First repertoire, which is talk for everyday life is obviously being applied in any classroom. It support everyday human interaction and help students to develop, explore and utilize transactional talk, exploratory talk and so on. Learning talk provides students with not only factual answers but also allows them to narrate, explain, evaluate and many more. Teaching talk involves teacher in rote (where I drill any ideas facts and routine through repetition), recitation (recall or test what is expected to be known by using short question or key point), instruction (give order to student and tell them what and how to do; lab tutorial, project etc) and exposition (imparting information and explaining). The last repertoire (classroom organization) allows teacher to make use of five ways of organizing interaction.
The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
b) Employing inclusive teaching strategies i.e., teaching ways that do not exclude students from opportunities to learn. c) Promoting student engagement through active learning. I.e., it requires students to participate in class as opposed to sitting and listening quietly. Strategies include brief question and answer session, hands on activities, using mind maps, flowchart etc. d) Teaching with technology i.e., children will be able to learn in creative and innovative ways when properly aligned with instructors learning objectives and course
The findings of Pessoa et. al. (2007) indicate that an effective content-based instruction class includes attention to both content and language through conversations that encourage student language use and development, as well as metalinguistic awareness by collaboratively negotiating form and by the teacher’s
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
The results obtained were used to confirm learners difficulties on literal reading comprehension and to plan an accurate intervention. Before starting the pedagogical intervention, learners were informed about the process they were to start. Teacher- researchers presented and explained the importance of the project and encouraged them to participate in the process to improve their reading. The starting point for this stage was a session devoted to present and explain the importance of the project and motivate learners to participate in a process to improve their reading performance and become self-directed readers.Besides, instructions about the questionnaires and test development were given to
The diverse backgrounds of my students enable them to bring to my classroom a variety of ideas relating to the class material. I believe that when the subject becomes relevant, students feel engaged and learn most. I have also found that
By discussing the nature of participation structure, and the patterns of interaction in the classroom, some pedagogical implications will be derived. Keywords: Classroom Discourse Analysis, Classroom Discourse Structure, Teachers’ Questions 2. Literature Review Classroom discourse includes the communication between the students and their teacher as well as with other learners. One form of classroom discourse analysis is the analysis of interaction between teachers and students. The ideal situation involves both the participation of the teacher and students,
In a learning process, not only happen by teacher between students, but also between students and students. Speaking is an active used by someone to communicate with other and a way to expressing ourselves in whatever language we use. In our daily activities when someone speaks to another people he or she interacts and use the language to express his or her ideas and feeling. He or she shared information to other trough communication. In the classroom, many activities that can be encourage by communication.
Moreover, I can give some examples to the students and asked them what they notice. So I am guiding the students to explore the topics. This method is very efficient as it help making student interact and participate in the class. The deductive method is very much teacher centered as the teacher tells or shows directly what he/she wants to teach. More information is given to the students in this method.