Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers

As teachers are responsible for responding instantaneously to students’ statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students’ learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher’s instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over the entire class and discover off-task behaviors. So how does a teacher’s visual processing and noticing ability develop? It is important to clarify this process for both experienced teachers and student teachers. Therefore, the purpose of this study was to investigate whether there is a difference in visual processing and the ability to notice off-task behaviors in class between teachers and student teachers through gaze analysis. Using an eye tracking device, 76 teachers and 147 student teachers were asked to watch a video, and gaze measurements were collected. In the video, students exhibiting off-task behaviors in class were prompted by their classroom teacher to participate in the lesson. After the video, the participants were asked if they could identify the students who had displayed off-task behaviors and whom the teachers had warned. The results showed that teachers gazed at students engaging in off-task behaviors in class more often and noticed them at a higher rate than student teachers did. These results may be attributed to differences in the experiences of visual processing of relevant information in the classroom between teachers and student teachers. Thus, the findings on teachers’ visual processing by direct measurement of gaze will be able to contribute to teachers’ development.

Quantitative Comparison between the Smartphone Based Experiments for the Gravity Acceleration Measurement at Home

Smartphones are currently proposed as potential portable laboratories to perform a wide variety of physical experiments for teaching purpose. However, the frequent lack of clarity about the ease of replication of the experiments and on their accuracy often limits their effective use. In this work we deeply compare several smartphone-based experiments to determine the gravity acceleration g by only using cheap materials easily available at home. The experiment and the data analysis complexity are progressively increased, starting from fast and easy to replicate methods. The advantages and possible limits of all the methods are deeply discussed in order to allow an evaluation of the most suitable method for any particular teaching scenario.

Analysis of College English Teaching in Application Oriented Colleges and Universities Based on the Effect Oriented Concept

In order to cultivate more and more applied talents, promote the employment rate of college students, and improve the National English level, this paper, through theoretical analysis, reading and understanding the relevant literature, combined with practical work experience, through the design of teaching objectives, improving the curriculum evaluation system, and Innovating Curriculum teaching methods, achieves the effect-based teaching purpose.

ORGANIZATION OF EFFECTIVE TEAM INTERACTION IN THE CONDITIONS OF REMOTE WORK OF PEDAGOGICAL WORKERS

Today, in the conditions of a pandemic, due to quarantine restrictions, educational institutions are forced to develop a new system of work of both the institution in general and the teaching staff in particular. There is a need to build a new system of teamwork. The article outlines research on teamwork. Definitions of "team" and "working group" are given. The effectiveness of team interaction is marked by the cohesion of the team in achieving the goal, the team shares the overall responsibility for the work of the team. With effective interaction, team members achieve higher results together than they could achieve on their own. A model is presented, which defines basic team competencies, which consist of five sectors: relations and communications; teaching; purpose and motivation; internal processes; external processes and environment. On the basis of the specified model features of formation of basic components of a team at a remote form of work are defined. The article identifies barriers that arise during remote work in a team, namely: reducing the level of productive conflict, hiding mistakes, psychological danger, incomprehensibility of teachers of the overall goal, insecurity of colleagues, uncertainty about the importance of their work and the value of their contribution to the overall case. The factors that help the team stay effective and balanced are identified. One of the main factors and an indicator of team success is psychological security, which determines the level of protection of the psyche of the teacher, their ability to maintain optimal functioning, eliminate external and internal threats and provides an opportunity to effectively perform professional activities. Recommendations were given to the head of the educational institution to improve team interaction during the team's transition to distance work. The technologies that are recommended for remote teamwork are described. Recommendations for pedagogical workers on establishing effective team interaction in the conditions of remote work are presented. Further areas of research to improve the system of work to improve the effectiveness of teamwork are outlined.

