Effects of Student's Grade to Teacher's Teaching: a Case Study in an Indigenous Classroom

Abstract

The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacher's teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get students' attention, but he was concerned about his students' low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning.

The preservation of the identity and culture of the Indigenous Lanninese people of West Papua, Indonesia, through education (Preservación de la identidad y la cultura del pueblo Lani, comunidad indígena de la provincia Indonesia de Papúa Occidental, a través de la educación)

“…Accordingly, political academic oppression and the negative stigma attached to Indigenous students often restrict students from leveraging their full potential (Husak, 2006;Kana'iaupuni et al, 2010;Perso, 2012). Rigid conceptualizations of knowledge and learning thus become more problematic and lead to a decrease in teachers' efforts to understand students (Hogg & Volman, 2020;Munroe et al, 2013;Perso, 2012;Sianturi & Lin, 2016).…”

“…En consecuencia, la opresión de las políticas académicas y la estigmatización negativa de los estudiantes indígenas suele impedir a estos estudiantes desarrollar plenamente sus posibilidades (Husak, 2006;Kana'iaupuni et al, 2010;Perso, 2012). Así, la rigidez de las conceptualizaciones del conocimiento y del aprendizaje lo hacen más problemático e influye negativamente en los esfuerzos del profesorado por entender a los estudiantes (Hogg & Volman, 2020;Munroe et al, 2013;Perso, 2012;Sianturi & Lin, 2016).…”

Analisis Faktor-Faktor Yang Mempengaruhi Siswa Dalam Mengerjakan Pekerjaan Rumah Matematika Siswa Madrasah Aliyah Al-Munawwaroh Merauke Tahun Akademik 2017/2018

“…Cara guru mengajar dikelas dan karakteristik guru memberikan pengaruh (Sianturi & Lin, 2017). Sebagian siswa yang merasa bahwa guru jarang memberi umpan balik pada siswa yang sudah mengerjakan atau sama sekali tidak mengerjakan Pekerjaan Rumah matematika.…”

Mathematics Teacher Performance Based on the Perceptions and Competence of Junior High School Students in Labuhanbatu District

“…Student assessment of teaching carried out by teachers is one form of evaluation of learning and effectiveness carried out by teachers (Ampadu, 2012;Brok, Brekelmans, & Wubbels, 2006). However, teacher evaluations must consider student needs compared to other things (Sianturi & Lin, 2016). and it will raise a criticism of the teacher.…”