest and learning. The research was conducted with 10 students in a Sindhi school in Hyderabad. Interviews with teachers and observations of traditional and music-integrated lessons were the primary data collection methods. Results showed that teaching with music (60%) and student performance (20%) improved compared to traditional methods. While student learning increased (20%), lack of resources limited use of musical instruments. The conclusion is that music helped make mathematics easier to learn and increased student interest. Future research should further explore integrating music and gather student perspectives.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
The document discusses teaching effectiveness and stimulus variation skills. It provides background on how variation skills help engage students and avoid boredom. It then reviews several studies that examined the importance of stimulus variation techniques for sustaining student attention and improving achievement. Specifically, it analyzed survey results from 70 students rating their lecturers' use of 9 variation skills, including movement, gestures, voice, and eye contact. The results showed that lecturers were dominant in using voice skills, while physical contact skills were used the least. Overall, the findings highlighted the need for lecturers to employ diverse stimulus variation skills to effectively engage students.
A worldwide discussion about the practice of assessment for learning (AfL) in online classes during the pandemic COVID-19 is scarce. The current research can have a significant impact on teaching and learning practices, and contribute to the development of evidence-based policies and practices that support student success. Thus, the current study aimed at exploring English teachers’ AfL practice in online classes. This study belonged to a basic qualitative approach and recruited four English foreign language or EFL teachers from the secondary school level. Observation and semi-structured interviews using an interview guide were conducted to gain the data. To ensure the trustworthiness of the data, other documents were collected. Subsequently, utilizing the spiral strategy, the gained data were analyzed. The results revealed that the implementation of AfL deviated from the course. Insufficient knowledge, curriculum, internet accessibility, and technological acceptance are pivotal causes of such deviation. Thus, teachers might not diagnose students’ current learning level and decide on a further teaching action. Further studies on other educational levels are demanded to explore the practice of AfL.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Use of-motivational-expressions-as-positive-reinforcement-in-learning-english...Stoic Mills
The document discusses a study on the use of motivational expressions to positively reinforce learning English at the primary level in rural Pakistan. The study observed 50 students in a nursery class over 37 days. Before the study, the students showed little motivation and discipline in English class. The researcher used motivational praise like "well done" and clapping when students answered correctly. This positive reinforcement improved student behavior, interest in English, and learning outcomes, as demonstrated by better pre- and post-test results. A questionnaire also found that teachers who use more motivational techniques generally help increase student motivation for learning English. The study thus supports that positive reinforcement through praise can boost primary student motivation and learning, especially in rural areas where English proficiency
An Investigation Of Teachers Questioning In The English Reading Classrooms ...Jeff Brooks
This document summarizes a study that examined teachers' questioning strategies in English reading classrooms. The study analyzed audio recordings and observations of three reading classes taught by one teacher in Vietnam. It categorized the teacher's questions into two main types: audience-oriented questions and content-oriented questions. The findings showed that audience-oriented questions were used three times more frequently than content-oriented questions. The questioning served three main functions: eliciting responses, focusing information, and checking comprehension. The study also found a relationship between the questioning functions and forms used by the teacher to engage students and guide them to higher-level thinking during reading activities.
Group 3 presentation on Effective TeachingWenHabibahalif
This document discusses effective teaching. It begins by defining effective teaching and listing some of its key features. It then discusses early research on effective teaching which focused on teacher attributes. More recent research examines classroom processes and interactions between teachers and students. Key elements of effective teaching practice include having high expectations, acknowledging individual differences, using a range of pedagogies, encouraging student responsibility, having content mastery, providing a safe environment, monitoring progress and feedback, and building positive relationships. The document also discusses effective classroom management strategies and the role of technology in education.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
Teaching speaking skill through group work activityshafinahilni83
This study examined the use of group work activities to teach speaking skills to 33 Form 2 students in SMK Damai Jaya, Malaysia. Data was collected through student questionnaires, teacher interviews, and classroom observations of group activities. The findings showed that students had positive attitudes towards group work and participated more actively in their groups. There was also an improvement in students' individual speaking performance on assessments. Therefore, carefully planned group work activities can be an effective technique for teaching speaking skills.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
This document summarizes a study that examined teachers' personality types as determinants of classroom management in Lagos State, Nigeria. 180 teachers from 15 schools completed questionnaires on their personality and classroom management strategies. Results showed that teachers in Lagos State predominantly have an open personality type and are generally effective in classroom management. Statistical analysis revealed significant relationships between teachers' personality and their classroom management approaches, both overall and when analyzed by gender. The study provides insight into how teachers' innate personality traits impact their ability to manage student behavior and learning environments.
