On the relationship between teaching methods and motivation activities of teacher

2019 ◽  
Vol 686 (686) ◽  
pp. 91-104
Author(s):  
Elena Sidenko
Keyword(s):  
Teaching Methods ◽  
The Relationship

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

scholarly journals The power of dialogue and discovery

2018 ◽  
Vol 42 (3) ◽  
pp. 113-122
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Classroom Environment ◽  
Group Work ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Innovative Teaching ◽  
Dialogic Teaching ◽  
The Relationship ◽  
Academic Year ◽  
Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

scholarly journals Einige Erfahrungen und Gedanken über Hochschuldidaktik an der Massenuniversität / Some remarks and observation on teaching methods at university with mass student attendence

1976 ◽  
Vol 5 (1) ◽  
Author(s):  
Carol Hagemann-White
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
University Teaching ◽  
Teaching Behavior ◽  
Large Numbers ◽  
University Of Berlin ◽  
Teachers And Students ◽  
Fruitful Cooperation ◽  
The University ◽  
The Relationship

AbstractThe author reports her experience of and observations on the teaching of sociology at the Free University of Berlin. She examines the teaching behavior of the instructors, the relationship between colleagues, and those between teachers and students. Certain tendencies in the practice of teaching are viewed as expressing a form of coping by projection with the failures experienced in trying to reform studies, failures that are in fact caused by the unfavorable real conditions at the university. A tendency to make university teaching more like schooling is observed; reasons for this are found in the effects of pressure towards professional competition, which prevents both fruitful cooperation between instructors and genuine communication with students. The additional difficulties experienced by women in teaching are described. In the final section conclusions are drawn in the form of practical suggestions which take account of the actual possibilities of a university with very large numbers of students.

scholarly journals Contributing Factors, Prevention, and Management of Playing-Related Musculoskeletal Disorders Among Flute Players Internationally

2014 ◽  
Vol 29 (3) ◽  
pp. 155-162 ◽  
Author(s):  
Karen Lonsdale ◽  
E-Liisa Laakso ◽  
Vanessa Tomlinson
Keyword(s):  
Longitudinal Study ◽  
Teaching Methods ◽  
Management Strategies ◽  
Extended Period ◽  
Education History ◽  
Contributing Factors ◽  
Current Survey ◽  
History Of ◽  
Set Up ◽  
The Relationship

Major studies have shown that flutists report playing-related pain in the neck, middle/upper back, shoulders, wrists, and hands. The current survey was designed to establish the injury concerns of flute players and teachers of all backgrounds, as well as their knowledge and awareness of injury prevention and management. Questions addressed a range of issues including education, history of injuries, preventative and management strategies, lifestyle factors, and teaching methods. At the time of the survey, 26.7% of all respondents were suffering from flute playing-related discomfort or pain; 49.7% had experienced flute playing-related discomfort or pain that was severe enough to distract while performing; and 25.8% had taken an extended period of time off playing because of discomfort or pain. Consistent with earlier studies, the most common pain sites were the fingers, hands, arms, neck, middle/upper back, and shoulders. Further research is needed to establish possible links between sex, instrument types, and ergonomic set up. Further investigation is recommended to ascertain whether certain types of physical training, education, and practice approaches may be more suitable than current methods. A longitudinal study researching the relationship between early education, playing position, ergonomic set-up, and prevalence of injury is recommended.

scholarly journals Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake

2017 ◽  
Vol 10 (7) ◽  
pp. 89
Author(s):  
Zahra Mahmoudabadi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Individual Variation ◽  
Teaching Method ◽  
Language Class ◽  
Instructional Procedures ◽  
Intended Learning Outcomes ◽  
The Relationship

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher’s method was an eclectic one which mostly followed CLT guidelines along with utilizing techniques from some other methods such as GTM, DM, and ALM. In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners’ reported uptake.

scholarly journals 1313. Does Time Fly When Having Fun? A Study Assessing the Relationship Between Estimated Time on Task and Enjoyment of Infectious Diseases Serious Games

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S401-S402
Author(s):  
Meghan Jeffres ◽  
Lauren R Biehle
Keyword(s):  
Infectious Diseases ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Time Estimation ◽  
Time On Task ◽  
Board Game ◽  
Student Rated ◽  
Actual Time ◽  
Active Learning Strategies ◽  
The Relationship

