Browsing by Subject "vuorovaikutustaidot"
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(2019)The purpose of this study is to examine, what kind of feedback the teacher gives to his/her students during drama lesson. The study also examines, what kind of effects the feedback given by the teacher has for the atmosphere in classroom. The latest researches point out that teachers don’t provide enough specific feedback for their students. Instead, the feedback is often inaccurate. The hypothesis of this study is also, that teachers don’t provide enough specific feedback for their students, as the previous studies show. The earlier literature presented in this study addresses formative assessment and the feedback that formative assessment requires. The literature of this study is also based on the significance of teacher’s interaction skills on his/her ways to give feedback, the significance of feedback for the school achievement of the students, and the feedback in drama education. The data of this study consists of eight video recorded drama lessons. There were four observed teachers, who have graduated with drama education as their secondary subject. Two drama lessons per teacher were observed. The feedbacks occurred from the data were marked on chart, where the feedbacks were divided in themes. The research method of the study is qualitative content analysis, because the feedback was examined as everyday phenomena. 63% of the feedback that was given by the teacher was directed to the behaviour of the student. 28% of the feedback was inaccurate glorification, and the amount of specific feedback was only 8%. Whereas the amount of inaccurate negative feedback was 1%, when rounded up. There was only one marked inaccurate negative feedback. When the results were compared to the quality of classroom’s atmosphere, the study found out that the teachers, who give positive feedback the most, have also higher quality in their classroom’s interaction atmosphere. In addition, the teacher who gave specific feedback the most, had the highest quality of interaction atmosphere in his/her classroom.
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(2020)Objectives. The goal of this thesis is to examine methods in which a teacher can prevent challenging behaviour of the students in the classroom and intervene in challenging behaviour in the classroom. Previous research has shown that it would be important for the teacher to try to keep a safe environment in the classroom and to create a warm relationship with the students. Teaching distinct models for interaction in the classroom has been proven to be effective. A goal was to find out how teachers understand and perceive challenging behavior in the classroom. Methods. The research for this thesis was done as a qualitative study based on interviews. The research material contained 8 interviews, with 4 subject teachers and 4 special education teachers. The interviews were made with Zoom, Skype or teams and the teachers who took part were found from different facebook groups that teachers use. The questions about different methods were analyzed through content analysis, and the questions about the teachers’ perceptions about challenging behaviour were analyzed by using discourse analysis. Results and conclusions. The teachers’ perceptions about challenging behavior varied a lot. Some of them brought up factors about the different students when others thought more about their own ways to support the behaviour. The answers were categorized into categories or discourses based on their answers. The results cannot be generalized since the nature of this study, but many different methods were mentioned. A warm relationship and respectful attitude from the teacher towards the students has been proven to be important in preventing challenging behaviour in the classroom.
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(2017)It is disclosed in the curriculum that came in the effect autumn 2016 that schools are more than before obliged to teach emotion and interaction skills to the pupils. The aim has been to support the introduction of the curriculum with many different kinds of interventions that have an influence of individual's or group's behavior. The benefit of the intervention is not always equivalent to the goals defined. When viewing the previous study it looks like even the interventions have been discovered efficient, they don't necessarily bring the final results wanted in normal operational environments. In this study the aim is to get deeper understanding of how the skills of emotion and interaction interventions' are integrated outside the intervension classes. Concerning the changes of the current pedagogical context and the changes of the new curriculum the aim was to examine what are the requirements needed so that the knowledge of emotion and interaction intervensions are integrated as a part of pupils' and school's every day life. The study was made by interviewing six pupils and two teachers of a primary school in the southern Finland by using halfstructured theme interview. The aspect was systemic to pursue the wideness of the phenomenon. The material of the interviews was analysed with material based content analysis method by examining the material on the whole. The aspiration was to understand the culture and dynamics between different matters in the school environment. The results offer a general view of the things in the school environment and the interrelationships that have an influence on adapting emotion and interaction skills in practice. The results show how an adult appears to the pupils not only as an expert of the content but above all as a role model about the things learned. Also the existing group dynamics between the pupils, roles and status in the class appears to have a big role creating circumstances where either the learned skills merge away. Even the skills would be educated in separate classes the pupils will not necessarily be aware of the goal of the action which weakens the application of the skills. In addition of the transparency an important thing when studying the material seems to be bringing the learned skills as a systematic part of different actions during the school day. Often the efficiency of the interventions is only being examined by contents and procedures. The results of this study however show that this is not enough. Teacher's own action and the social relationships in the class creates circumstances that either supports or complicates the functionality of interventions. In order the intervension to reach its goals more efficiently one must first pinpoint possible conflicts in the existing culture in the class. The results of the study offer critical point of view for the study of intervensions and conseptual tools for improving interventions in school environment.
