Umufonotalatalaga ma faiā‘oga Samoa – Navigating Samoan teachers’ experiences in classroom behaviour management

<p>This qualitative research study explored Samoan teachers’ experiences of classroom behaviour management in the context of Samoan secondary schools. As Pacific teachers of the 21st century, we are encouraged to be resilient and culturally sustaining, which are aspects of the transformative rethinking process, to ensure an inclusive learning environment that is culturally relevant for all students despite their differences (Koya Vaka’uta, 2016; Nabobo-Baba, 2006; Reynold, 2019; Sanga, 2002; Thaman 2009). Data were collected using a culturally specific Samoan methodological approach termed ‘umufonotalatalaga’ - a deep dialogue in the Samoan way which acknowledges respectful relations. Eight case studies of Samoan teachers, all of whom had been teaching for 5 to 30 years in colleges and secondary schools around the country, offered insight into teachers’ worldviews of their classroom teaching experiences. Adapting Bronfenbrenner’s (1979) socio ecological systems theory as a theoretical framework, the study investigated how the multifaceted currents of Samoan cultural practices guided the teachers’ experiences of classroom behaviour management. The findings revealed that participants strongly valued the Samoan culture, spirituality, tupu’aga (heritage) and fa’asinomaga (identity) as positive and empowering factors in which to situate CBM. The findings allowed the researcher to create a new model termed ‘matāmatagi’ – the centre of the wind – which provides a foundation for culturally sustaining pedagogies. The model could be used as a restorative cultural approach to mediate individual Samoan teacher/student experiences of classroom behaviour and management. There are significant implications for the teachers, such as teacher education for CBM, professional development, professional standards and teacher well-being for schools in Samoa.</p>

Umufonotalatalaga ma faiā‘oga Samoa – Navigating Samoan teachers’ experiences in classroom behaviour management

<p>This qualitative research study explored Samoan teachers’ experiences of classroom behaviour management in the context of Samoan secondary schools. As Pacific teachers of the 21st century, we are encouraged to be resilient and culturally sustaining, which are aspects of the transformative rethinking process, to ensure an inclusive learning environment that is culturally relevant for all students despite their differences (Koya Vaka’uta, 2016; Nabobo-Baba, 2006; Reynold, 2019; Sanga, 2002; Thaman 2009). Data were collected using a culturally specific Samoan methodological approach termed ‘umufonotalatalaga’ - a deep dialogue in the Samoan way which acknowledges respectful relations. Eight case studies of Samoan teachers, all of whom had been teaching for 5 to 30 years in colleges and secondary schools around the country, offered insight into teachers’ worldviews of their classroom teaching experiences. Adapting Bronfenbrenner’s (1979) socio ecological systems theory as a theoretical framework, the study investigated how the multifaceted currents of Samoan cultural practices guided the teachers’ experiences of classroom behaviour management. The findings revealed that participants strongly valued the Samoan culture, spirituality, tupu’aga (heritage) and fa’asinomaga (identity) as positive and empowering factors in which to situate CBM. The findings allowed the researcher to create a new model termed ‘matāmatagi’ – the centre of the wind – which provides a foundation for culturally sustaining pedagogies. The model could be used as a restorative cultural approach to mediate individual Samoan teacher/student experiences of classroom behaviour and management. There are significant implications for the teachers, such as teacher education for CBM, professional development, professional standards and teacher well-being for schools in Samoa.</p>

School Composition, Disruptive Classroom Behaviour and Student Results: A Study of Mechanisms of Peer Effects

This study analyses whether disruptive classroom behaviour affects students’ results in Swedish lower secondary schools (N = 1704), measured by the schools’ grade point averages (GPA). The data, collected from the Swedish school authorities, comprises variables on schools’ pupil composition, classroom environment and student mean grades. Previous research has shown that disruptive classroom behaviour has a negative impact on students’ results. This study finds such effects. The effect size reported is equal to the reported GPA differences between boys and girls. Results show that some of the original effects of school compositional variables are mediated through disruptive behaviour.

PENELITIAN TINDAKAN KELAS BAGI GURU AGAMA HINDU

<strong><em>Teachers, including teachers of the Hindu religion, are often expected to upgrade their practices and learning methods. It is necessary to do this so that the process of learning is contextual. Contextual learning involves modifying the idea of teaching and learning or learning in class according to the creation of thoughts and changes. Situations and circumstances of learning should continually alter. According to these modifications, learning methods and approaches must therefore be established. However, without a well-thought-out strategy, this transition in teaching methods cannot be carried out, and the operational steps must be systematically defined. A study is needed for teachers to understand whether improvements in teaching strategies have been directed following the learning goals and in line with the anticipated learning outcomes. This study is called research into classroom behaviour. In addition to experience as a teacher who had performed classroom action research, this study was carried out based on a literature study on Classroom Action Research—starting from compiling a classroom action research proposal (planning), implementing behaviour, observing and reflection, the classroom action research steps. Observations, data collection, follow-up and classroom action study studies were also performed alongside the action's introduction.</em></strong>

Improving cognition in school children and adolescents through exergames. A systematic review and practical guide

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and chronic effects of the use of different EXs on the cognition of young people aged 6 to 18 years, to review potential confounders, and to elaborate a practical guide to using EXs in schools or extracurricular contexts. Studies were identified from 4 databases (Pubmed, SportDiscus, ProQuest and Web of Science) from January 2008 through January 2018. Thirteen studies met the inclusion criteria. All the studies showed a positive effect of EXs on cognition. The review showed an acute improvement effect on executive functions (EFs) (visual attention, mental processing, working memory, response inhibition, and motor planning) and chronic benefits on mathematical calculation, self-concept, classroom behaviour, and on parental and interpersonal relationships. Only 5 studies used confounders. EXs are an effective and motivating tool to improve cognition in young people aged 6 to 18 years. Didactic recommendations to use EXs in school or extracurricular contexts are provided in this article.

Linguistic complexity of lecturers’ class register and its relationship to their personality traits

Many research studies indicated a correlation between classroom behaviour and the language of the instructors and learners. The inter-language that the teachers prefer to use in the class differs from the natural, daily life conversations in linguistic terms. It is characterized by more simplistic, repetitive, carefully selected language, or “classroom register”. The paper discusses a „foreign language classroom register” as a specific linguistic subsystem which is operated both by the rules of linguistic simplification and by constraints imposed by the specific social (school) setting. The standard language used in a classroom communication with a high ratio of short basic and coordinate sentences, more universal constructions, such as base case nominal phrases and active present indicative verb phrases, the limited reduction in morphological complexity as a result of a preference for a simple sentence structure. The research study examines a linguistic complexity of the teacher talk with focus on reductions, modifications, and simplifications. It also studies the personal attitudes of lecturers toward school discourse and the relation between teachers´ personality and a language complexity of their language.