Virtual Simulators: A Tool for Current Dental Education. Integrative Review

Background: In the wake of the COVID-19 pandemic, the use of virtual reality in education has increased. However, it is necessary to better understand its possibilities, precision, and user perception for the development of dental teaching. Purpose: To analyze current literature about virtual reality simulation and its implementation in dental education. Methods: Articles listed in different databases (PubMed, Cochrane, Javeriana University library catalog, and SciELO) describing studies on the use of virtual simulators in dentistry teaching were identified and reviewed. Articles published between 2010 and 2020 were reviewed. Results: From a total of 1030 titles identified, 13 articles were selected to conduct the integrative review. Most of the articles were evaluations of specific cohorts who received training, mainly related to preclinical activities. Some studies were controlled clinical trials and other qualitative evaluations. Only one study had a two-year longitudinal design. In all cases, the results and perception of virtual reality simulation were positive. Conclusions: The virtual reality simulation methodology shows promising results for dental teaching.

The Application of Situational Education Method in Art Appreciation Course in Primary School

With the increasingly improvement of teaching quality, primary education has aroused widespread attention in the education sector. Situational teaching method has become a popular and useful teaching method. In primary school it enables students to appreciate the beauty, feel the beauty, enjoy the charm of art, stimulate learning interest, cultivate basic aesthetic ability. In that case can we better achieve the teaching purpose.

Content and Language Integrated Learning: Origin, Development and its Possibilities in China

Content and language integrated learning (CLIL) is a teaching method with dual teaching purpose, and its purpose is to learn another subject through foreign language, so that foreign language learning and subject learning can be learned simultaneously. CLIL guides students to study in real, pays attention to both teaching topics and teaching language. Since its introduction, it has attracted the attention of academia and has been popularized in many countries. This article takes CLIL teaching as the research object, summarizes CLIL’s foreign research and practice from the aspects of origin, development, application in classroom and current development, and tries to explore the significance of CLIL teaching to the promotion of college English teaching in China.

Teachers, Studens, Homework

The function of homework is to meet teaching purpose and learning goal. From teachers’ and students’ point of view, this thesis refers some advice on how to assign and grade students homework. It has some reference value.

How to Integrate Ideological and Political Education into Mathematics Course of Vocational Education

With the increasing enrollment of general higher vocational colleges every year, the inconsistency between the knowledge level and ability of the enrolled students and ideological and political education hinders the realization of the teaching purpose of the school to a great extent. Advanced mathematics is a compulsory basic course for college students and an important subject for realizing the teaching purpose. In order to achieve the teaching purpose and improve the teaching quality and level of mathematics in higher vocational colleges, we must deepen the reform of teaching contents in advanced mathematics courses in colleges, and integrate mathematical knowledge with ideological and political education organically, giving full play to the teaching characteristics of advanced mathematics courses while fulfilling the ideological and political education for students. Moreover, ideological and political education is also combined with interactive advantages by means of interactive teaching. This paper briefly discusses how to integrate advanced mathematics course with ideological and political education. By analyzing the actual teaching cases of ideological and political education and advanced mathematics courses, the content of classroom teaching is discussed.

Emotional Burnout in the Higher Education Teachers as a Health Risk Factor and a Cause for Leaving the Profession

Introduction: Emotional burnout occurs more often in people employed in altruistic professions, including teaching. Purpose: Carry out research to identify emotional burnout in higher education teachers and its influence on their health. Methods: Psychological, statistical and analytical. With the questionnaire of V. Bojko “Emotional burnout”, 637 people were surveyed, including a group of 60 teachers. Data gathered were processed and analysed using descriptive and analytical statistics. Results: Among teaching staff, the phase of stress was determined in every fourth teacher (26,6 ± 5,7 %). For 8,3 ± 3,5 % of teachers, the phase of stress was already developed, while for 18,3 ± 4,9 % of teachers it was still in development. The symptom “Reduction of professional responsibilities” was identified in half of the teachers (50,0 ± 6,4 %), which is 3,5 times more frequent than for the whole sample (14,4 ± 0,4 %), p < 0,05. The symptom “Expansion of emotion saving” was also more frequently observed in teachers: 31,6 ± 6,0 % and 11,5 ± 0,4 %, p < 0,05 respectively. Particular emphasis should be placed on the symptom “Psychosomatic and psychovegetative disorders”, which was identified in every tenth examinee (13,3 ± 4,3 % in teacher sample and 9,7 ± 0,3 % in total sample, p > 0,05), which can affect their somatic well-being and their work capacity. Conclusion: Emotional burnout should be considered as a health risk factor, especially for higher education teachers, which requires development and implementation of measures to prevent the loss of highly qualified human resources.