FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:     | 1 |   ...   | 7 | 8 || 10 | 11 |   ...   | 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 9 ] --

Disagree With Friends Students were asked in the interview about their reaction when they disagreed with their friends‟ ideas. More than half of the students (64.10%) reported that they decided to keep quiet when they disagreed with their friends. Almost half of the students (46.30%) chose to stay quiet when other students indicated that they Kreng Jai their friends, that is, if they show that they disagree with their friends‟ ideas. Many students mentioned that they Kreng Jai to disagree because disagreement might make their friends lose face and could lead to personal problems at the end of the conversation. Nearly 26 percent (25.92%) indicated that they were uncomfortable and shy disagreeing with their friends. Students reported that they lose face when they disagree or have different opinions than their friends (18.52%). Students indicated that they were afraid that their different opinion would not be accepted by others, which they take as losing face among friends. Figure 18 shows the reasons students stated for not expressing their opinion when they disagreed with friends.

Figure 18. Reasons why students stay quiet when they disagree with their friends Friends Disagree With You On the other hand, when students were asked about their feelings when their friends expressed opinions that disagreed with them, only 28.

92% reported that they felt negative toward friends who disagreed with them. Many students stated that they were uncomfortable and lost face when someone disagreed with them. Other students viewed disagreement as normal when any opinion is brought up. As a student said, “I am not usually take it personally when my friends disagreed with me. On the opposite, I took it as opportunities to learn new ideas.” Disagreeing With the Teacher Students were asked about their reactions when they disagreed with their teacher.

Only 15.85% of students indicated that they would express their opinion.

On the other hand, 84.15% of students chose to keep quiet and pretend they agreed with their teachers.

Among students who choose to keep quiet, 41.49% indicated that they were afraid that their teacher would deduct points or punish them if they disagreed with teacher. Onethird of the students (37.23%) said that they preferred to remain quiet because they believed in the teacher‟s knowledge. As one students stated, “Teacher is the person who educate us. Teacher knew everything which means everything that teacher said is correct and we should follow that opinion.” One-fourth of the students (25.53%) believed in seniority; that is, younger people should not argue or disagree with their elders. As reflected in a student‟s response, “We as a student should not argue against teacher because teacher is not only be our educator but they also older than us and that‟s mean we must respect them as they are older too.” Another student said, “Kreng Jai should be apply to this situation especially disagreements with teachers.” Students explained that disagreeing with older persons, especially a teacher, would mean challenging them and that could be interpreted as not respecting teachers. Other reasons that make students decide to remain quiet are shyness, uncomfortable, and losing face when students need to express disagreement with their teacher. Figure 19 shows reasons students decided not to express their disagreement with their teachers.

Figure 19. Reasons Students Stay Quiet when They Disagree with the Teacher In comparing disagreement reaction toward both teachers and friends, students tended to express their disagreement with their friends more than with their teachers.

However, more than half of students indicated that they would just keep their disagreement to themselves. No matter whether they disagree with their friends or with their teacher, they chose not to mention anything. Kreng Jai plays a major role in both cases. However, students seemed to feel less Kreng Jai toward their friends than toward their teacher. This is because their teachers are older than they are. Seniority was one of the reasons students indicated as a reason not to argue or disagree with teachers.

However, seniority or power distance is not the factor that students most often mentioned when they were asked about the reaction on disagreement with friends. Most students were afraid that arguing with their friends would hurt their friends‟ feelings, which they usually prevent by keeping quiet when they disagree. See Figure 20 for disagreement reaction toward teacher and friends.

Figure 20. Disagreement Reaction toward Teacher and Friends Teacher Interviews There were 10 teachers who participated in this phase of the study.

All of the teachers were asked to participate in the interview session. All of the teachers who participated in this study were taught to use teacher centered approaches as the regular instructional technique in their classes. Some teachers were assigned to teach two out of three techniques examined in this study while some teachers were assigned to only one technique.

