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The role of gesture in cross-cultural and cross-linguistic learning contexts : the effect of gesture on the learning of mathematics

- Ovendale, Alice

  • Authors: Ovendale, Alice
  • Date: 2013-04-10
  • Subjects: Gesture , Communication in education , Mathematics - Study and teaching (Primary)
  • Type: Thesis
  • Identifier: uj:7428 , http://hdl.handle.net/10210/8287
  • Description: M.A. (Anthropology) , This study explores the role of four teachers’ communicative styles in a multilingual and multicultural classroom focusing on the role of gesture when teaching. To compare their gestural behaviour under similar conditions, I filmed four grade one teachers (two Setswana mother tongue and two Afrikaans mother tongue) teaching the mathematical concept of halving. I classified the gestures and their sematic relation to speech on ELAN using an adapted version of Colletta et al.’s (2009) coding scheme. I found gestures formed by the teachers functioned according to Tellier’s (2006) three roles of ‘teaching gestures.’ They functioned to explain, evaluate and manage. The teachers used mainly representational, performative and deictic gestures when teaching these lessons. They used similar types of gestures, but the manner in which they used their gesture as semiotic resources varied. It appeared that conceptually accurate gestures used at key stages in the learning process aided learning. When used in a conceptually accurate way gesture functioned to mediate the transition from objects to mathematical signs when testing the children’s halving skills using semiotic resources. Overall gestures functioned to integrate, supplement and complement teachers’ speech. The teachers varied cultural and linguistic backgrounds did not appear to influence their gesturing styles, but differences can be noted due to the subject matter, context and content, idiosyncratic styles (pedagogic styles) and the manner in which they structured their lesson in relation to the teaching aids used.
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Kommunikasieversperrings tussen personeel en bestuursleiers in die skool

- Wienand, Marie Elizabeth

Onderhandeling as klaskamerpraktyk

- Muller, Renee Pienaar

  • Authors: Muller, Renee Pienaar
  • Date: 2014-02-11
  • Subjects: Teaching - Methodology , Communication in education
  • Type: Thesis
  • Identifier: uj:3779 , http://hdl.handle.net/10210/9154
  • Description: D.Ed. (Didactics) , The inability to work in groups effectively and difficulties with discussion and decision-making were observed amongst pupils. This led the researcher to question whether pupils in South African schools are presented with opportunities to share in and take responsibility for their own learning. The literature pertaining to the nature, phenomenon and process of negotiation is briefly examined and fundamentals are identified. Negotiation is contextualized as a component of the educational phenomenon. An observation study of three std 7 classrooms in three different schools is undertaken in order to identify and describe all forms and modes of negotiation. Interviews with teachers and with pupils serve as cross-validation of these results. The results reveal that little negotiation of any nature takes place in the classroom; that teachers and pupils possess few skills and little knowledge in this regard; and that teachers perform the central role in the classroom whilst pupil contributions are not encouraged. As a qualitative study the final results indicate trends that may be generalized to similar classrooms. The concept of negotiation as a didactic phenomenon is now examined in depth by means of a literature research, with back reference to the findings of the field study. Key elements are identified and a conceptual presentation of classroom negotiation is made. The necessity of negotiation as an innovative, democratic and relevant perspective on the classroom is argued and a model for negotiated learning is presented...
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Kognitiewe kartering as strategie in wiskunde-onderrig

- Loubser, Anelda

Funksionele leierskapstyle vir onderwysers

- Coetzer, Justine Friederike Hess

Eksterne kommunikasie : 'n bestuurstaak van die skoolhoof

- Peach, Fredrick G.

  • Authors: Peach, