FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:     | 1 |   ...   | 6 | 7 || 9 | 10 |   ...   | 14 |

«By Kirati Khuvasanond A Dissertation Submitted to the Department of Curriculum and Teaching and the Faculty of the Graduate School of the University ...»

-- [ Page 8 ] --

Almost one-third of the students (29.16%) felt that the classroom environment in this treatment was too quiet. One-fourth of the students said the classroom was “eerie” (25%) which made them afraid when they had to participate in the class. Similarly, feedback from students (25%) reported that they felt “okay” with the classroom instruction. As one student said, “I am not that enjoy with the class but not that negative as well. I guess I feel okay with the class.” Only 16.66% of students in the teacher-centered classroom felt that they had fun while learning in the class. Other feedback revealed that students felt they learned best under a teacher-centered instructional technique. However, students admitted that they felt sleepy in the classroom due to the fact that the teacher was talking most of the time in the classroom and they only were required to be passive and listen to the lecture. Students said they copied notes or exercises from the blackboard or friends in order to submit their work to the teacher. Students stated that learning with this technique required that they behave in a “good” manner, which they said is too strict for them. Figure 10 shows students‟ feedback toward the TeacherCentered classroom.

Figure 10 Students‟ Feedback toward Teacher-Centered Classroom Instruction Technique In comparing students‟ feedback toward classroom instruction, cooperative learning methods (jigsaw and CIRC) received more positive feedback than the TeacherCentered instruction technique. Students seemed to prefer Jigsaw more than they did the CIRC instruction technique. On the other hand, students‟ negative feedback toward Teacher-Centered classroom instruction was clearly evident. Figure 10 shows students‟ feedback toward the three instructional models.

Figure 11. Comparing Students‟ Feedback toward Jigsaw, CIRC, and TeacherCentered General Classroom and the Way Teachers Ask Questions in the Class The method teachers used when asking students questions during class is one of the factors which might affect students‟ feelings of being pressured, losing face, and power distance between them and their teachers.

More than half of the students (54%) reported that their teacher usually called on individual students by asking them to stand up and answer specific questions. Forty-six percent of students (46%) said that their teacher asked for volunteers to participate answering the teacher‟s questions.

Overall, students reported more positive feelings when their teacher asked for volunteers to respond to a question. More than half of the students (56.63%) indicated that they were willing to volunteer in responding to teachers‟ question or express their own opinion. One student said, “I felt less pressure when teacher ask for volunteer. I felt more confident to participate because when I decided to volunteer, I am sure that my answer is correct.” On the other hand, 43.37% of students reported negative feelings when the teacher asked for a volunteer. Students who reported negative feeling in volunteering were asked to explain why they do not want to volunteer in class. Thirtyseven percent (37.80%) among those students reported negative feelings when volunteering and indicated that they were not confident with their answer. They often thought that their answer was incorrect. Some students (28.05%) were afraid of losing face if their answer was wrong. Many students mentioned that they do not want their friends to laugh at them when they stand up and try to answer the teacher‟s question.

Other reasons given for not wanting to volunteer in the class were, “shy to stand up and talk (23.17%),” and “afraid of being the teacher (10.98%).” Several students stated that they were afraid that their teacher would deduct points or blame them if they said something incorrectly, so they decided to keep quiet and listen to other classmates talk.

Students were asked how they felt when teachers called on an individual student to answer or participate in the class. Only 35.37 % of students had positive feedback toward the teacher calling on individuals for participation. Another 64.63% reported negative feedback toward this method of soliciting participation. Among these students who reported negative feelings toward being called on, more than half of the students (57.24%) claimed that they were nervous and lacked confidence. Some students explained that they were nervous because they were afraid of giving an incorrect answer when they were called on. A few students agreed that they felt uncomfortable when they were called on, since they become a center of focus for their class. They felt bashful when they had to stand up and give an unsure answer since it is an uncontrolled situation for them. Students also reported that they were at risk of losing face (21.74%) when they were called on, due to the fact that they did not know the correct answer. Quite a number of students admitted that answering incorrectly in front of the class made them lose face to their friends and teacher. As one student said, “It showed that I do not understand what teacher taught in front of everyone in the class. I felt embarrassing when other students laughing at my answers.” Twelve percent (12.32%) reported that, when they were called on, they were shy about standing up and talking in the class since they became the center of the class. This idea was also supported by another student who said, “I am lack of confident and do not enjoy talking or doing anything in front of many people.” Students said they were afraid of the teacher (8.70%), another reason that was reported under the negative feeling when students were called on. Several students said that they were afraid that their teacher was going to blame them if they did not give a correct answer. As stated by a student in the interview “Teacher always thinks that I am not listening to her when I gave incorrect answer. Sometime she blamed or punished me because she mistaken that I am not listen to her lecture.” Figure 12 shows the comparison of negative feelings between volunteer and called-on question initiation by the teacher.