Theory of Teacher Education Behavioral Perspectivemarina ilyas
The document discusses teacher education from a behavioral perspective, specifically operant conditioning. It covers several topics:
1. The objectives of pre-service teacher training programs, which include imparting subject matter knowledge, developing pedagogical skills, understanding child psychology, and developing proper teaching attitudes.
2. The role of teacher educators is to transmit knowledge to prospective teachers and train them in research-backed pedagogical behaviors. Prospective teachers receive extensive practice and repetition to reinforce learning.
3. Behaviorist principles like Thorndike's law of exercise are applied, with a focus on rote learning, drills, repetition to prevent extinction of behaviors, and assessing mental states for optimal learning. The goal
Building the culture of cooperation among uae university female studentsAlexander Decker
This document summarizes a study on implementing cooperative learning strategies with female students at UAE University. The researcher observed and interviewed students to understand the positive and negative impacts of cooperative learning. Key findings included: students developed strong friendships and were willing to help each other; but some faced challenges like uneven work distribution, dependency on others, and lack of communication. While cooperative learning helped share ideas and save time, it also led to delays for some groups. Overall, the study found cooperative learning had mostly positive effects on student attitudes and learning when implemented systematically.
This document summarizes an action research study that investigated the impact of cooperative learning on a Grade 7 mathematics class in the Philippines. The study found that using cooperative learning groups over several weeks improved students' math achievement, participation, and attitudes toward math compared to previous individual learning approaches. Specifically, test scores increased and students were more engaged and confident working together in heterogeneous groups. While some students preferred independent work, most benefited from collaborating to solve problems and supporting each other's learning. The researcher concluded that cooperative learning was an effective strategy when implemented properly with structured groups and teacher support.
The document outlines an agenda and lesson plan for a teacher training workshop on active learning. The workshop introduces the theory and importance of active learning, provides examples of techniques, and allows time for discussion and activities. Key topics covered include the benefits of engaging students in the learning process through techniques like questioning, group work, and relating material to real-world examples. The goal is for teachers to learn how to develop and apply active learning in their own classrooms.
Examining the effectiveness of some creative teaching techniques used at the ...Alexander Decker
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
Team-assisted individualization (TAI) learning accommodates the primary school students’ learning activities through the cooperative and individual learning models. The study aims at investigating students’ TAI cooperative and conventional learning models among third-graders’ thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematics subjects to measure the third-graders’ TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders’ learning improvement naturally and objectively. This study concludes that TAI’s cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.
Similar to Teachers’ classroom instruction reinforcement strategies in english language class (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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Teachers’ classroom instruction reinforcement strategies in english language class
1. Journal of Education and Learning (EduLearn)
Vol. 14, No. 4, November 2020, pp. 599~608
ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i4.16414 599
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
Teachers’ classroom instruction reinforcement strategies in
english language class
Sri Wuli Fitriati, Devi Fatmala, Agung Ginanjar Anjaniputra
English Department, Universitas Negeri Semarang, Indonesia
Article Info ABSTRACT
Article history:
Received Apr 16, 2020
Revised Sep 15, 2020
Accepted Oct 26, 2020
In the context of this study, reinforcement is an act of teachers to strengthen
students’ positive behaviour in learning English in the classroom. This
qualitative case study was a classroom discourse which employed necessary
quantification. The aim was to investigate the use of classroom instruction
reinforcement strategies by two English language teachers and their
perceptions at a state secondary school in Semarang in the academic year of
2019. The two English teachers were observed in five different lessons. The
teachers were interviewed to explore their perceptions of using reinforcement
in the classroom. The instruments of this study were observation sheet,
interview guideline, and audio-video recordings. The findings showed that
the teachers reinforced the students in three types of classroom instruction
reinforcement. The three types of reinforcement strategies were: praise or
other verbal reinforcement, tangible rewards, and token rewards. The
reinforcement strategy mostly used was praise, followed by tangible rewards
and token rewards. Based on the interviews, the teachers perceived that
giving positive reinforcement to the students was important. The findings
suggest the teachers implement the reinforcement strategies fairly to increase
teacher-students interaction.
Keywords:
Classroom instruction
Reinforcement strategies
Teachers’ perceptions
This is an open access article under the CC BY-SA license.
