Pub Date : 2020-02-21DOI: 10.33422/3rd.icetl.2020.02.36
Huang Yu-ping
The phenomena of Cyberbully occurs on teenagers, which affects not only upon their academic performance, family and colleagues’ relationship, but also the victim post-bullying reaction physically and psychologically. The Anti-bully prevention is extremely significant to the campus safety. Thesis carries out Action Research employed to practical experience, inspect the specific class bully issue, specific student requirement, the angle of teacher positive discipline and preventive strategy. In order to decrease the chance of bully action and increase the student empathy, take action of SAFE Class Guidance Lesson Plan (SCGLP) efficiently more into class to assist students preclude bully issue, purpose to create a Class Positive Discipline, sublimate them to learn and growth. Through SCGLP, the major discovery are as follows: (1) Substantially increase student empathy and class cohesion. (2) Efficiently Improve class positive and friendly discipline efficiently. (3) Efficiently decrease the occurrence of bully in class. (4) Invite the academic advisor as a cooperate partner, improve the efficiency and effects of research project. Keyword: Anti-bully, Bullying prevention, Cyberbullying, Conflict resolution, Positive discipline
{"title":"SAFE Class Guidance of Action Research in Teaching: Prevention of Secondary Student-to-Student Bullying","authors":"Huang Yu-ping","doi":"10.33422/3rd.icetl.2020.02.36","DOIUrl":"https://doi.org/10.33422/3rd.icetl.2020.02.36","url":null,"abstract":"The phenomena of Cyberbully occurs on teenagers, which affects not only upon their academic performance, family and colleagues’ relationship, but also the victim post-bullying reaction physically and psychologically. The Anti-bully prevention is extremely significant to the campus safety. Thesis carries out Action Research employed to practical experience, inspect the specific class bully issue, specific student requirement, the angle of teacher positive discipline and preventive strategy. In order to decrease the chance of bully action and increase the student empathy, take action of SAFE Class Guidance Lesson Plan (SCGLP) efficiently more into class to assist students preclude bully issue, purpose to create a Class Positive Discipline, sublimate them to learn and growth. Through SCGLP, the major discovery are as follows: (1) Substantially increase student empathy and class cohesion. (2) Efficiently Improve class positive and friendly discipline efficiently. (3) Efficiently decrease the occurrence of bully in class. (4) Invite the academic advisor as a cooperate partner, improve the efficiency and effects of research project. Keyword: Anti-bully, Bullying prevention, Cyberbullying, Conflict resolution, Positive discipline","PeriodicalId":325562,"journal":{"name":"Proceedings of The 3rd International Conference on Research in Education, Teaching and Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134418060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-21DOI: 10.33422/3rd.icetl.2020.02.28
Soumia Boumaza
Reflective practice has always been highlighted as an important concept in language teacher education, and quickly became a core component as well as an approach to effective teaching and learning. In terms of teacher education and language training programmes, it has generally been presented as a core component in such courses and has usually been varied in its uses. It also emerged as a crucial aspect in creating quality educators and teachers. However, there has always been a lack of consensus over what reflective practice means, and what it entails in different teaching and learning contexts. This has led to a difficulty in terms understanding how it operates, particularly, in teacher education courses. Based on both the literature underlying this concept and an interest to add to its understanding in the educational field, this paper sheds light on understanding the concept of reflection in the CELTA (Certificate of English language teaching to Adults) course through the eyes of teacher trainees. The study, thus, aims primarily at exploring CELTA trainees’ perceptions of the concept and examining how reflection is conceptualised in such a course. To be able to generate meanings, reflection in this study has been looked at using a qualitative research methodology. In this sense, observations during two CELTA courses were conducted. Interviews with the CELTA trainees also took place by the end of each course. Observations were mainly concerned with the teaching practice and the feedback sessions taking place afterwards. Interviews, however, dealt with uncovering participants’ views and perceptions of reflection. Both the observations and interviews allowed a closer look at what the participants’ views are regarding reflection and as the research progressed, an understanding of how this concept is positioned in the course is generated. Based on the collected data, this paper will be concerned with presenting an initial analysis of the findings and delivering a general account of the participants’ understandings of reflection.
{"title":"Reflection through the Eyes of Teacher Trainees: A Repositioning of the concept in the CELTA Course","authors":"Soumia Boumaza","doi":"10.33422/3rd.icetl.2020.02.28","DOIUrl":"https://doi.org/10.33422/3rd.icetl.2020.02.28","url":null,"abstract":"Reflective practice has always been highlighted as an important concept in language teacher education, and quickly became a core component as well as an approach to effective teaching and learning. In terms of teacher education and language training programmes, it has generally been presented as a core component in such courses and has usually been varied in its uses. It also emerged as a crucial aspect in creating quality educators and teachers. However, there has always been a lack of consensus over what reflective practice means, and what it entails in different teaching and learning contexts. This has led to a difficulty in terms understanding how it operates, particularly, in teacher education courses. Based on both the literature underlying this concept and an interest to add to its understanding in the educational field, this paper sheds light on understanding the concept of reflection in the CELTA (Certificate of English language teaching to Adults) course through the eyes of teacher trainees. The study, thus, aims primarily at exploring CELTA trainees’ perceptions of the concept and examining how reflection is conceptualised in such a course. To be able to generate meanings, reflection in this study has been looked at using a qualitative research methodology. In this sense, observations during two CELTA courses were conducted. Interviews with the CELTA trainees also took place by the end of each course. Observations were mainly concerned with the teaching practice and the feedback sessions taking place afterwards. Interviews, however, dealt with uncovering participants’ views and perceptions of reflection. Both the observations and interviews allowed a closer look at what the participants’ views are regarding reflection and as the research progressed, an understanding of how this concept is positioned in the course is generated. Based on the collected data, this paper will be concerned with presenting an initial analysis of the findings and delivering a general account of the participants’ understandings of reflection.","PeriodicalId":325562,"journal":{"name":"Proceedings of The 3rd International Conference on Research in Education, Teaching and Learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133962673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：