Experience with Instruction Jigsaw. Five teachers who taught vocabulary by using the jigsaw instruction technique were interviewed. Four out of five teachers indicated that they liked the jigsaw instructional technique. One of the teachers who liked the technique said, “I really love and enjoy using this method; I would like to continue using it with other lessons of mine.” A few teachers who were assigned to use the jigsaw method also were assigned to use CIRC as one of their instruction techniques in another class. All of them mentioned that they loved the jigsaw more when compared to the CIRC technique. As one teacher expressed her experience, “I think it is easier to manage the class with Jigsaw instruction technique since students were getting into smaller groups. Another teacher said, “I like Jigsaw instruction technique because there were about 4-5 students in each group. It is easy to manage the students not to be too loud and the group is small enough to get all students to work together.” The size of the group was noted positively by another teacher who said, “The small size of group fits well with students and eliminated the chances that some students would just sit and wait for the answer from other members of the group.” In addition, teachers stated that Jigsaw allowed good opportunities for students to interact with other friends, which they felt was good for developing social skills in students. Teachers viewed these methods as a chance to build students‟ confidence in expressing their opinion to others.

Among these five teachers who used jigsaw as their instructional technique, there was only one teacher who indicated that she was not very impressed with the technique.

She said students did not do well getting into groups and that the teacher needed to help manage students in groups. She also mentioned that students were a bit too loud when working as a group. In addition, she thought it might not be a good fit for students who are lazy and do not care about others and that the work was loaded on other members of the group. As she said, “Group of students who is lazy still need teacher to point on them and tell them what to do step by step.” CIRC. Five teachers who used the CIRC instructional technique participated in this interview. Three out of five teachers‟ feedback was largely positive. One of the teachers stated that she liked the method because it allowed students to interact and work with others. Another teacher added that, even though this is a great method, both students and teachers need some time to adapt to the learning environment since they all are familiar with the teacher centered method. As reflected in a teacher‟s response, “I think this method is a bit difficult for teacher to manage the class, but in a long run, when student and teacher used to the technique, I think this is a great method to apply in my classroom.” Two other teachers indicated that they found this method difficult for teachers in terms of time management. One teacher stated, “Since we only have one teacher per class, it is difficult to take care and manage time and activity into two groups that need your different type of explanation and attention.” The size of student groups was another issue that teachers commented on in the interview. As one teacher mentioned, I think divided students into two group make each group a little too big for the hands-on activity since there are about 40-50 students in the whole classroom. Some students were not working and waiting for their friends to tell them the answer. One teacher stated that she would prefer teaching students with a teacher-centered instructional technique as it allowed her to push or call on weaker students to participate in her questions more than CIRC. She felt that teaching with a teacher-centered technique would allow her to deliver more solid information to students than any of the cooperative learning techniques.

Teachers Observations of Students’ Reaction to Jigsaw Teachers were asked about their students‟ reactions to the instructional technique used in the class. All of the teachers stated that they felt students were excited and enjoyed using the Jigsaw technique. However, during the working session, students were a little confused about how they should complete their task. This was solved when teachers provided more explanation.

While working with their friends, teachers noted that girls seemed to be quieter than boys. One of the teachers said he had observed that “girls were shy and seemed like they were no confident with their answer. I think they were afraid that boys will laugh at them if their answer is wrong.” Other teachers mentioned that students had more confidence in sharing their answers and opinions than when they learned as a whole class. Students still asked the teacher when they did not understand what to do on their tasks. As one teacher explained, “Students sent one or two members, which most of the time were the same set of members, to ask for more explanation. Then they go back to their group and share the information to their group members.” Teacher Observations of Students’ Reactions to CIRC Only one out of the five teachers who used the CIRC technique stated that students were excited and had fun learning with this type of instructional technique.

However, most of the concerns the teachers had were about the quality of the students‟ work when students helped each other. Teacher mentioned that they were surprised that not many students waited to copy from their friends. Students performed well in the team. Teachers reported that students tried to adapt their style of work, so that they could complete their task. However, one teacher indicated that students still were not confident with their quality of work and still needed to confirm with their teachers on completing their tasks.