Figure 12 Comparing Negative Feeling between Volunteer and Called on Students’ Preferences between Friends and Teachers When They Do Not Understand Students reported that when they were in doubt or had questions regarding a lesson in the classroom, they preferred to ask their friends (60.98%) than their teacher (39.02%) for clarification. Students stated the most common reason they preferred to ask their friends was because they were afraid of the teacher (66.67%). Many students mentioned that they do not want the teacher to blame them when they asked questions of the teacher. One student stated, “Teacher normally blamed us that we were not listening to the lecture when we asked about the information taught in the class.” Almost seventeen percent (16.67%) reported that they felt Kreng Jai to their teacher if they had to ask questions or asked their teacher to explain the lesson to them again. Some of the students also mentioned that asking questions of the teacher in front of the class might be interpreted as challenging or not respecting the teacher, which students should not act like toward their teacher. As reflected by one student, “We are student and we learn from teacher, we should show our respect to teacher and not challenging them.” About eleven percent of students (11.11%) preferred asking a friend to explain a question to them privately, due to the fact that they were shy when they asked the teacher in front of the class. Some students (5.56%) stated that they preferred asking their friend because they felt like they lose face when asking the teacher in front of their friends in the class. As reflected in a student response, I think it is ashamed to show to public that I don‟t know or don‟t understand lesson. Asking teacher in front of everyone make me felt that way but asking friend privately made me felt better because I only ask to my close friend or asking to only a few friends. Figure 13 shows the reasons students decided to ask friends when they have questions in class.

Figure 13. Reasons Students Decided to Ask Their Friends Rather Than Their Teacher Among 39.

02% of students who preferred to ask the teacher rather than friends, 79.31% stated they chose to ask the teacher because they were confident that the teacher would be the best person to ask. Students ask teachers based on the belief that teachers know best and so they do not risk learning incorrect information from their friends‟ explanation. One student said, If I ask friends to explain to me, sometime I still doubted that the information is correct or not. Also sometimes I disagree with my friends, which creates arguments and I still need to go to teacher. So, I think going to teacher directly is a better choice. Other students reported they were shy about asking friends (10.34%). A student explained, “I felt ashamed to ask friends to explain lesson to me again, since we all listened to the same lecture.” Students (10.34%) also reported that they are afraid of losing face if they asked their friends. Apparently, they do not want to let their friends know that they do not understand the lesson. See Figure 14 for reasons students gave why they decided to ask their teacher.

–  –  –

Ask Teacher in Class or Personal Students who participated in this interview were asked, if they need the teacher‟s help about a lesson learned in class, what their preferences were about when to ask their teacher for help. Students‟ responses were almost equally split between asking the teacher in class (54.32%) and asking teacher privately outside of class (45.68%). Onethird of the students (33.33%) reported that they felt uncomfortable asking the teacher privately, since that could be interpreted as being a bad student. One student said, “I felt that I am not a good student when I need to talk to teacher outside class. It seemed like I have serious problem or I was not behave well that teacher need to talk to me privately.” Another third of the students (33.33%) felt nervous talking to the teacher privately.

Students stated that they needed to behave more politely than what they did in the class due to the fact that the teacher is older. As one student shared, “I am not sure how to behave that would show my respect to teacher and not to challenge teacher when I visit teacher in the teacher‟s room.” Other reasons were Kreng Jai to disturb teacher‟s time outside the class (16.66%), and that students were afraid of the teacher (16.66%). A student said, “Asking teacher privately mean I have to directly deal with teacher. I am afraid that I am going to do something not proper.” See Figure 15 for the most common reasons students asked teachers for help during the lesson in the class.

