Shyness in the Japanese EFL Class (original) (raw)
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DEALING WITH ALOOF BEHAVIOUR OF STUDENTS IN THE CLASSROOM A Qualitative Research
Are you one of those persons who behave in the dark corner of the classroom? You don’t want to engage contact or express greetings unless someone will speak to you first? A typical behavior of you being cold and distant, then, you are a certified having an aloof behavior (Cooper, 2012). The Encarta Dictionary defines aloof behavior as being- not friendly or forthcoming; cold and distant or uninvolved or unwilling to become involved with other people or events. In this case, the most concern of the teachers and individual faculty members is about the behavior. Every behavior of the student reflects their social status where important for reason that it is one of the basic needs of person- belongingness and love needs, according to Maslow’s Hierarchy of Basic Human Needs. Cognitive social psychology is concerned with the processes by which individuals gain knowledge about behavior and events that they encounter in social interaction, and how they use this knowledge to guide their actions. From this perspective, people are "constructive thinkers" searching for the causes of behavior, drawing inferences about people and their circumstances, and acting upon this knowledge (Snyder, Tanke, Bershied, 1977). Having an aloof behavior of the students can disrupt the learning that he or she might get because interaction between teacher and student creates improvement in learning. It also affects one’s performance in the class because; being aloof to others makes them isolated and hinders socialization. Participation in the class has a big part of the process in their performance in the school or in their report card. Moreover, class performance has 60% in grading rate (DO 8, s. 2015). Consider this hypothetical, but illustrative, scenario: Mary has high academic performance but has an aloof behavior. When she turns middle school, she was isolated and her participation rate failed. Her grade was pulled down by her poor participation. The solutions available to instructors include establishing a positive environment in the classroom to deter disruptive behavior and intervening directly (e.g., talking privately, setting limits) to deal with inappropriate conduct perhaps most importantly, instructors need to consider their own behavior as well as that of their students. (Sorcinelli, 1994).Teachers also need to consider where they might need to make changes to their actual instructional practices in order to prevent emotional issues that might occur or considering their personality and behavior to have an effective teaching.
Silence in an EFL Classroom: The Interplay of Schwab’s Four Commonplaces
Suranaree Journal of Social Science
This qualitative research aims to seek causes for silence in an English as a foreign language (EFL) classroom. To do so, the researchers went to one university in Thailand, and then interviewed and observed 10 students who enrolled in the Fundamental University English I course and consented to participate in the study. An analysis of the transcribed data helped the researchers identify four possible causes for silence in this particular EFL classroom. They were: (1) the EFL teacher, (2) the students themselves and their classmates, (3) the teaching material and its content, and (4) the classroom environment. More importantly, these four commonplaces appeared to be entwined. That is, the less friendly the student participants felt their teacher and their classmates were, the less the students enjoyed their English class; the more pressured the classroom environment was; the more the students would be silent, and vice versa.
Teachers' Strategies for Coping with Shy/Withdrawn Students. Research Series No. 199
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and other agencies and foundations. IRT scholars have conducted major research projects aimed at improving classroom teaching, including studies of classroom management strategies, student socialization, the diagnosis and remediation of reading difficulties, and school policies. IRT researchers have also been examining the teaching of specific school subjects such as reading, writing, general mathematics, and science and are seeking to understand how factors inside as well as outside the classroom affect teachers. In addition to curriculum and instructional specialists in school subjects, researchers from such diverse disciplines as educational psychology, anthropology, sociology, history, economics, and philosophy cooperate in conducting IRT research. By focusing on how teachers respond to enduring problems of practice and by collaborating with practitioners, IRT researchers strive to produce new understandings to improve teaching and teacher education. Currently, IRT researchers are engaged in a number of programmatic efforts in research on teaching That build on past work and extend the study of teaching in new directions such as the teaching of subject matter disciplines in elementary school, teaching in developing countries, and teaching special populations. New modes of teacher collaboration with schools and teachers' organizations are also being explored. The Center for the Learning and Teaching of Elementary Subjects, funded by the U.S. Department of Education's Office of Educational Research and Improvement from 1987-92, is one of the IRT's major endeavors and emphasizes higher level thinking and problem solving in elementary teaching of mathematics, science, social studies, literature, and the arts. The focus is on what content should be taught, how teachers concentrate their teaching to use their limited resources in the best way, ar I in what ways good teaching is subject-matter specific. The IRT publishes research reports, occasional papers, conference proceedings, the Elementary Subjects Center Series, a newsletter for practitioners (IRT Communication Ouarterlv), and lists and catalogs of IRT publications. For more information, to receive a list or catalog, and/or to be placed on the IRT mailing list to receive the newsletter, please write to the Editor, Institute for Research on Teaching, 252 Erickson Hall,
Reflections on Hidden Voices in the Efl Classroom: The “Anxious” Learner and the “Caring” Teacher
PEOPLE: International Journal of Social Sciences, 2017
A number of research studies have attempted to investigate the major learning-teaching complexities of EFL classrooms. The role of affect in general, and language anxiety in particular received considerable attention in educational research. For most teachers, it is likely challenging to put theories of affect in learning into practice. That challenge stems from the fact that every educational setting is unique of its own complexities. Specifically, the anxious language learner might have difficulties in verbalizing his or her thoughts in class. Some learners would decide not to contribute in class and keep their "hidden voices" inaudible for a long time. As such, the aim of this paper is to share and provide tentative reflections on the anxious learner in the classroom relying on self-reports and teachers' discussions. A first step is based on describing possible signs of language anxiety, and what learners say about themselves. The subsequent point is devoted to the "caring" teacher's role (s) in helping anxious learners overcome hindrances of anxiety in an EFL educational setting.
Van Yüzüncü Yıl University Journal of Education, 2023
Shyness appears as an important factor affecting teachers', pre-service teachers' and students' performance, productivity, creativity and how teachers handle classroom management situations in the classroom environment. In this context, the purpose of the research is to unveil teacher and student shyness and teachers' classroom management strategies in the field of foreign language teaching and suggest new avenues for the investigation of the differences among teachers' classroom management strategies in terms of teacher and student shyness. Participants were 99 pre-service English teachers attending a state university in Turkey. Participants completed a shyness scale measuring their shyness levels and responded to hypothetical vignettes depicting different hypothetical students. The data gathered were analyzed through ANOVA, and the findings revealed that pre-service English teachers' high-powered strategy usage showed evidence of a meaningful difference depending on student shyness, student gender, teacher gender, the interaction of student shyness and student gender and the interaction of student shyness and teacher shyness while social learning strategies indicated a significant difference depending on student shyness and the interaction between student shyness and student gender. Findings are discussed in detail in terms of the implications for all stakeholders including institutions, policy makers, teacher candidates and researchers.