Analysis of Online Social Interactions Based on Positive Reinforcement Social Networks in a K–12 Geometry Class

Online social networks are part of our daily life. They are widely used among university students. These platforms have positive and negative aspects. Focusing on the positive aspects, positive reinforcement social networks (PRSNs) have been used to improve the participation of high school students in the classroom. The main objective of this study is to analyze online social interaction on PRSNs, in order to find out if they have a positive impact on classroom participation and students’ self-perceptions of their own social skills, especially in the supposedly difficult STEM (Science, Technology, Engineering and Mathematics) subjects, where engagement tends to be lower. An education-oriented PRSN platform has been developed and used by the experimental group of students to promote discussion and facilitate the sharing of different types of materials. These materials had to be related to students’ academic and professional life, but not necessarily related to Mathematics. A total of 72 Geometry students (K–12) and their teacher participated in a semester-long experimental study. Analyses of the interactions through the proposed platform combined with classroom participation revealed that students from the experimental group showed an improvement not found in the control group. Moreover, perceptions of students’ own online skills were analyzed, showing a positive impact after the experiment.

Evaluación del Método de Aprendizaje Basado en la Investigación (MABI) en el CICS UMA-IPN

El método basado en la investigación (MABI), emplea la Participación Referenciada y distintas técnicas de aprendizaje en el aula, apoyadas por las distintas herramientas didácticas, métodos educativos y los sistemas de información y comunicación, TIC´S. El objetivo de esta estrategia es mejorar y flexibilizar el Método de Aprendizaje Basado en la Investigación (MABI) a fin de que, no perdiendo su esencia, se adapte a las condiciones del docente y de los alumnos de los distintos currículos, a fin de elevar el nivel de aprendizaje de los alumnos. Este método se describe en la planeación didáctica del Programa académico: Médico Cirujano y Partero la Unidad de Aprendizaje: Ap. Cardiovascular y Sistema Hematopoyético, (Bioquímica) utilizado en la 41 Generación. Los resultados obtenidos fueron que el índice de reprobación de los alumnos disminuyo. Ya que aproximadamente el número de alumnos reprobados eran entre 10 o 12 alumnos por grupo en las generaciones pasadas en que solo se aplicaba un examen único y ahora después de aplicar este método el índice de reprobación es entre 2 y 4 alumnos reprobados por grupo de un total de 40 alumnos, obteniendo muy buenos resultados. Method Based Learning Research (MABI), Referenced method employs different techniques and learning in the classroom participation, supported by various teaching tools, educational methods and information and communication systems, TIC'S. The aim of this strategy is to improve and streamline Method Based Learning Research (MABI) so that, not losing its essence, it suits the conditions of teachers and students of different curricula, in order to raise the level of student learning. This method is described in educational planning the academic program: Surgeon and Obstetrician Learning Unit. Ap Cardiovascular and Hematopoietic System (Biochemistry) used in the 41 generation. The results were that the failure rate of students decreased. Since about the number of passing students were between 10 to 12 students per group in past generations that only a single exam and now after applying this method, the failure rate is between 2 and 4 students reproved by group is applied a total of 40 students, with very good results.

"Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France

In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students, share a similar culture and common linguistic codes. The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication.

Effects of Students thinking Styles on Classroom Participation and Academic Achievements: A Case Study of Pakistani Students

Purpose: The main objective of the study was to identify different thinking styles of students during classroom participation, to assess students’ level of classroom participation in relation to their thinking styles and find out the association of demographic variable (gender, age, location) with thinking styles, classroom participation and academic performance of students, to examine the effect of students’ thinking styles on their classroom participation. Methodology: The participants were 1320. The researcher uses random sampling technique to select the sample. The questionnaire for student’s thinking styles, questionnaire for Student’s classroom participation, questionnaire for student’s academic performance were used. Findings: The results indicated that there are no significant on Factors Legislation, Executive, Global, monarchic and Internal. The post hoc show the significant different among the different variables e.g. Legislative, Executive, Global, Monarchic and Internal. And the results toward participation quality also shows that there is significance difference existed in participation quality. The other variable age shows that up to 22 respondents show significance different. Implications: Teacher and students understand the thinking styles of each other and know about the actual and required thinking style. Teacher should easily continue their attention and improve their knowledge about students need on the through communication and feedback from the students.

Teacher – Student Relationship as a Determinant of Students’ Classroom Participation in some Secondary Schools in Kumba I Municipality

The study investigates the Effect of Teacher- Student Relationship on Students’ Classroom Participation in the Kumba I Municipality. The descriptive survey research design was used to collect data. Four research objectives were formulated to guide this study. The target population for the study comprised three secondary schools. (one government, one confessional and one lay private) and a sample of 160 students purposively selected from them. The instrument used for data collection was a questionnaire which comprised of closed ended questions. The data was analyzed using descriptive statistics that is tables and frequencies. The findings revealed that all the variables exploited by the study (communication, emotionally- safe learning environment, student perception of teachers, motivation and praise) all have the potential of affecting students’ classroom participation in secondary schools in Kumba Municipality. Based on the findings, the following recommendations were made: Teachers are advised to routinely show positive attitudes, beliefs and expectations that will motivate students, build a cordial relationship with their students, and students are encouraged to feel free to express their problems especially academic problems to their teachers.

Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.

Exploring the Teacher Behaviors that Influence High School Student’s Class Participation in the UAE

Teachers are entrusted with the responsibility of ensuring teaching and learning takes place in the classroom; several challenges exist, however, that influence the degree to which teachers may find success in teaching and learning. This phenomenological case-study explored the perceptions of six high school science teachers concerning the teacher behaviors that influence high school student’s classroom participation within the Emirati private educational system. Semi-structured interviews were conducted with purposefully sampled participants; data was analyzed via content analysis, which employed utilized multiple stages of coding: open, axial, and thematic. The findings of this research resulted in three main themes: (1) Teachers who model positive behaviors increase student’s classroom participation; (2) An empathetic understanding of teachers-needs would lead to more effective teacher support; and (3) Field experience coupled with effective support facilitates positive perceptions of student-teacher relationship. The findings of this research indicate a strong need for active teacher-coaching and teacher-mentoring, rather than passive, primarily rote, teacher training programs that are common in schools as the primary form of professional development. It also demonstrates the need for school leaders and teachers to foster meaningful, positive relationships with students so as to improve performance. This research paper further contributes to closing the literature gap on Student-Teacher (S-T) relationships by providing new knowledge concerning the lived-experiences of high school science teachers in fostering meaningful S-T relationships.

Factors that De-motivate EFL Students’ Class Participation at a School of Languages

The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.

The participation role of the researcher as a co-operative achievement

In this paper, I examine my role as a researcher doing video-based fieldwork in mainstream classrooms with deaf youths in Iquitos, Peru through the lens of participation frameworks that emerged within moments of situated interaction. While conducting video-based fieldwork, I attempted to primarily occupy the role of a passive participant-observer in order to capture the deaf students’ everyday interactions with minimal interference from the researcher. As I will develop in the paper, it is evident that my status within the classroom participation frameworks was dynamic. While I often was not attended to in the participation framework and positioned as a ratified overhearer of the unfolding interaction, my status could quickly shift as the students and teacher responded to my presence. Moments when my status in the participation framework changed make visible the various roles that I occupied in the classroom, from an observer, to a confidant, to an authority figure. Through interactional extracts, I illustrate how the roles that I occupy in the classroom social ecology are a moment-by-moment co-operative achievement between members of the class and myself.