Corresponding Author:
Sri Wuli Fitriati
English Department
Universitas Negeri Semarang
Sekaran, Gunungpati, Semarang, Central Java, Indonesia
Email: SriWuli.Fitriati@mail.unnes.ac.id
1. INTRODUCTION
Teachers are responsible for the effectiveness of classroom management. Teachers need to have
effective classroom management strategies (henceforth, CMS). To have an effective classroom management,
teachers are required to have a good relationship with students. Wubbels, et al. [1] stated that effective
classroom management is generally based on the principle of establishing a positive classroom environment
encompassing effective teacher-student relationships. There should be a good interaction between teachers
and the students so as to create a good teacher-student relationship. An interaction is the collaborative
exchange of thoughts, feelings, or ideas between two or more persons, resulting in a reciprocal effect on each
other [2]. Without interaction, the teaching learning process will not occur as good as expected. Because
interaction is the main key in the teaching learning process.
Not only can teachers manage the class, but teachers should also be interactive in the classroom.
One of the interactive principles is giving the students motivation. Highly motivated students will enjoy the
lesson and get better understanding. Harmer [3] claimed that motivation is some kind of internal drive which
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pushes someone to do things in order to achieve something. So, teachers should concern the students’
motivation, because a teacher is the clear major factor in the continuance of students’ motivation.
Basically, motivation can come from inside and outside an individual, namely intrinsic and extrinsic
motivation. An intrinsic motivation, as stated by Harmer [3], comes from within the individual. Thus, a
person might be motivated by the enjoyment of learning process itself or by a desire to make himself feel
better. In contrast, Harmer [3] pointed out that the extrinsic motivation is caused by any number of outside
factors, for example the need to pass an exam, the hope of financial rewards, or the possibility of future
travel. It means that the person is motivated because there are some things to be pursued or because the
person is provoked by some things.
In this regard, reinforcement is an example of the external motivation that can help students to learn
English. Reinforcement is any consequence that strengthens behavior [4]. In the operant conditioning theory
guide and analysis, reinforcement is a term constituting a process of increasing the probability of behavior, in
the form of response delivered shortly after performing the behavior. Reinforcement can be praise, symbolic
rewards, token rewards, tangible rewards, or activity rewards. It is called as an instructional reinforcement.
Instructional reinforcement can be defined as a strategy used for desirable academic performance or efforts at
the classroom level [5].
A number of researchers have investigated the use of reinforcement in the classroom [4-8]. They
found a similar result that in the teaching learning process, the type of reinforcement mostly used was the
verbal reinforcement. They reported that using reinforcement could improve the students’ motivation in
learning English. In a study conducted by Kinyangjui, Aloka, Mutisya, Ndeke, and Nyang’ara [4], the types
of instructional reinforcement strategies used by the English teachers during teaching learning process in
Kikuyu District, Kenya and the factors that influence the implementation of reinforcement strategies are
investigated. The study reported that praise was the most popular reinforcement strategy used in the
classroom followed by tangible items, activity and tokens in that order.
Reinforcing students in the classroom is important, because it can improve students’ achievement.
Some studies investigated the impact of using reinforcement strategies on the students’ achievement in the
classroom [8-14]. A study from Rumfola [12] focused on how positive reinforcement positively helps the
students to achieve the goals of the lesson. Students who are acknowledged for their effort are more willing
to put in efforts for future assignments [12]. It means that if students are given praise from the teacher for
their effort to do something, they will strive in the next assignments, so that they are keen to get a better
score. When teachers consistently provide students with reinforcement, students’ achievement in the
classroom will be better time by time.
Notwithstanding the importance of reinforcement, a teacher might have his own perception of
giving reinforcement to the students. Some researchers have gone into the teachers’ perception of the
reinforcement use in the classroom (e.g. [15-17]). A study from Corbett, et al. [17], was conducted
concerning teachers’ perception of positive reinforcement. The result of the study indicated that the teachers
in the study viewed reinforcement as the positive experience in teaching, which allowed them to reach their
goals. Furthermore, the teachers stated that they thought reinforcement works as it helps them communicate,
motivate, teach, and control the students.
A similar study in Kenyan primary schools [4] triggered us to analyze various types of
reinforcement strategies. However, there are also some differences between the previous studies and the
present study. In the present study, an analysis of classroom instruction reinforcement strategies is portrayed
based on the theory of Cotton [5]. Besides, the definition and also some examples of each type of
reinforcement strategies are presented, and the teachers’ perceptions about the use of classroom instruction
reinforcement strategies are examined. In other words, this study provides a detailed analysis of types of
reinforcement strategies and contributes something new to the development of research vis-à-vis analyzing
the use of classroom instruction reinforcement strategies. Thus, this study is aimed at investigating the use of
classroom instruction reinforcement strategies and teachers’ perceptions of the reinforcement strategies used
in the classroom.
