scholarly journals Do Teacher Perceptions of School Working Contexts Contribute to the Quality of Teacher-Student Interactions in the Classroom?

2016 ◽  
Author(s):  
Carol Paxton
Keyword(s):  
Teacher Perceptions ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Perceptions Of School

A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf

2002 ◽  
Vol 68 (4) ◽  
pp. 485-502 ◽  
Author(s):  
Connie Mayer ◽  
C. Tane Akamatsu ◽  
David Stewart
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Communicative Practice ◽  
Teacher Student Interactions ◽  
Dialogic Inquiry ◽  
Education Of Students

The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.

scholarly journals Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective

2019 ◽  
Vol 12 (2) ◽  
pp. 37 ◽  
Author(s):  
Richard Nightingale ◽  
Pilar Safont
Keyword(s):  
Primary School ◽  
Classroom Discourse ◽  
Academic Language ◽  
Language Skills ◽  
Student Interactions ◽  
Teacher Student ◽  
Raising Awareness ◽  
Teacher Student Interactions ◽  
Conversational Style

As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña, 2010) to a greater extent than non-CLIL contexts. However, research that attempts to test this assumption has so far tended to do so from a pragmalinguistic perspective (Lorenzo & Rodríguez, 2014; Lorenzo, 2017). This paper takes a sociopragmatic approach to exploring the differences between CLIL and non-CLIL contexts regarding how they facilitate the development of early academic language skills. That is, how the communicative intentions that underlie CLIL and non-CLIL classroom discourse may help or hinder the development of such skills. The data were collected by observing classroom discourse in CLIL and EFL primary-school lessons, in Spanish-based and Catalan-based linguistic models. The method followed was to apply a taxonomy of the sociopragmatic level of academic language (Henrichs, 2010) to determine the quality of the conversational style and intersubjective cooperation found in the discourse. The results indicate that CLIL classroom discourse is characterised by the sort of conversational style that facilitates the development of academic language skills. However, in terms of intersubjective cooperation the results are somewhat inconclusive. Based on these results, the study suggests raising awareness of the role of conversational style in classroom discourse so as to boost the quality of teacher-student interactions in primary-school CLIL contexts and, thus, contribute to an identified need for continuous improvement of CLIL pedagogies and teacher training (Lorenzo, 2007; de Graaff et al., 2007).

Classrooms Built for Belonging

2021 ◽  
pp. 132-147
Author(s):  
John Lando Carter ◽  
Joshua Charles Tipton
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Future Success ◽  
Teacher Student Interactions ◽  
The Right ◽  
Caring Teacher

Building classroom relationships that last is no singular act bound to the opening weeks of the academic year. The seeds of strong teacher-student relationships must be nurtured and cultivated over time and in the right environment, one designed for belonging and learning for all. The quality of teacher-student interactions and relationships undoubtedly influences academic achievement and the educational experience of students. Teaching and learning environments that are conducive to the development of caring teacher-student interactions is vital to student well-being. Students that feel a genuine sense of belonging are apt to stay active, take risks, and flourish, and cultivating these behaviors in middle school classrooms is paramount to students' future success. Classrooms built for belonging operate on three key elements: moving beyond icebreakers, inviting students to serve as co-designers of learning experiences, and implementing gradebooks with grace.

Teacher’s feedback in teaching science in a bilingual Bruneian primary classroom

2018 ◽  
Vol 26 (2) ◽  
pp. 122-136 ◽  
Author(s):  
Roslinawati Roslan ◽  
Siti Munawirah Panjang ◽  
Norashikin Yusof ◽  
Masitah Shahrill
Keyword(s):  
Life Cycle ◽  
Science Teachers ◽  
Cognitive Processes ◽  
Primary Teacher ◽  
Primary Science ◽  
Student Interactions ◽  
Content Type ◽  
Teacher Student ◽  
Teacher Student Interactions

Purpose The purpose of this study is to analyze the use of feedback to students by a primary teacher teaching the science topic “Life Cycle” in a Year 5 bilingual Bruneian science classroom. Design/methodology/approach This study used a discourse analysis of one primary science teacher’s use of feedback to his students when teaching the topic “Life Cycle.” The participant was a male primary science teacher who taught a Year 5 science class in one of the government schools in the Brunei-Muara district. Direct observations and video recordings of the teacher’s three consecutive lessons on the topic “Life Cycle” were collected. The transcripts were developed from the teacher–student interactions in the three lessons. The “Questioning-based Discourse” approach (Chin, 2006) was used to analyze the different types of feedback, and the students’ cognitive processes that emerged from the lesson transcripts. The frequencies of the feedback and students’ cognitive processes were calculated using percentages. Findings The findings from the three lesson observations indicate that the teacher’s feedback showed a range of strategies which consisted mostly of accepting students’ answers and feedback to elicit, to focus, to probe, to clarify and to extend, respectively. The findings also reveal that the cognitive processes of the students ranged from recalling, predicting, hypothesizing, evaluating and explaining. The analysis shows that the teacher only practiced low-level questioning and the feedback given to the students was mostly for accepting the students’ answers rather than challenging students’ ideas. Practical implications The findings reported in this study provide useful insights into the importance of teacher–student interactions in the teaching and learning of science. The “Questioning-based Discourse” analytical framework is worthwhile to analyze the science teacher’s talk and consequently to improve teachers” skills in giving feedback that fosters productive students’ responses. Originality/value This paper highlights the need for science teachers to analyze their classroom talk and it recommends how to give useful feedback to students to promote higher cognitive processes amongst students. Brunei has been described as a country where there is a linguistic divide determined by the quality of the school that a student attends (Deterding and Salbrina, 2013). Improving the quality of interaction between teacher and students in such circumstances is essential.

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