Student’s Response and Behavior in the Classroom Environment

Joshi, Deepa; Gokhale, Anu A.; Acharya, Anjali

doi:10.20533/ijcdse.2042.6364.2012.0132

Cited by 10 publications

(8 citation statements)

References 9 publications

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“…The teacher should create a positive learning environment by being patient, empathetic, and demonstrating good behavior, while making learning enjoyable and acceptable for the lesson's completion. (Joshi, Gokhale & Acharya, 2012). Teachers' behavior significantly impacts student academic performance, with more favorable attitudes leading to increased classroom accomplishments and improved performance.…”

Section: A Characters That Teacher Must Posses Miles Of Patience Amou...mentioning

confidence: 99%

The Role of Kindergarten Teachers Fostering Play-Based Instruction

Donasco,

Vertulfo

2024

JET

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Teachers play an important role for the students learning and development. There are varieties of learning strategies on today’s generation which are effective to the student’s development and learning. Fostering a play based learning, especially in kindergarten students is a great learning strategy for all kindergarten teachers. Teachers have an important role incorporating play in the lesson that will make the students have fun while learning, and make it easier way for the teachers to teach the young learners. This study utilized descriptive phenomenological research design as a method to characterize the experiences of the subjects. The study conducted at a pre-school. The participants of the study are those kindergarten teachers who foster already the play-based learning in their classroom, who already have experiences in fostering this kind of learning strategy. Due to the study is using descriptive design, the researchers conducted a face-to-face interview to all the participants of the study that will lasts between 30-40 minutes. The researchers used semi-structured interview in which the questions are open-ended style. The data were utilized using the Collaizi's analysis method to examine the collected data in this study. This strategy enables a thorough investigation, allowing the researchers to develop a comprehensive interpretation of the data and eventually arrive at a dependable result. After a long analysis of the themes of the interview, it summed up with 4 concepts and end of up a general concept which it is called the Constructive Journeying of the kindergarten teachers.. As a result, the constructive journey of the kindergarten teachers is the effective and recommended role that the kindergarten teachers must possess if they foster the play based learning in their discussion. In order to become a great and effective teacher, using the 4 themes to derive a generalized concept, the Constructive Journey. This shall help the teachers to reflect and enhance their teaching ways and develop the learning of the young learners through fostering the play- based learning.

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Section: A Characters That Teacher Must Posses Miles Of Patience Amou...mentioning

confidence: 99%

The Role of Kindergarten Teachers Fostering Play-Based Instruction

Donasco,

Vertulfo

2024

JET

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“…In addition, they shared that schools strategize different methods such as U-turn talk, involvement in decision-making, sanctioning, coaching, and through policy development. Students can be motivated with the help of different teacher behaviors such as guidance, enthusiasm, sincere praise, reinforcement, and interestinduction (Joshi et al, 2012).…”

Section: Managing Academic Activitiesmentioning

confidence: 99%

School Principals’ perceptions on the conducive learning environment and their current practices: An Exploratory Study at Trashigang District, Bhutan

Wangchuk¹,

Dendup²

2023

Asia Social Issues

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This study aimed to explore principals’ perceptions and current practices in schools to build conducive learning environment. The study employed qualitative research method guided by the constructivist paradigm. The study was conducted in Trashigang District, Bhutan, with 22 principals from February 2022 to July 2022. This study was purely exploratory, and the findings were broadly categorized into six themes: perceptions of a conducive learning environment, current practices in creating a conducive learning environment, managing students’ behavior, organizing the physical ambiance, and managing academic activities. Further, this study presents issues and challenges faced by school leaders. The study’s findings showed that school principals have positive perceptions of a conducive learning environment. The school principals in the study had given some methods to tackle academic, behavioral, and social issues. The study findings will help newly recruited principals create a conducive learning environment. Further, the study’s finding recommends Ministry of Education (MoE) and relevant stakeholders provide professional development to school leaders on behavioral management and enhancement of students’ academic performance. Moreover, the study recommends MoE to see if financial autonomy can be provided to the school. However, study’s finding is from the schools of one District and cannot be generalized. Therefore, future researchers can find the attributes of a conducive learning environment with a more excellent sample to validate the findings.

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“…Student behavior is an issue viewed as the influence teachers experience in a classroom environment [46] that can broadly be identified as appropriate or inappropriate to learning. To foster a favorable learning environment, students and teachers must maintain the appropriate one, for example, in terms of having healthy interaction.…”

Section: Student Behaviormentioning

confidence: 99%

Unpacking the Perceived Personal and Contextual Conditions Shaping English Language Teachers’ Professional Identity Formation in Secondary Schools

Mulu

Tadesse

Wolyie

et al. 2022

Education Research International

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It is crucial for teachers to become aware of and understand their professional identity as this has implications for their day-to-day professional practices. Teachers who are more aware of their professional identities are more willing to endure thwarting contextual conditions by adjusting their identities. However, presently most teachers seem to overlook their professional identity while they often tend to associate the poor quality education with a lack of external resources alone. The aim of this study was thus to create this awareness in teachers by unveiling how the perceived personal and contextual conditions constitute the professional identities of experienced EFL teachers working in secondary schools. In this study, teacher professional identity is conceptualized and understood within the theory of symbolic interactionism. Data were generated through a one-on-one semi-structured in-depth interview with two EFL teachers (Fazi and Tare). Thematic analysis was used across participants within a qualitative hermeneutic phenomenological frame. The findings revealed that the participating teachers’ professional identity is a multidimensional and dynamic reality shaped by personal agency and daunting contextual conditions that were represented through two pertinent themes: challenges and teacher emotions. Challenges and emotions that the participating teachers have experienced are found to be the constituents that come into play in the formation of their professional identity. The findings also revealed that the experienced teachers’ professional identity is both a coconstructed and negotiated process, which unveils itself not only by compliance to external pressures (e.g., tolerating student misbehaviors) but also by repelling and adapting the external demands that are made available to them (e.g., politics-oriented assignment of school principals, inappropriate curriculum contents). This article thus suggests that more attention should be paid to the implicit messages (revealed through challenges) that all stakeholders convey to the teaching personnel.

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Student’s Response and Behavior in the Classroom Environment

Abstract: Abstract

Cited by 10 publications

References 9 publications

The Role of Kindergarten Teachers Fostering Play-Based Instruction

The Role of Kindergarten Teachers Fostering Play-Based Instruction

School Principals’ perceptions on the conducive learning environment and their current practices: An Exploratory Study at Trashigang District, Bhutan

Unpacking the Perceived Personal and Contextual Conditions Shaping English Language Teachers’ Professional Identity Formation in Secondary Schools

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