2. RESEARCH METHOD
This qualitative case study involved two Indonesian teachers who taught English language at
different grades in a state secondary school in Semarang, Central Java, Indonesia. The data were collected by
observing the teaching learning processes, making field notes during the observations, taking photos, video-
recording the lessons, and interviewing the teachers after the lessons. Classroom observations were
conducted five times, 3 times for the first teacher, Mrs. Ema, and 2 times for the second teacher, Mrs. Desi,
whose names were pseudonyms.
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The data were gathered from the observation sheets, semi-structured interviews, and audio and
visual materials. Classroom observations were conducted to take data about how the English teachers used
the classroom instruction reinforcement strategies in the teaching and learning process. Semi-structured
interviews were conducted with the two English teachers to get more information about the research
problems. In the interviews, a list of questions, or an interview guide, was prepared but the researchers did
not necessarily ask them all, or touched on them in any particular order, using them instead to guide the
conversation. A semi-structured interview, according to Bernard in Cohen [18], is best used when a
researcher won't get more than one chance to interview someone. Semi-structured interviews are often
preceded by observation, informal and unstructured interviewing in order to allow the researchers to develop
a keen understanding of the topic of interest necessary for developing relevant and meaningful semi-
structured questions. To support the data collected through classroom observations and interviews, the
researcher used audio and visual materials which were then triangulated.
The data were analysed based on Creswell [19] who points out that a qualitative research has six
steps in analyzing the data. First, the researchers organized the data from observations and interviews.
Second, the researchers read and examined all of data. Third, transcribing, in this case, the researchers
transcribed the data from classroom observations and interview recordings to help the researchers to classify
the problems faced by the English teachers in using classroom instruction reinforcement strategies in the
classroom. Fourth, the researchers identified the observation sheets and interview results. Fifth, the
researchers classified the classroom instruction reinforcement strategies used by the teachers based on the
description and themes. Sixth, the researcher made the description and interpretation of the findings. In this
study, the researchers used methodological triangulation, that is, the use of more than one set of data
collection [20]. Different sources of the data in this study were obtained from classroom observations, video
recordings, teaching documents, and interviews. Therefore, the application of triangulation (multiple sources
of data) can enhance the reliability of the study results [21].
3. RESULTS AND DISCUSSION
This section presents findings of the research and comprehensive discussion accordingly. The
results are depicted in figures, tables and extracts to promote the ease of thorough understanding of the data.
3.1. Types of reinforcement strategies used by the English teachers
In the classroom observations, it was found that the teachers almost used all of the types of
classroom instruction strategies in the teaching learning process. The types of classroom instruction strategies
used by the teachers were categorized based on Cotton [5]. There are five types of instructional
reinforcement, encompassing: praise or other verbal reinforcement, symbolic rewards, tangible rewards,
token rewards, and activity rewards.
3.1.1. Praise (and other verbal reinforcement)
Praise belongs to verbal reinforcement. According to Turney [22], verbal reinforcement is used by a
teacher uttering good words in order to maintain students’ behavior in the classroom. Extracts 1, 2, and 3 are
the examples of using praise in the teaching learning process in Mrs. Ema’s class:
Extract 1
a. Mrs. Ema : “Okay, would you please read this text loudly?”
b. Student : “Yes.” (Student read a text).
c. Mrs. Ema : “It’s good. Very good. Good pronunciation.”
(Meeting 1, Thursday 9 May 2019, Mrs. Ema’s class)
Mrs. Ema praised the student after he finished reading the whole text without any mistakes in
pronouncing words as seen in line 3 extract 1.
Another appraisal was given by Mrs. Ema to another student when he tried to answer the question,
and the answer was correct (line 3 extract 2).
Extract 2
a. Mrs. Ema : “Okay, number 4. When did Jane arrive?”
b. Student : “Me, Ma’am. An hour ago.”
c. Mrs. Ema : “Okay, it’s good to try to answer. An hour ago, okay, that’s good.”
(Meeting 1, Thursday 9 May 2019, Mrs. Ema’s class)
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The use of appraisal was also found in Mrs. Desi’s class. Lines 3 and 5 of Extract 3 show that Mrs.
Desi praised her student after he could answer the meaning of the word ‘climb’ in the Indonesian language.
Extract 3
a. Mrs. Desi : “What is climb in bahasa?”
b. Student : “Memanjat.”
c. Mrs. Desi : “Memanjat, good. What is bark? What animal can bark?”
d. Student : “Dog.”
e. Mrs. Desi : “Dogs, good.”