Teachers’ Observations of Students’ Reactions to Teacher-centered Instruction The teachers reported that, when teaching with the teacher-centered instruction technique, students seemed to wait for the answer from the teacher and were less willing to participate in the class. Most of the time, teachers had to call on individual students to answer questions. The teachers felt that teacher-centered instruction is effective in delivering information to students, but did not help in improving students‟ social skills or in developing self-directed learning behavior. One teacher said, teacher-centered is like a spoon feed method. Students would get the entire knowledge and information teacher planned to include in the lesson, but students do not have chance to interact with others in the class. In addition, students will have a hard time on self-learning because they get used to the information or knowledge fed by their teacher.” Teachers’ Observations about Students’ Questions and Opinions Teachers were asked how they felt when students asked questions or expressed their opinions in class. All the teachers who participated in this interview indicated positive feelings when students asked questions during the lesson. One teacher said, “I felt good when students asking question or sharing their opinion in the class, even though I have to repeat some parts of the lesson. At least students learn how to express themselves.” She added that “students‟ questions help me realize on what part students still need further explanation.” Teachers view students‟ opinions as a way to help form students‟ thinking skills. As one teacher said, “when students shared their opinion, that makes me know in what way students think and how I should I help guiding students to a better process of thinking.” Another teacher commented, “I felt comfortable to answer students‟ question or accept students‟ opinion if that is not students‟ intention to challenge me.” Most of the teachers welcomed questions from students. However, they preferred that questions be asked after class rather than having students ask them in class.

One teacher stated, “I don‟t like when students asked questions in class, since it interrupted my teaching, and also interrupted other students‟ learning as well.” In addition, teachers mentioned that they felt that students do not like to ask question in class, since they have to ask questions in front of their friends, resulting in losing face.

Even though students were comfortable asking questions of the teacher, a different reaction was reported in terms of expressing their opinions to the teacher.

Teachers reported that students seemed uncomfortable sharing their opinions. The main reason the teachers gave was students losing face. Some teachers mentioned that it might be because students believe that teachers know best, and students, therefore, should agree with the teacher. One teacher said, “Students think that they should not argue or disagree with teachers, since teachers are the people who deliver knowledge; teachers know everything. With this reason, students should not argue or challenge anything, but follow.” Another teacher stated that she needed to ask students to share their opinion before the teacher‟s opinion was stated to prevent students from being afraid that their opinions will be seen as being against the teacher‟s opinion. Even though this helped in encouraging students to express their opinion, a good number of students still were uncomfortable expressing their opinions in class.

Pages:     | 1 |   ...   | 7 | 8 || 10 | 11 |   ...   | 14 |

Similar works:

«Journal of Elementary Science Education, Vol. 17, No. 1 (Spring 2005), pp. 55-68. ©2005 Department of Curriculum and Instruction, College of Education and Human Services, Western Illinois University. Student Teachers’ Use of Learning Theories to Diagnose Children’s Learning Difficulties Andrea J. Madsen Joanne K. Olson Iowa State University Understanding how people learn is the foundation of informed teaching, yet it is difficult for teachers to articulate and effectively use. This study...»

«THE CONCEPTUAL FRAMEWORK FOR FINANCIAL REPORTING AND A PEDAGOGICAL APPROACH THERETO Stephen A. Coetzee* Department of Accounting University of Pretoria South Africa stephen.coetzee@up.ac.za Astrid Schmulian Department of Accounting University of Pretoria South Africa astrid.schmulian@up.ac.za * Corresponding author INTRODUCTION I don't think you should teach the standards. I think you should teach the conceptual framework and then discuss why certain standards have not followed the framework...»

«Teacher-Child Relationship Quality and Children's School Outcomes: Exploring Gender Differences Across Elementary School Grades Item type text; Electronic Dissertation Authors Ewing, Allison Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited...»

«Use Bookmarks for Table of Contents PREFACE With the many musical histories that have been written in the English language, relatively little work has been done on the subject of the wind band and its most important musical form, the march. Evidence of this scholarly oversight was revealed in the course of researching this paper, when no one book could be found which contained a complete history of the march; moreover, books written on related subjects often gave but a limited number of...»

