The Role of Emotion in Teaching

Associated with the recent research results of emotion psychology, the paper addresses the role of emotion in teaching from five aspects. The author presents that emotion plays a primary role of internalization and regulation in the process of teaching and directly restricts the accepting of course contents, the mastery of academic knowledge, the internalization of learning motivation, the regulation of students＇ behavior and the construction of teaching strategies while arousing the relevant emotional experience, which is the psychological base of effective teaching.     

Inter-Parental Violence: The Pre-Schooler’s Perspective and the Educator’s Role

Early childhood educators are likely to encounter youngsters who experience problems at home impeding their abilities to learn and benefit from the program. One such group is children who live or have lived with adult domestic violence. Children yet to begin elementary school are over-represented among groups of young people known to live with inter-parental violence. A qualitative study using clinical interviews of young children was used to develop a model suggesting how key aspects of development among children 3–5 years of age can react to and be affected by inter-parental violence. Focus is on age-appropriate expression of emotions, salience of observations and conflicting messages, a child’s focus on outcome versus process, egocentricity and self-blame, learning of gender roles, and delay or regression in development of independence. Implications for the classroom are outlined, including providing a nurturing environment, supporting child adjustment, and helping caregivers. Special contingencies when families are in shelters are also discussed.     

The Teacher’s Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner’s English listening proficiency and their self-efficiency....     

The Teacher’s Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner’s English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher’s role in listening comprehension. For the purpose of proving the necessity of the teacher’s role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher’s role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.     

The Role of Drawing in Young Children’s Construction of Science Concepts

It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known that children’s drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for teachers to incorporate children’s drawings into building science concepts. To demonstrate how drawings are utilized to help a child to acquire a science concept, the article first presents a vignette of an interaction between an adult and a 5-year-old boy, focusing on the science concept of the physical characteristics of a spider. It is then followed by several analytical explanations of how drawings build children’s understandings. Not only are the introduced strategies useful for one-on-one interactive communication, but also applicable to a small group of young children. The article ends with the specifics of how these strategies were applied to a group of four children in their acquisition of the science concept of the water cycle.     

Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs

This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.     

The Inspiration of The Interpreter’s Roles to College English Teaching

Jef Verschueren is the representative of European Continental pragmatic thought.He puts forward a new theory that pragmatics is a perspective on language and he uses the theory of adaptation to analyze pragmatics."The general concern for the study of linguistic pragmatics is to understand the meaningful functioning of a language as a dynamic process operating on context-structure relationships at various levels of salience"(Verschuren 2000:69).The focal points in contexts are the utterer and the interpreter,for the physical,social and mental aspects of contexts are activated by language users’cognitive processes.Verschueren divided interpreter’s roles into five types:addressee,side participant,bystander,listener-in and eavesdropper,which can explain the adaptation of context and language choices.This is also applicable in college English classroom as the English class is also a context.At present students taught at the same time by the same teacher do not master the knowledge at the same level.One of the reason is that students are not engaged in the class at the same level.According to the Verschueren’s theory,the best English teaching class is one that each student in the addressee of teachers.Addressee is a metaphor which means everyone should follow the teachers’explanation carefully and take part in the teaching activities.It has something to do with interaction theory,which considers students as active individuals but not passive receivers.One of the common interaction patterns is questioning.In this thesis,the question how to make students addresses through adoption of questioning approach in college English class will be researched.     

The Role of Formulaic Speech in SLA Learner’s Spoken Language Performance

A controversial issue in the field of Second Language spoken English acquisition is which one plays a more important role, the formulaic speech or the creative rules? And researchers have long kept different opinions about the definition of formulaic speech. The present paper discusses the definition of formulaic speech, describes relevant empirical studies and summarizes some roles of formulaic speech from our own experiments, hoping to provide some insights for second language spoken English teaching and learning.     

Teacher’ s Expected Role in Applying TBLT Method to Foreign Language Teaching

TBLT method is an influential approach which is based on the use of tasks as the core unit of planning and instruction in language and teaching,.Thus it calls for teachers expected responsibility in order to be applied well in foreign language teaching.Here based on the principles of TBLT,teachers’ expected roles are discussed.     

The Influence of Teacher’s Role towards L2 Learner’s Motivation

Based on the motivation theories pioneered by Gardner(1979,1985) and Lambert(1972),and one-year observation of the first-year,non-English-majors students,the paper analyzes the changes in characteristics of students’motivation in class at different stages of English learning-eagerness,low-motivation and self-discipline,and then discusses how the L2 teachers enhance and sustain the students’ motivations intrinsically and extrinsically.It’s hoped that the paper will help to bring about the implications for L2...     

Academic Mentoring in College: The Interactive Role of Student’s and Mentor’s Interpersonal Dispositions

This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed.     

The Role of Correction on Child’s Language Acquisition

Parental influences on the development of child language have been debated in linguistic field.So parental responses,including both positive feedback and negative evidence,have been discussed in the paper.     

The Role of Instruments in Three Chemical’ Revolutions

This paper attempts to show one of the ways history of chemistry can be teachable for chemistry teachers, it means something more than an undifferentiated mass of names and dates, establishing a temporal framework based on chemical entities that all students use. Represents a difficult equilibrium between over-simplification versus over-elaboration. Hence, following the initial proposal of Jensen (J Chem Educ 75:679–687, 817–828, 961–969, 1998), reconstructs the history of one of chemistry’ dimensions (composition-structure) in terms of three revolutionary moments. These moments are considered in terms of the Kuhnian notion of ‘exemplar,’ rather than ‘paradigm.’ This approach enables the incorporation of instruments, as well as concepts into the revolutionary process and provides a more adequate representation of such periods of development and consolidation. These three revolutions are called by the chemical structural entities that emerged from the same: atoms (1766–1808); molecules and isomers (1831–1860); electrons and isotopes (1897–1923).     

The 5I’s of Virtual Technologies in Laboratory Teaching for Faculties of Higher Education in Kerala

Journal of Science Education and Technology - In this paper, the effectiveness of training faculty in laboratory teaching (the teaching of science in a laboratory setting using experiments and...     

Teaching: in light of Noel Gough’s and Ajay Sharma’s articles

In their articles, Ajay Sharma (Cult Stud Sci Educ, doi: 10.1007/s11422-017-9835-z, 2017) and Noel Gough (Cult Stud Sci Educ, doi: 10.1007/s11422-017-9834-0, 2017) shed light on the impact neoliberalism has on the teaching of science and suggest ways to ensure that science education remains critical and socially equitable. In this paper, I illustrate how their proposals influenced my instructional choices during the fall of 2016 in a course entitled Epistemology and Education.     

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.     

The Quality of Early Childhood Educators: Children’s Interaction in Greek Child Care Centers

Though quality in early childhood education and care has attracted last decades enormous research interest there is still not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about the effects on children’s well being and development. Limited correlations have been found between the type of interaction and the structural characteristics. Research data highlight the need for further research to undergone and for changes in Greek legislation, concerning the operation of Greek child care centres.