Constructivist Teaching Patterns and Student Interaction

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Michael Miller-First ◽  
Kristin Ballard ◽  
Keyword(s):  
Student Interaction ◽  
Constructivist Teaching

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

The Use of Wayang Leaf Media in Developing Student Interaction on the Learning Environment in SD 10 Pangkalapinang

CENDEKIAWAN ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 43-50
Author(s):  
Sasih K Arafatun ◽  
Sri Sugiyarti
Keyword(s):  
Learning Environment ◽  
Student Interaction

Pendidikan dapat diperoleh di mana saja. Lingkungan sekitar merupakan pendidikan konkret yang memudahkan siswa untuk mengenal dan mempelajarinya. Penelitian ini bertujuan untuk mengetahui interaksi siswa kelas IV SD Negeri 10 Pangkalpinang terhadap lingkungan belajar. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif.   Penelitian ini dilaksanakan di SD Negeri 10 Pangkalpinangsemester genap, bulan Mei 2018, tahun ajaran 2017/2018 dan menggunakan teknik pengumpulan data yaitu observasi dan wawancara serta tenik analisis data yaitu reduksi data, penyajian data dan kesimpulan atau verifikasi. Hasil penelitian didapatkan: a. lingkungan sosial, di kelas, lingkungan sosial yang paling dekat dengan siswa adalah guru dan siswa lain. Intetaksi sosial tejalin dari metode seperti example non example yaitu guru membagi siswa menjadi 3 kelompok yaitu ada kelompok produksi, kelompok distribusi, dan kelompok konsumsi, b. lingkungan alam, bahan-bahan pembuatan media memanfaatkan alam sekitar, seperti daun kering yang diubah menjadi wayang daun, c. lingkungan buatan berupa taman sekolah yang terdapat pohon-pohon yang ditanam secara teratur, dan tanaman bunga.

Professor–Student Interaction in the Midst of Illness: A Collaborative Autoethnography

2021 ◽  
pp. 016059762199154
Author(s):  
Alicia Smith-Tran ◽  
Tiffany Tien Hang
Keyword(s):  
Student Interaction ◽  
College Faculty ◽  
Human Beings ◽  
Thought Processes ◽  
Academic Status ◽  
Multiple Cancer ◽  
Serious Illness ◽  
Personal Boundaries

This article explores the complexities of navigating professor-student interaction in the midst of serious illness. Using collaborative autoethnography, the authors describe the experience of a student’s multiple cancer diagnoses, and her professor’s thought processes in deciding the best ways to support her while staying attuned to expectations for professional-personal boundaries in academia. The authors argue that health crises necessitate blurring relational boundaries, thereby igniting empathy and uniting us as human beings despite academic status hierarchies. The analyses presented have implications for other widespread illnesses, such as COVID-19, as college faculty are compelled to regularly conduct their work and interact with students from home, further complicating professor-student communication and the barriers that separate professional and personal spheres.

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