Figure 15. Reasons Students Preferred to Ask Teachers in the Class On the other hand, 42.

22% of the students who preferred asking the teacher privately stated that they chose this way because they were afraid of losing face if they had to ask the teacher to repeat or clarify the lesson in front of their classmates. As one student mentioned, “I felt like other friends were looking at me with the question mark on their face on why I am not understand these easy things.” About 26.67% among these students preferred asking the teacher privately, noting that they Kreng Jai their teacher and friends if the teacher had to spend time explaining the lesson again in class. One student said, “Some of my friends might already understand the lesson and would like to go on to other point. So, I do not want to disturb them and make them listen to the information teacher already explained again.” Almost eighteen percent (17.78%) of students reported that they were shy asking questions in the class so they chose to talk to the teacher privately to avoid their shyness in front of many people. Other reasons students mentioned were, being afraid of teacher (8.89%), and concerned about seniority between students and teacher (4.44%). Again, students mentioned that sometimes questions about a lesson might be interpreted as rude and intended as challenging teachers. Figure 16 shows the reasons students preferred asking questions of their teacher privately.

Figure 16. Reasons Students Preferred Asking Questions of Teachers Privately Sharing Opinions in Class Students were asked if they were comfortable sharing their opinion in class.

Most of the students (66.73%) reported that they were comfortable sharing their opinion in class because they were expressing their own opinions. The rest of the students (33.27%) preferred to keep quiet even though they had opinions. Those who preferred not to express their opinion explained that they were afraid of losing face if their opinion did not agree with their friends‟ views (32.69%). Shyness was another reason that almost one-third of the students (28.85%) reported for not sharing their opinions with their classmates. Twenty five percent of students (25%) reported that they were nervous about their answers and afraid of causing arguments among friends. Another reason that leads students to keep quiet was that they were afraid of their teacher (13.46%). As one student said, “I am afraid that my opinion will not be agreed by teacher or even against what teacher‟s idea is. Also this could bring to the argument where teacher could blame me of being against her” See Figure 17 for the most common reasons students gave for not expressing their opinion in class.

Figure 17. Reasons Students Do Not Express Their Opinion in Class.

Pages:     | 1 |   ...   | 6 | 7 || 9 | 10 |   ...   | 14 |

Similar works:

«Graduate School of Arts and Sciences Programs and Policies 2007–2008 bulletin of yale university Series 103 Number 10 August 20, 2007 Bulletin of Yale University Postmaster: Send address changes to Bulletin of Yale University, PO Box 208227, New Haven CT 06520-8227 PO Box 208230, New Haven CT 06520-8230 Periodicals postage paid at New Haven, Connecticut Issued seventeen times a year: one time a year in May, November, and December; two times a year in June; three times a year in July and...»

«Principles of Member Missionary Work — Week 1 SUGGESTED LESSON DEVELOPMENT Summary Class will begin with a discussion of the joy that comes from sharing the gospel, as exemplified by Ammon and Alma the Younger. The instructor and class members will briefly exchange positive member missionary experiences as a way to personalize this message and further invite the Spirit. The instructor will then lead an open, honest discussion about the obstacles that members face in sharing the gospel. The...»

«1 JACT Teachers’ Notes AH 1.1 Athenian Democracy in the Fifth Century BC 1.1 Books and Resources Useful books: relevant and stimulating material is found in the books listed in the Specification, and we particularly urge looking at R.K. Sinclair's Democracy and Participation at Athens, Josiah Ober's Mass and Elite in Classical Athens, and Cynthia Farrar's The Origins of Democratic Thinking. There have also been a number of helpful articles in Omnibus, particularly issues 14, 15, 17, 19, 23,...»

«ABSTRACT Title of Document: AN EXPERIMENTAL EVALUATION OF THE EFFECT OF INSTRUCTIONAL CONSULTATION TEAMS ON TEACHER EFFICACY: A MULTIVARIATE, MULTILEVEL EXAMINATION Jessica Robyn Koehler, Doctor of Philosophy, 2010 Directed By: Professor Gary Gottfredson Counseling and Personnel Services Teacher efficacy, the extent to which teachers feel they can influence student learning (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977), has been repeatedly linked to important student and teacher outcomes...»

