Classroom Observation

Besides lots of practice for the Book Cart Drill Team (we zombified shirts yesterday, get excited to see) the past few weeks have been mostly working at the Reference Desk and observing classroom sessions lead by other reference librarians. The desk has become more interesting as the semester goes on, and a lot harder. Students and faculty are asking me questions that I do not quite have the answer to yet, which is very challenging but I also like. I learn something myself trying to answer their questions, and it makes me feel smart when I do find information for them. They are usually really grateful too, which makes working at the desk even more fun. Also being a student while doing this internship is interesting as well. Sometimes my friends come to ask for help at the desk which is kind of odd but enjoyable. In terms of my own work, this internship is helping me a great deal. I have a better understanding of where to look for material for my courses, and all of my research assignments are a little more manageable than they used to be. [excerpt

Rethinking Teacher Evaluation in Chicago

Presents findings from the Excellence in Teaching Pilot, which included training and support, classroom observations, and feedback in principal-teacher conferences. Examines implementation issues and the validity and reliability of observation ratings

Sitting to Participate

Over the years of education one of the most beneficial things one could do is participate in class. Many scholars have research the causes for participation in a classroom and what affects it has on student’s grades. For our study we are looking at participation and seat location. As current students we feel that majority of the students who participate inside the classroom sit in the front of the classroom. We defined the front of the classroom as the first three rows, the back of the classroom as the last three rows, and the middle of the classroom anything between the front and back. This brings us to our research question; is the placement of students in a classroom associated with how much they participate in the classroom? To give us a better idea of this subject we research six scholarly sources, handed out forty surveys to a convenience group, did participation observation, and interviewed two people

THE DEVELOPMENT OF SOFT SKILL ASPECT THROUGH COOPERATIVE LEARNING STRATEGY ON ELECTRONIC CIRCUIT LESSON FOR THE XIITH GRADE STUDENT AT DEPONTMENT OF AUDIO-VIDEO ENGINEERING IN SMK N 2 KLATEN

This research is development or increase of soft skills for student with cooperative learning strategy so that development process of soft skills can do in the study classroom, for example commitment, responsibility, cooperate, creativity and ethics. Beside that for knowing, what of soft skills with cooperative learning strategy can increase of soft skills for student compare with conventional method or discourse method in the study classroom can be doing by student XIIth class of 2 Klaten vocational high school. This research is Classroom Action Research execute at 2 Klaten vocational High school. Every cycle begin from planning, action, observation and reflection. Data analyst is doing to compare between the observation result of cycle I, Cycle II, and cycle III with qualitative description method which to clear with the mean of percent of soft skills who have a student. The result of the research is cooperative learning can be development of soft skills for student on commitment aspect, responsibility, cooperate, creativity and ethics with step that is group discussion and practice. The mean of soft skills who have student base observation at cycle I are 53,20 % (enough), Cycle II are 61,20 % (high) and cycle III are 64,80 % (high). While the observation result in soft skills aspect, is commitment aspect beginning at cycle I are 52 % (enough), cycle II are 63 % (high) and cycle III are 66 % (high). In the responsibility aspect beginning at cycle I are 53 % (enough), cycle II are 59 % (enough) and cycle III are 60 % (high), in the cooperate aspect beginning at cycle I are 55 % (enough), cycle II are 70 % (high) and cycle III are 71 % (high), in the creativity aspect beginning at cycle I are 53 % (enough), cycle II are 59 % (enough) and cycle III are 63 % (high), and in the ethics aspect beginning at cycle I are 53 % (enough), cycle II are 55 % (enough) and cycle III are 62 % (high), from of all observation result above, so can be said in general soft skills for student experiencing development with using cooperative learning strategy in the study classroom. Keyword : Cooperative Learning, soft skills, commitment, responsibility, cooperate, creativity and ethic

IMPROVING STUDENTS’ WRITING SKILL USING A FOUR-PHASE TECHNIQUE

This article describes a classroom action research held in writing class using a four-phase technique to improve the eleventh grade students’ writing skill and improve classroom situation. The method used in the research is classroom action research was conducted in two cycles. Each cycle included four stages: planning, implementing, observing, and reflecting. The research data were collected by using observation, interview, document, photograph and test (pre-test and post-test). The data were analyzed through descriptive analysis which consists of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes for the qualitative data and descriptive statistics for the quantitative data. The research findings show that a four-phase technique is able to improve students’ wriitng skill and classroom situation. It shows that there was an improvement of the students’ writing skill before and after the research. Key words: classroom action research, writing skill, a four-phase techniqu

Communication in the classroom: Practice and reflection of a mathematics teacher

This paper discusses the conceptions, practices and reflections about practices of a mathematics teacher, Maria, with respect to classroom communication and their change during the activity of a collaborative project involving a researcher and two other mathematics teachers. The case study of this teacher, who teaches at grades 5-6, draws on interviews and participant observation of the collaborative project meetings. The results show the relevance of the project to develop the teacher’s understanding of communication issues in her classroom, putting her practices under scrutiny, and developing richer communication processes between her and her students

Transforming classroom practices through teachers' learning of TPACK: The case of in-service teachers at Kibasila Secondary School in Tanzania

This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on the lessons was also enhanced. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the teachers' teaching approaches

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

Educators' opinions on classroom observation as a practice of staff development and appraisal

This study examines educators' perceptions of classroom observation as a practice of staff development and appraisal. A questionnaire survey was conducted on 2400 educators in Hong Kong. The reported frequency and patterns of classroom observation suggested that the current practice was primarily for the purpose of appraisal. Compared to secondary and special school educators, primary school educators were less likely to welcome observers. Teachers were more likely than principals to perceive that classroom observation was more for appraisal than for staff development. All respondents indicated that they wished for a model of peer observation and coaching. The results are discussed with reference to the need to develop a model of observation that is solely for staff development. © 2001 Elsevier Science Ltd.postprin