(Meeting 4, Monday 13 May 2019, Mrs. Desi’s class)
From Extracts 1-3, it can be seen that teachers praised the students after they could do the teachers’
instruction correctly, such as answering a question, reading a text, and translating a word.
3.1.2. Symbolic rewards
Cotton [5] points out that symbolic rewards can be in the forms of gold stars stickers, having one’s
picture on a bulletin board, or name in newsletter, etc. The prize (gold stars stickers) seems to have no
significant material value but may be valuable to a person receiving it. After analyzing the classroom
observation notes supported with the video of the lesson, it showed that there was no symbolic rewards used
by the teachers during the teaching learning process.
For not using symbolic rewards, one of the teachers stated that she would need more time to make
the stuffs. She explained that she was too busy for the preparation of the school’s national examination (Mrs.
Desi, interview, 15 May 2019). Therefore, she could not prepare symbolic rewards. This might also result
from the teachers’ perceptions that making symbolic rewards not only takes too much time but also costs
money. The absence of this reward is likely to be associated with the teachers’ preference to reinforcement
strategies which are more meaningful for students, such as praise or tangible rewards. If students get the
benefits of learning, their motivation will escalate. Although verbal rewards is one extrinsic motivation, it in
turn improves students’ intrinsic motivation [23]. Hence, the absence of symbolic reward is sufficiently
replaced by the presence of more meaningful rewards.
3.1.3. Token rewards
According to Cutton [5], token rewards could be points or chips, which are valueless in themselves,
but which can be redeemed for things valuable. Some of the students might not realize when the teacher gave
this type of reinforcement, like the example of using the token rewards in extract 4:
Extract 4
“I give you scores not from your written test only, but also your activity in the class. If you choose to
be passive, your score is just from the written test only. But if you are active in class, your score is
not only from your written test, but your activity in the classroom can enhance your score.”
(authors’ translation, meeting 3, Friday 10 May 2019, Mrs. Ema’s class)
Based on Mrs. Ema’s utterances, it has an implicit meaning that Mrs. Ema would give some
additional scores or added points to the students who are always active in the classroom. Mrs. Ema delivered
the token rewards in a good way, by giving the students positive motivation to be active students in the
classroom. Regarding this, the use of scores is found to be highly effective in build desired student behavior
[24].
Mrs. Desi also used the token rewards in her class. Similarly, she gave the token rewards by giving
them an additional score for everyone who was active in the class. However, the researcher could not find it
in the classroom observation. Mrs. Desi stated it on the interview on May 14th, 2019. Here is the statement of
her:
“I always give an additional point to my students who are active in the class. It is useful to help them if
their score is lower than the mimimum criterion.”
3.1.4. Tangible rewards
Tangible rewards include edibles, toys, or school-related items (pencils, notebooks, etc) [5]. The
tangible rewards can be found in Mrs. Ema’s class in extract 5. Mrs. Ema stated in an interview session that
she thought that the question she posed was quite difficult for the students. Therefore, she did not only praise
the student who could answer, but she also gave him a tangible reward.
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Extract 5
a. Mrs. Ema : “What is the message about?”
b. : “Because this question is difficult enough, if you can answer my
c. question, I will give you this one. So, what is the answer?”
d. Student : “Jane told Billy she just arrived at Soekarno-Hatta airport
e. and she asked Billy to find a hotel.”
f. Mrs. Ema : “Okay, it’s very good. She needed help in finding a hotel. Okay, this
g. one is for you.”
(Meeting 3, Friday 10 May 2019, Mrs. Ema’s class)
Different from Mrs. Ema, who gave the tangible reward to the student who could answer a difficult
question, read, and translate a text, Mrs. Desi gave the reward in the end of the class to the students who were
active during the lesson. Mrs. Desi chose two students, a male and a female student to receive the reward.
Extract 6 showed how she gave the reward to the students.
Extract 6
a. Mrs. Desi : “Just then who frequently answered my question?”
b Students : “It’s me, It’s me.”
c Mrs. Desi : “Students, please sit tidily. The students who worked hard deserve
d. to get rewards. The ones who were active answering my questions were
e. Iwan. Congratulations Iwan. Keep learning, improve your performance. And
Donna as well,
f. Congratulations. Be more active, more spirited.”
(Meeting 5, Tuesday 14 May 2019, Mrs. Desi’s class)
Extracts 5 and 6 show that there were different styles in using the tangible rewards to reinforce the
students during the teaching learning process. Mrs. Ema gave the rewards to students who could answer a
difficult question, read, and translate a text. While, Mrs. Desi gave the rewards in the end of the class. She
gave the rewards to the students who were active during the teaching learning process. According to Buendia
and Ortega-Martin, giving a reward by the end of the lesson should be avoided because students’ intrinsic
motivation can be undermined. What teachers must do is giving rewards for those achieving learning goals or
objectives, not those actively participating in learning activities [25]. This implies that providing students
with rewards is worth doing as long as the procedure is taken into consideration.
