'Making up' the middle-class child: families, activities and class dispositions

In this paper we draw on data collected from a recent qualitative project to highlight the enthusiasm of middle class parents for enrolling their under-5s in ‘enrichment’ activities (extra-curricular creative and sporting classes). We seek to identify the part activities play in parental strategies for class reproduction. We first consider the broader issue of children and consumption, drawing out the way in which consumption and leisure activities are highly classed, and focusing on notions of taste and distinction. Then using examples from the data, we emphasise the sense of urgency and responsibility parents felt concerning their child’s development and the classed and gendered involvement of parents. We conclude that enrichment activities are one response to the anxiety and sense of responsibility experienced by middle class parents as they attempt to ‘make up’ a middle class child in a social context where reproduction appears uncertain

The Effects of Mind Mapping Activities on Students\u27 Motivation

We examined how students‟ motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open- and closed-ended items. Although the three activities had similar effects on students‟ motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided

Diglossia in Religious Activities in Puri Agung Tegal Tamu in Gianyar

Language varieties may be classified according to the users of the language. Regarding the so-cial stratification of the society where the language is spoken, language can divided into high, middle and lower variety. Language varieties which concern with social stratification between upper and lower class speaker is mentioned as diglossia. This research aims at identifying types and meaning of diglossia occur in Puri Agung Tegal Tamu and also investigating what factors influenced the used of diglossia in religious activities since Puri becomes the center of culture and a place where the civiliza-tion begins. In Puri Agung Tegal Tamu of Gianyar Regency, religous activities often take place such as maaturan, nunas tirta and nunas muput or ngantebin. This research concludes that the diglossia is classified into formal diglossia. Its occurrence in religious activities such as: inggih (yes), uning (know), elingang (remember) as part of H language variety and nah (yes), tawang (know), inget (remember) as part of L language variety. Its meaning for H class speaker is to express the power, and it signified respect by the L class speaker. It is influenced by several factors such as: field, mode and tenor. Keywords: diglossia, religious activities, and Puri

UPAYA MENINGKATAN KEAKTIFAN BELAJAR SISWA KELAS VII D DENGAN METODE TEAM TEACHING PADA MATA PELAJARAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DI SMP NEGERI 1 TEGALREJO

This research purpose to enhance students learning activity class VII D uses team teaching method on the subjects of Information Technology and Communication in SMP Negeri 1 Tegalrejo. This research is a classroom action research. The subjects of this study were students of class VII D, amounting to 32 students. Data collection techniques in this study using observation and interviews with sources. Observations were carried out using the observation sheet and observations in classroom during the learning process. In this study consists of two cycles. Data analysis techniques using descriptive analysis. The results showed that an increase in active learning class VII D on the subjects of Information Technology and Communication on SMP Negeri 1 Tegalrejo uses team teaching method. The average pre-cycle activity in which only reached 8.55 increased to 10.60 in Cycle 1 and Cycle 2 at 11.22. The things that serve as indicators in this study were student activities to respond to questions from the teacher, student activities to assignment given by teachers, student activities to attention explanation from teacher, student activities to asking questions, and student activities to observing demonstrations. Keywords: team teaching methods, activ

The english teaching and learning activities at SD Al-Irsyad Surakarta

This final project report is intended to describe the English teaching and learning activities at SD Al-Irsyad Surakarta, and to find out the raised problems with the solutions in the English teaching and learning activities at SD Al-Irsyad Surakarta. It is written based on the job training that has been done from February until April 2006 at SD Al-Irsyad Surakarta. SD Al-Irsyad Surakarta has given the English lesson from first class until sixth class. The English teaching and learning activities at SD Al-Irsyad Surakarta is held every Monday and Wednesday. The methods used in collecting the data in this final project were observation, participation, and interview. The English teaching and learning activities at SD Al- Irsyad Surakarta consist of greeting, explaining materials, exercising, ending the lesson. It is held in the class and LRC room, the activities at the LRC room are watching video and games. The raised problems at the English teaching and learning activities at SD Al- Irsyad Surakarta are uncooperative student, unenthusiastic student, limited facilities, and uncompleted English syllabus. Solution of problems are applying the game method, making the interested of the English teaching and learning activity

Preparing Students for Class: A Hybrid Enhancement to Language Learning

Ensuring that students spend time preparing for class has always been one of the challenges of teaching. Indeed, when students are given an assignment that they are required to do before coming to the next lecture—whether it be written exercises or just studying—one wonders how often they are actually doing it. There are many ways in which teachers can evaluate whether or not students are prepared for class (i.e., have done “their reading”). Some of these methods to promote more out-of-class studying have included collecting written homework, giving quizzes, and even extra credit. This paper discusses the role of technology in the classroom as an alternative means to ensure student preparation for class lectures. In particular, this paper reports on a particular hybrid Spanish language program which was implemented at a large university in the United States. In this program, in addition to spending the traditional class time with an instructor, students are engaged in on-line, out-of-class activities related to the immediate subsequent class lecture. Solidly grounded in contemporary theories of second language acquisition, this program has shown that students are not only more prepared for class, but that the instructor is able to devote more class time to practice meaningful communicative activities in Spanish with the students. This paper ends with a section reporting opinions and testimonials from instructors and students of the Spanish hybrid language program

Effective active learning strategies I have used in University class room

In this paper I summarize the various activities used in class room and laboratory teaching of first and second year engineering. These activities can be grouped under ‘active learning’. I describe the activities and the various attributes associated with each activity along with the advantages of using the mentioned activity model instead of simply a single ended lecturing model. Although most of these have erupted from an urge to increase students learning while making the topics increasingly interesting for them, most of these strategies have been researched out globally as effective teaching practices. Traditionally lecturers may think that they are doing active learning when questions are asked and a few students always answer or discussions amongst the same group of people take place from time to time. Although this includes student participation, it is engaging only a small fraction of a big class which is not optimum in terms of benefit to the class as whole and individuals of the class. Active learning is taking place in your class when you ask a question, pose a problem, or throw some type of challenge at them; ask your students to work individually or in pairs or small groups to come up with a response; give them some set time to do it; stop them, and invite one or more individuals or groups to share their responses with the class. The teacher as an expert can further comment on the answer if required. This paper concludes with a number of proven methods of including active learning strategies in first and second year Physics/electronics engineering class. Reference to global research about these strategies is included

Media activities in the class

Sonia Livingstone, together with Julian Sefton-Green, followed a class of London teenagers for a year to find out more about how they are, or in some cases are not, connecting online. In this post, Sonia discusses the diverse patterns of media use and digital engagement that counter the common narrative of screens simply dominating teenagers’ lives. The book about this research project, The Class: living and learning in the digital age, just came out. Sonia is Professor of Social Psychology at LSE’s Department of Media and Communications and has more than 25 years of experience in media research with a particular focus on children and young people. She is the lead investigator of the Parenting for a Digital Future research project

Teacher Monitoring Application in Teaching Based on CodeIgniter Framework in High Schools

This is Teacher monitoring in teaching at one Karawang Middle School, is needed to monitor teachers in teaching in class so it can be seen whether the teacher often does teaching and learning activities or not, teachers do not always attend school then carry out teaching and learning activities and also not teachers are not in attendance does not give assignments as a substitute for learning. This monitoring application can support the teacher monitoring process in teaching in the classroom. The system development method used is a waterfall and uses PHP and MySQL. This application is a consideration of how often the teacher teaches in class