Classroom instructional technology (CIT) includes the pedagogical tools and methods that allow educators to communicate instructional messages that achieve instructional goals and facilitate learning outcomes at all educational levels in classrooms around the world. Over the past three decades, researchers have studied both the challenges and the opportunities associated with the potential of CIT to
Classroom management refers to teacher behaviors which “produce high levels of student involvement in classroom activities, minimal amounts of student behaviors that interfere with the teacher’s or students’ work, and efficient use of instructional time” (Emmer & Evertson 1981, 342). Studies continually reveal a significant relationship between time spent on the subject content and student
Social influence is inherent in the process of classroom instruction. Interpersonal power, as social influence, is a relational phenomenon and is defined “as an individual’s potential to have an effect on another person’s or group of persons’ behavior” (Richmond et al. 1980, 38). It is a teacher’s job to communicate and to have an effect
One important aspect of student–teacher classroom interaction involves the process of asking and answering questions. The proficient use of questioning in the classroom is often recognized as a significant tool for managing classroom discourse and motivating student participation in the learning process. Many of the published studies in this area pragmatically advise teachers about the
Student–teacher interaction, both in and out of the classroom, is influenced strongly by the teaching perspective embraced by the teacher. Within the instructional communication discipline, teaching can be viewed from two perspectives: the rhetorical perspective and the relational perspective (Mottet & Beebe 2006). Teachers whose student–teacher interaction is governed by the rhetorical perspective communicate with
The classroom climate, a multifaceted concept encompassing the interplay of various environmental, interpersonal, and psychological factors within educational settings, holds profound implications for the experiences and outcomes of both students and educators. This comprehensive article delves into the components that shape classroom climate, explores its powerful influence on student learning, motivation, and well-being, and offers
Classroom observation, a cornerstone of school psychology, offers vital insights into student experiences. This article explores its historical roots, theoretical foundations, methods, and applications. Classroom observation’s role in assessment and intervention, benefits, challenges, and ethical considerations are discussed. Emerging trends and technological advancements underscore its continued relevance in school psychology. Introduction Definition and Significance of
Social psychologist Elliot Aronson introduced the jigsaw classroom in 1971, while a professor at the University of Texas at Austin. It was first used as a teaching/learning strategy to help defuse a potentially explosive situation in Austin—its racially segregated schools were slowly desegregating. The primary purpose of the technique was to help teachers eliminate desegregated