3.1.5. Activity rewards
Cutton [5] defines activity rewards as free time, being leader of an activity, or going on a field trip.
In this study, the classroom observations showed that there was no actitivity rewards provided by the teachers
during the lesson. Activity rewards were not performed because there was not enough time to apply this type
of reinforcement strategies. At the time of the classroom observation conducted, the class main activity was
explanation from the teacher about the learning materials for the final test. Because in the previous month the
teachers were busy to prepare the National Examination for the IX grade students, the teachers tried to
discuss the learning materials quickly. Therefore, there was no free time for the students to have a class game
that could let them being a leader, or even going on a field trip. For the two teachers in this study, activitiy
rewards were not likely done due to time constraint.
Table 1 depicts the frequency of classroom instruction reinforcement strategies used by the teachers
in their lessons. Table 1 shows that the type of reinforcement mostly used by the teachers was praise (90.6%),
followed by tangible rewards (7.8%), and token rewards (1.6%). The symbolic and activity rewards were not
used by the teachers. Praise is mostly used by the teachers because it is the most familiar type of
reinforcement to the teachers and students. This result is similar to the study of Maori [as cited in 4], who
stated that most teachers were reported using social reinforcement such as verbal praise. This is in line with
Zebua’s study [6], who discover that verbal reinforcement was popular as a medium of encouragement for
students. This contradicts with Kinyanjui, et al. [4] who argue that games and play time can be a very
significant element of students’ life as they are still growing up. In their study, Kinyanjui et al. found that
play time and games could be some of the antecedent strategies that the teachers can use in order to ensure
high academic achievement. Figure 1 summarizes the distribution of reinforcement strategies used by the
teachers in the classrooms.
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Table 1. Recapitulation of the use of reinforcement in the classroom
Types of reinforcement Frequency of Occurrence Total of Reinforcement Percentage
Praise or Other Verbal Reinforcement 58
64
90.6%
Symbolic Rewards 0 0%
Tangible Rewards 1 1. 6%
Token Rewards 5 7.8%
Activity Rewards 0 0%
Figure 1. Distribution of reinforcement strategies
3.2. Teachers’ Perception of Using Reinforcement in the Teaching Learning Process
To gain deeper insights on the teachers’ opinions, feelings and perceptions on the use of
reinforcement strategies in the classroom, findings from the teachers’ interviews are explained in the
following.
3.2.1. Reinforcing students is important
Based on the interview data, Mrs. Desi and Mrs. Ema admitted that reinforcing students in the class
is important. They stated that they believe every teacher has to give positive reinforcement to the students in
the teaching learning process.
Extract 7
“Giving a reward or only praising students can improve the students’ interest in learning English. It
is important. If the teacher praises the students, they will be happy. So, they will enjoy more in
learning English because every time they can answer a question or be active in class, the teacher
will praise them.”
(Authors’ translation, Mrs. Desi, interview, 14 May 2019)
In line with Mrs. Desi, Mrs. Ema affirmed that giving reinforcement could improve the students’
achievement in the classroom.
Extract 8
“Reinforcing students is important, because it improves their scores. I use candies or chocolate
sometimes, so they compete each other to answer my questions if there is a reward. If they can
answer my question correctly, it can be an additional point for them. They can get more score.”
(Authors’ translation, Mrs. Ema, interview, 20 May 2019).
The two teachers seemed to have the same perception that reinforcing the students in the teaching
learning process is important, meaning that it is necessary to be implemented in class. Giving reinforcement
to students in classroom is essential since by reinforcing the students, the teacher and students will probably
have a good relationship. In addition, through reinforcement, it can increase students’ motivation to be better
in learning English. The finding confirms the study from Syafaruddin and Nasution [in 16] that teachers have
a role as leaders which can influence and motivate students in the teaching learning process. Davis [in 16]
also explains that motivation is a hidden power in oneself and can motivate someone to do a specific
behavior. Hence, giving reinforcement to students also resembles motivating them to be better in doing
something, learning English in particular.
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Not only does giving reinforcement motivate students, but it also changes the students’ behavior.
Nauert [in 16] asserts that rewards could change someone’s behavior and encourage cooperation without
destructive negative consequences that come with punishment. Teachers can help students who have a bad
habit in the classroom to be better or even the teachers can change their bad behavior by positively
reinforcing them and giving them more attention during the teaching learning process.