«School of Accounting and Finance AFM 101: Introduction to Financial Accounting Fall 2012 Course Syllabus Course Instructors: Name: Duane Kennedy Donna Psutka Vishal Baloria Office: HH 383G HH 3162 HH 177C Phone: 519-888-4567 ext. 35987 519-888-4752 519-888-4567 ext. 36914 E-mail vbaloria@uwaterloo.ca dkennedy@uwaterloo.ca dpsutka@uwaterloo.ca Office hours: 11:30-1:30 MW or by appt. 1:30-3:00 MW or by appt. 1:30-3:00 MW or by appt. Course Administrator: Name: Humberto Gutierrez HH 3rd floor...»

«Department of Psychological Sciences Accomplishments, Awards, & Accolades April-July 2014 Dr. Andy Walters Named SBS Teacher of the Year & President’s Distinguished Teaching Fellow Dr. Andy Walters was appointed as NAU’s sole President’s Distinguished Teaching Fellow and named the SBS Teacher of the Year. For both awards, Dr. Walters was recognized for his tremendous commitment to undergraduate students: his outstanding teaching skills, both within the traditional classroom experience as...»

«Dunbarton Congregational Church October 28, 2012 “Imagine... A World Without Discrimination” When a foreigner resides among you in your land, do not mistreat 33 them. The foreigner residing among you must be treated as your 34 native-born. Love them as yourself, for you were foreigners in Egypt. I am the LORD your God. Leviticus 19:33-34 I expect many of you read the story in last Thursday’s Concord Monitor. Two racially insulting notes were left taped to the door of a Bhutanese...»

«JUNIOR STATE OF AMERICA C H A P T E R S TA R T U P G U I D E PA R T O F T H E J S A C H A P T E R S TA R T U P S E R I E S STARTING A JUNIOR STATE CHAPTER Intentionally blank. TABLE OF CONTENTS JSA WELCOMES YOU / STEPS FOR A SUCCESSFUL JSA CHAPTER 2 Contact the Junior State Office 2 Finding A Teacher Advisor 2 The Founders’ Meeting 2 Approval From Your Administration 2 Find Potential Members 2 Formulate a Chapter Constitution 3 The First Meeting 3 Collect Taxes, Be Recognized 3 Chapter...»

«BOOKS & AUTHORS I. Alphabetical Listing of Books: A A Backward Place : Ruth Prawer Jhabwala A Bend in the Ganges : Manohar Malgonkar A Bend in the River : V. S. Naipaul A Billion is Enough : Ashok Gupta A Bride for the Sahib and Other Stories : Khushwant Singh A Brief History of Time : Stephen Hawking A Brush with Life : Satish Gujral A Bunch of Old Letters : Jawaharlal Nehru A Cabinet Secretary Looks Back : B. G. Deshmukh. A Call To Honour-In Service of Emergent India : Jaswant Singh A...»

«Program of Activities All activities are held on campus, except for the Celebration of Life and the Farewell Brunch which are at the Harvard Faculty Club. Please note there is an extra charge for the Farewell Brunch. No activity requires formal wear. Please dress for your own comfort. Spouses and guests are warmly invited to attend all activities. Times are approximate and the schedule is subject to change. Inquiries: reunions@law.harvard.edu ▪ Tel. 617-384-9523 Friday, September 16, 2016...»

«INCHOATE CRIMES MATERIALS 1) Enough handouts for each student (provided in the PICC).2) Re-useable white board, markers, eraser – if you want one (provided in the PICC). TAKEAWAYS o Students will understand what “inchoate” means. o Students will have a basic grasp of the elements of attempt, solicitation, threat, possession, and accessory. QUICK INTRO (Time Check: 1 minute) Tell the class: Your names, that you’re law students from Stanford Law School, and you’re there to teach a...»

«Forecasting Activity Key *** For ease of use during class the Teacher Key pages are numbered the same as the Student Activity Book pages. I. Introduction How often do you watch the weather on TV or listen on the radio for the weather forecast? The weather affects everything from afternoon swim practice to attacks on enemy forces during wars. Weather forecasting used to be thought of as witchcraft. Those caught forecasting were punished. Today, we rely heavily on weather forecasters to help us...»

<<  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.