«RICHARD CHALLONER SCHOOL MAGAZINE 2016 NFL Artist of the Grease—The Sports Awards Transforming Interview with Puzzle Page Month 5 Musical 13  22 Students 35  Mr Maher 44  51 Wishing you the most Wonderful Retirement! The Richard Challoner School Community says goodbye to Mrs Manning. A much loved and highly skilled Science Teacher, with a specialism in Special Educational Needs, who has given the school an extraordinary commitment over many years. Read what Mrs Manning’s colleagues say...»

«Poetry Series Anamta Ali Pasha poems Publication Date: 2015 Publisher: Poemhunter.com The World's Poetry Archive Anamta Ali Pasha(4th May) My name is Anamta Ali Pasha. I am 13 years old. I was born on 4th May,2001. I live in Pakistan. My father name is Muhammad Ali Pasha.He is the contractor of banks in Pakistan.I read in school The Educators Pak Avenue Campus Sahiwal. M y first aim is to become an honest man and to become a CSS foriegn servicer. I am doing O Levels and promoted to 2nd batch.I...»

«From the Head Teacher 26 June 2015 Dear Parents/Carers EVENTS NEXT WEEK As we draw to the last day of examinations for this academic year, it is an opportune moment to congratulate all of the students who have undertaken their GCSE and A Level examinations so studiously and conscientiously. This would not be possible without the fabulous support from Monday 29 June parents and additional revision and guidance sessions from all colleagues. I am sure that the summer Higher Education Week results...»

«Educational Process: International Journal ISSN 2147– 0901 (Print) Journal homepage: www.edupij.com EDUCATIONAL PROCESS: INTERNATIONAL JOURNAL EDUPIJ / VOLUME 4 / ISSUE 1-2 / SPRING-SUMMER~FALL-WINTER / 2015 Investigating Pre-service Social Studies Teachers’ Global Social Responsibility Level Enis Harun Baser and Emin Kilinc To cite this article: Baser, H. B., & Kilinc, E. (2015). Investigating Pre-service Social Studies Teachers’ Global Social Responsibility Level. Educational Process:...»

«Recognizing (Almost) Invisible Gender Bias in Teacher-Student Interactions Alice Christie, Ph.D. Arizona State University, USA alice.christie@asu.edu Abstract: This paper examines my role as teacher/researcher in perpetuating or trying to eliminate gender bias from my interactions with elementary school students. This descriptive study of a teacher/researcher interacting with students analyzes naturalistic data to answer the question, “How does a teacher/researcher perpetuate or disallow...»

«GENERAL CLASSROOM AND SPECIAL EDUCATION TEACHERS' ATTITUDES TOWARD AND PERCEPTIONS OF INCLUSION IN RELATION TO STUDENT OUTCOMES by Jennifer Ruhl Hull M.A., The University of West Florida, 1982 B.S., The University of Iowa, 1978 A dissertation submitted to the Division of Teacher Education College of Professional Studies The University of West Florida In partial fulfillment of the requirements for the degree of Doctor of Education 2005 The dissertation of Jennifer Ruhl Hull is approved: Rex E....»

«BEGINNING HAMMER DULCIMER Bill Troxler, Instructor www.billtroxler.com EMBELLISHMENTS It’s useful to remember that a century ago we would have been fortunate to hear, even once or twice in our lives, the quality of performance now instantly available at any hour on any home sound system. Because we hear virtuosity so often, it has come to seem normal to many of us. We have several opportunities a day to realize that we will probably never sound like that. Most likely, we’re right. But...»

«Vol. 3, No. 1 English Language Teaching Investigation of Burnout among Instructors Working at ESOGU Preparatory School Dr. Ümit Özkanal Foreign Languages Department Eskişehir Osmangazi Üniversitesi Yabancı Diller Bölümü Çamlık Kampüsü 26010 EskişehirTurkey Tel: 90-222-237-4400 /134 Fax: 90-222-237-9913 E-mail: ozkanal@gmail.com Nadire Arıkan Foreign Languages Department Eskişehir Osmangazi Üniversitesi Yabancı Diller Bölümü Çamlık Kampüsü 26010 EskişehirTurkey Tel:...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.