3.2.2. Praise is the most-used type of reinforcement
There are various types of classroom reinforcement strategies; praise is the most favorite type for
the teachers. Both of the teachers mostly used it in every meeting of their class. When the researchers
interviewed the teachers and asked what type of reinforcement used by them, both of the teachers mentioned
that it was praise. Mrs. Ema stated:
Extract 9
“The type of reinforcement that I often used, such as the utterances ‘good job’, ‘great’, ‘very nice’,
are the strategy I often used. It is like my habit. Whenever my student answered my questions
correctly, I lifted my thumb up and said good job. It does not need cost and they looked happy when
I gave them that feedback.” (Authors’ translation, Mrs. Ema, interview, 20 May 2019).
Likewise, Mrs. Desi asserted that she frequently used praise in her class:
Extract 10
“In the class, I often said ‘good job, very good, excellent’, etc, as you could see in my class. I mostly
said ‘very good’. So, if you asked me what type that I often used, it was the verbal reinforcement, it
is so simple and the students know the meaning of it.” (Authors’ translation, Mrs. Desi, interview,
14 May 2019)
Based on the interviews, the teachers have something in common that both of them used praise as
the type that is mostly used in the teaching learning process. It appears that praise is the easiest way to
reinforce students in the class. Praise does not need money to spend nor take a long time to prepare. It is a
simple thing to do but has a great influence for the students.
There are so many ways to reinforce students in the classroom. Every teacher has their own favorite
type of reinforcement used in the classroom. Giving rewards to the students is also favourite in encouraging
students in learning English; one of the teachers explained that she mostly used praise or verbal
reinforcement in the classroom because it is easy to be done and the students will feel proud of themselves
because they can do the teacher’s instruction correctly. Findings of this present study is similar to the study
of Kinyanjui, et al. [4] who found that most teachers are likely to embrace praise as a reinforcement strategy
that is readily available at the time of the desired behaviour occurrence.
Besides, tangible reward is another favorite reinforcement of the teachers to be used in the
classroom. However, this type of reinforcement is not advised by [4] who discovered in their study that that
forms of tangile reward like incentives are good in themselves but those that tend to be material in nature
should not be frequently used.
3.2.3. Fair reinforcement
Reinforcing students in the classroom is important. However, teachers could not give reinforcement
to particular students only. The teachers should be fair to give reinforcement to the students. All of the
students have to get the same attention from the teacher. In a class, usually there are two groups of students:
an active group and a passive group. The teachers should be able to reinforce all of the groups without
discriminating each other. Giving all of the students chance to get reinforcement from the teacher is required.
Looking at the classroom observations, there were some students who were really active to answer
questions in the classroom, both in Mrs. Ema’s class and Mrs. Desi’s class. In this regard, Mrs. Ema and Mrs.
Desi are smart and well-experienced teachers. They always praise or give a reward to their students who are
active in their classes. Both teachers are great in delivering the rewards to the students. For example, in the
classroom observation meeting 1, in May 9th, 2019, Mrs. Ema asked the students to do an activity then
discussed it together after they finished it. In the discussion session, there were some students who tried to
answer the questions continuously. It seemed that the students would get a praise or a reward from Mrs. Ema
continuously too. But Mrs. Ema did not let the situation happened. Mrs. Ema gave the chance to other
students who rarely answered her questions, so the students in her class received the same attention from
Mrs. Ema and they were also praised and rewarded by Mrs. Ema. Extract 11 is the evidence:
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Extract 11
a. Mrs. Ema : “Sekarang nomor 2, siapa bisa? What is the message about?
b. Who can answer number 2? Be active. What is the message about? Salah tidak
c. apa-apa, ayo. Jangan anak-anak itu terus yang menjawab.”
d. Student : “Arsa, Ma’am.”
e. Mrs. Ema : “Arsa? You want to try?”
f. Arsa : “Yes.” (Arsa answered the question).
g. Mrs. Ema : “Is it right?”
h. Student : “Yes.”
i. Mrs. Ema : “Yaa, thank you, Arsa. Great. Jadi intinya memang tentang apa? Ya, Jane had
j. trouble finding a hotel. Ya. Jane needs help.
k. Apalagi? Ada jawaban yang lain nggak?”
(Mrs. Ema’s class, Thursday, 9 May 2019)
From extract 11, it can be seen that Mrs. Ema treated her students equally. She let one student
who rarely answered her questions answer it, then she praised him. In an interview on 20 May 2019, she
explained that:
Extract 12
“Praising or reinforcing students must be fair. Sometimes students envy or they think that I only
give rewards to certain students. Actually, they themselves choose to be passive in the class. That is
why I often point them who are usually silent and passive in class, so they have a chance to get the
reward from me.”
