Teachers’ Aspirations to Improve their Classroom Interaction

Solheim, Ksenia

doi:10.26803/ijlter.18.6.9

Cited by 8 publications

(7 citation statements)

References 61 publications

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“…Teachers should also communicate (Berber et. al, 2019) the contents of teaching systematically and structurally (Kallison, 1986), using language that students can easily understand at all levels of ability (Land, 1987), clear explanations and provide appropriate examples (Mayer & Gallini, 1990), emphasizing the importance of teaching and trying to relate teaching content to the existing experiences of the students (King & Menke, 1992), using teaching aids to explain the concept of teaching (Hiebert et al, 1991), interact positively with students (Solheim, 2019) and conducting assessments at the end of a lesson (Jusuf et. al, 2019;Shahril, 2005).…”

Section: Backgroundsmentioning

confidence: 99%

Communication Skills: Top Priority of Teaching Competency

Ibrahim

Yusof²,

Aslamiah³

et al. 2019

IJLTER

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Teachers' competence has been identified as the most effective contributor to student's achievement. Despite high expectations, diversity of backgrounds and student variations have led to the teaching and learning process to be challenging, causing teachers to be less clear to choose the best teaching method to be implemented in the classroom. This study was conducted to develop a model for determining the best constructs and skills to measure teaching competence. This crosssectional survey study involved 328 teachers of secondary schools at province of Terengganu, Malaysia. The data were collected through questionnaires and analysed using SEM-AMOS by emphasizing four main elements of measurement such loading factor, convergent validity, discriminant validity and composite reliability. This study had successfully developed a measurement model of teacher's teaching competency that contains constructs of (i) communication with students, (ii) teaching strategies, and (iii) classroom management. The findings also identified 21 behavioural skills that teachers can use to improve their teaching competence. It is recommended to all parties whether teachers or educational leaders to utilize this result towards empowering the quality of teacher's teaching, especially in terms of improving the training curriculum, teaching supervision, incentive schemes, promotions and so on.

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Section: Backgroundsmentioning

confidence: 99%

Communication Skills: Top Priority of Teaching Competency

Ibrahim

Yusof²,

Aslamiah³

et al. 2019

IJLTER

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“…Through interaction management, lecturers discover how to facilitate their students in dynamic interaction. This is salient as a key process of fostering active participation (Solheim, 2019) and, in the same time, improving communication skills (Lestari, 2017) which can create conducive learning environment (Rido, 2019).…”

Section: Introductionmentioning

confidence: 99%

Interaction Management Strategies in English Literature Lectures in Indonesian University Setting

Rido

Kuswoyo

Ayu

2020

IJEFL

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Interaction management strategies are increasingly set to become a vital factor in fostering active participants in university lectures. Following Rido, Ibrahim & Nambiar’s (2015) framework, this study investigated interaction management strategies used in English literature lectures in a university setting in Indonesia. This study employed a qualitative method and the data were gathered through video recordings. The findings showed that all literature lecturers employed three kinds of interaction management strategies such as code strategies, emotional strategies, and managing strategies. In code strategies, the lecturers used English during the entire class for clarity in opening, explanation, example, and closing. Meanwhile, in emotional strategies, the lecturers shared common strategies namely using non-verbal gestures and using humours or jokes in order to invite participation, to increase student’s motivation, and to create conducive learning environment. Then, in terms of managing strategies, the lecturers decided topic, controlled or switched the topic of discussion, decided who speaks, gave direction or commanded the students, gave extended wait time, and offered opportunity for student to speak in order to enable the students express their ideas and engage with the lectures. It is hoped that insights gleamed from this study will assist such lecturers to successfully manage their lectures and navigate the distribution of participation as well as content of the lesson.

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“…A teacher who has psychological stock is expected to provide better learning compared to teachers who do not have any understanding in the field of psychology. One of them is a teacher who is able to give aspirations (Solheim, 2019) to his students. Therefore, in learning in tertiary institutions, there are educational psychology courses so that students will understand the psychological context related to education and learning.…”

Section: Introductionmentioning

confidence: 99%

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

Ahmadi

2019

IJLTER

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This article is a part of an investigative research report on students' behavior towards creative writing using a psychological approach. This research was carried out for one semester (4 months). This study aims to explore experiences in beginner level creative writing classes. As we all know, there have been many studies on creative writing, but only a few which discussed creative writing using psychological approaches. This research focused on problems in learning to write creatively and behavior modification practices in creative writing using a behavioral psychology approach. The method used was qualitative involving 81 participants from the Indonesian Language and Literature Department, Universitas Negeri Surabaya, East Java, Indonesia. Interviews and questionnaires were used as data collection techniques. The questionnaire is used to capture the difficulties of participants in creative writing. Meanwhile, the interview is used to capture the difficulties experienced by students in creative writing. Interviews are conducted with reflective and flexible techniques. The research findings show that (1) 70 participants answered that the difficulty in creative writing mostly occurred due to psychological problems; and (2) 51 participants answered that their weakness in creative writing mostly because they are lack of talent.. Other findings indicate that students are very enthusiastic about learning creative writing using psychological approaches because this approach is more mental.

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Teachers’ Aspirations to Improve their Classroom Interaction

Cited by 8 publications

References 61 publications

Communication Skills: Top Priority of Teaching Competency

Communication Skills: Top Priority of Teaching Competency

Interaction Management Strategies in English Literature Lectures in Indonesian University Setting

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

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