Abstract Background Mastering the fundamentals of infectious diseases (ID) requires students to memorize large volumes of material about pathogens, antibiotics, patients, and the interactions between the three. It is hypothesized that there is a positive relationship between time on task and engagement. The objective of this study was to explore the relationship between enjoyment of a serious game and the estimated time spent playing. Methods During a one-time session, students from two colleges of pharmacy engaged in three ID game-based active learning strategies each lasting a pre-specified time. These strategies included a card game about calculations (Fightin Figures, FF), a quiz game about antibiotic fundamentals (Rapid Rounds, RR), and a board game using NAPLEX practice examination questions (Pills and Placebos, PP). Students completed a survey for each game assessing enjoyment and estimated time spent playing each game. Results Eighty-four students participated. Demographics of the sample include female 53%, mean age 26.7 years, and mean GPA 3.6. Using a Likert scale from 1–10 (1 = not enjoyable, 10 = very enjoyable) student rated each game: FF 6.5 ± 2.2, RR 7.2 ± 2.3, PP 8.4 ± 1.8. The time estimation ratio, calculated by dividing the estimated time by the actual time for each game was 0.9 ± 0.5 for FF, 1.5 ± 0.6 for RR, and 1.0 ± 04 for PP. The percentage of students who underestimated time spent playing was 57% for FF, 8% for RR, and 41% for PP. There were no differences in time estimation ratio based on sex, age, or GPA. Conclusion Although a small study, there was no trend toward association of time underestimation and enjoyment of these teaching methods. Students enjoyed the board game PP the most yet the time estimation ratio was 1.0, indicating estimated and actual time on task were the same. Students enjoyed FF the least but this was the only game they underestimated time spent on task. Disclosures All authors: No reported disclosures.

scholarly journals Not Computers, Only Teachers Can Make Education Exciting.

2016 ◽  
Vol 7 (5) ◽  
pp. 1369-1372
Author(s):  
DIETER GRASEDIECK
Keyword(s):  
New Media ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Vice President ◽  
Project Work ◽  
Face To Face ◽  
Human Contact ◽  
Significant Difference ◽  
E Learning ◽  
The Relationship

The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).

scholarly journals Deconstruction of Method-postmethod Dialectics in English Language Teaching

2017 ◽  
Vol 8 (3) ◽  
pp. 539
Author(s):  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Established Method ◽  
To Come ◽  
Language Teaching Methods ◽  
The Relationship ◽  
Traditional Roles

After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings new insights into method- postmethod dichotomy particularly by discussing the areas where the relationship between them becomes dialectical on some occasions. It also addresses the limitations of postmethod by identifying the factors where postmethod pedagogy gets entangled in a newer type of method though it emerged with the promise to come out of the stranglehold of method. Finally, it shows how postmethod redefines the traditional roles of teachers where they not only act as practitioners but also as theorizers, evaluators, observers, facilitators, innovators, and planners.

scholarly journals The Relationship Pattern of Internet Usage Frequency, Generation Z Characteristics, and Teaching Method in the Millennium Era

2021 ◽  
Vol 15 (18) ◽  
pp. 178
Author(s):  
Thomas Budiman ◽  
Franky Franky
Keyword(s):  
High School Students ◽  
Correspondence Analysis ◽  
Junior High School ◽  
Teaching Methods ◽  
Teaching Method ◽  
Internet Usage ◽  
The Internet ◽  
Generation Z ◽  
Usage Frequency ◽  
The Relationship

Generation Z students mount challenges to develop teaching methods in the millennium era due to their diverse characteristics from the previous generation as they are proficient in utilizing the internet, less attentive to each other and the environment, prefer immediate things regardless of all complex processes they shall go through. This study aims to seek the relationship pattern between Generation Z clusters, teaching methods, and internet usage frequency. This study involved 222 junior high school students in Jakarta. The two-step cluster, cross-tabulation, and correspondence analysis were used for data analysis. The method used is correspondence analysis. The findings indicated that internet usage frequency has a significant relationship with Generation Z clusters and teaching methods. The results concluded that students who use the internet less than five hours prefer the full tutorial method and group assignments, and those who use the internet more than five hours prefer tutorial and field assignments

scholarly journals Innovative Practice and Promotion Countermeasures of Micro-major in Chinese Universities

CONVERTER ◽  
2021 ◽  
pp. 503-509
Author(s):  
Huaide Wen, Jun Dai
Keyword(s):  
Economic Development ◽  
Teaching Methods ◽  
Lower Cost ◽  
Training Method ◽  
Teacher Teams ◽  
Emerging Industries ◽  
Social And Economic Development ◽  
Cooperation Model ◽  
Important Means ◽  
The Relationship

Traditional talent training at universities can no longer meet the changing needs of talents brought about by rapid social and economic development. A more flexible, faster, and lower-cost talent training method of micro-majors is gradually introduced into the practice of talent training at universities. Micro-major has become an important means to make up for the lagging of majors setting at universities and a supplement to increase the supply of talents in emerging industries. The micro-major curriculum system simplifies theoretical teaching and emphasizes applied practice, which is conducive to better social training. Online and offline teaching methods are generally adopted, and the school-enterprise cooperation model is introduced, which alleviate the shortage of teachers for talent training in emerging industries to a certain extent. However, the development of micro-majors also needs to improve the actual effect of practical teaching, strengthen the construction of dual-qualified and dual-capable teacher teams, and take into account the relationship between micro-majors and general majors.

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