Every student in the classroom deserves to get the same attention from the teacher, like being
reinforced by the teacher. The reinforcement should be received by the students fairly. What is meant by
fairly is that the teacher should give a chance for each student in the classroom to be reinforced. Both of the
teachers reinforced the students fairly, by giving a chance to the students who rarely participate in the
classroom. Teachers have to know how they organize their class or how they control it. If the teachers do not
reinforce the students fairly, that will make the students feel as if they are ignored by the teachers, because
the teachers only focus on reinforcing particular students only. Therefore, if teachers reinforce students fairly
and positively, all of the students in the classroom will get the same attention from the teachers, and they will
try to be active in the classroom to get a sense of achievement. This is asserted by Morin [26] that it is
important for a teacher to provide positive reinforcement since it encourages students to repeat a good habit
of behavior in the classroom.
3.2.4. Punishment is never used by the teachers
Every student certainly has different behavior. Some of them are good behave, but some are not.
Mrs. Ema and Mrs. Desi have been teaching for 20 years. Both of them can be said as experienced teachers.
They have their own styles or techniques in facing various characteristics of their students.
Findings of the interviews with the teachers (extract 13) show that they explained that they never
give punishment to students in the classroom. In the interview with Mrs. Desi on 14 May 2019, she asserted
that she never gave her students punishment:
Extract 13
“I have never punished my students. Giving punishment to the students does not guarantee that they
won’t do it again, it just makes them disrespectful to me and they lose their interest in learning
English. But do not pamper the students, if they are wrong, they should be reprimanded. Do not
directly punish them. Punishing the students is the last choice if they are hard to be reminded.
However, I have never given punishment to my students.” (authors’ translation)
Similarly, Mrs. Ema claimed that she has never punished her students. Extract 14 is an interview
with Mrs. Ema.
Extract 14
“Punishing, never. One day, there was a student who forgot to bring a dictionary, I spoke to him
humorously: You forget to bring your dictionary, what do you remember? Are you going to school
9. J. Edu. & Learn. ISSN: 2089-9823
Teachers’ classroom instruction reinforcement strategies in english language class at a… (Sri Wuli Fitriati)
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to study or meet your crush? Then I asked him to borrow a dictionary from the library or his friend
from another class.”
Mrs. Desi argued that punishment is the last choice to be applied in the class, when the reprimand
does not go well. For Mrs. Ema, giving a satire utterance is enough than giving punishment for the students.
The teachers’ preference not to use punishment in class is supported by Grohol [in 16] who stated
that it is easier to punish people than to reward them. Grohol added that when both options are available,
rewards lead to increase contributions and lead to lower pay off for the group. The options are always
available, but people seem to think that punishment will give effect to increase the contribution, but as stated
by Grohol, it does not.
4. CONCLUSION
Two English language teachers in the present study employ three types of classroom instruction
reinforcement strategies in the class. The reinforcement are praise or verbal reinforcement, token rewards,
and tangible rewards. There are two types of reinforcement which the teachers did not use in their teaching
and learning process, symbolic rewards and activity rewards. These strategies are not used as they appear to
spend much money and take time. For the teachers, making reinforcement is more powerful than punishment
to encourage students’ positive behaviour in class. Reinforcement is important, as can be inferred from the
interview findings with the teachers. The findings also suggest that giving reinforcement should be fair to all
students in order to minimize a negative consequence. This study concludes that in the teaching of English as
foreign language in the Indonesian context, positive reinforcement provided by a teacher will increase
students’ motivation in learning the language.
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BIOGRAPHIES OF AUTHORS
Sri Wuli Fitriati, Ph.D. is an Associate Professor at the English Language and Literature
Department, Faculty of Languages and Arts, Universitas Negeri Semarang (UNNES). At present
she is the coordinator of Master’s degree programme of English language education. Her
research interests include discourse studies in relation to the teaching of English as a foreign
language.
Devi Fatmala obtained her bachelor’s degree in English language education from Universitas
Negeri Semarang. She is currently teaching English language lesson in a non-formal education
course.
Agung Ginanjar Anjaniputra is a lecturer at the English Department, Faculty of Languages and
Arts, Universitas Negeri Semarang (UNNES). Currently, he is working on online instructions for
EFL learners at tertiary level. He has a high interest in Teaching English as a Foreign Language
particularly the teaching strategies, techniques, and instructions with the aid of technology.