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(2019)Objectives. Although children with language impairment typically have difficulties processing linguistic structures and with pragmatics, they have also been described as resourceful in conversations. Difficulties in linguistic skills affect speech production, causing communication breakdowns in conversations. When a problem occurs in a conversation, people can use compensatory strategies to get their message understood. These compensatory means can be verbal or non-verbal. There is only little research on children’s compensatory skills and how they act when a communicational problem occurs. Previous research has also been focused mainly in verbal communication. In order to gain an accurate understanding of a child’s linguistic performance, it is beneficial to gather individual information on how the child behaves in natural contexts. Especially the child’s parents are a valuable source of information in addition to a specialist’s assessment. The aim of this study was to examine the interactional skills of school-age children with specific language impairment and to describe what kind of compensatory strategies they use based on their parents’ observations. In addition, this study gathered information on parents’ experiences of the support the families have received. Methods. Twelve parents were interviewed in nine interviews for this study. The interviews were done in 2018. At the time, the children were aged between 6;2–10;0 years. This study used a semi-structured theme interview, and the data were analysed using a theory-driven content analysis. Results and conclusions. The parents reported that their children use several verbal and non-verbal compensational strategies. Pointing and the use of circumlocutions were the most reported strategies. It was also typical for the children that they relied on adult’s help to solve communicational breakdowns. The parents reported that they have found the best solutions and support methods for their family in daily living, but they also have received some advice from professionals. Family courses on SLI and peer support were reported as especially helpful and important support methods.
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(2023)Objectives. The aim of this study is to examine students' experiences of co-teaching in general education classrooms and to investigate how their experiences correspond to the teacher experiences found in co-teaching research. The research objective is to examine students' experiences of co-teaching in a case study classroom and to reflect them on the student benefits identified by teachers in co-teaching research. My research questions are the following: 1. What kind of experiences did students have with co-teaching in the case study classroom? 2. How do students' experiences of co-teaching correspond to teachers' experiences? Methods. I will carry out the study as a case study, where I aim to answer my research questions through previous studies and a student survey. The teacher research material consists of peer-reviewed Finnish studies on co-teaching and two doctoral dissertations. I will investigate students' experiences through a questionnaire where they are asked to respond to statements about co-teaching based on their own experiences. The voices of a few students were brought out in the research through thinking aloud. They spoke out loud while filling out the questionnaire and justified their decisions out loud. The thinking aloud was recorded and transcribed. First, I will explain what co-teaching is and how it has evolved. The second part of my thesis is a survey conducted through my case study on fifth graders' experiences with co-teaching. The central concept of the thesis is co-teaching, which also brings a new perspective to students' experiences of studying in a co-teaching classroom. Results and conclusions. The research results are divided into sections 5.1 Support, 5.2 Social and Interactional Situations, and 5.3 Peaceful Learning Environment. In studies of teacher ex-periences, the benefits for students identified include easy access to support, development of social and interactional skills, and enabling better learning environment through co-teaching. Co-teaching is not a straightforward or standardized model of operation, which is why the re-sults of teacher research also depend largely on how co-teaching has been implemented. This, as well as the subjectivity of student research, are also likely to be reasons why there is not much student research. The benefits of co-teaching for students identified by teachers are not fully confirmed through student surveys, but similarities can also be found in the research. Therefore, co-teaching can be seen as a beneficial model of operation for students when im-plemented correctly.
Now showing items 1-5 of 5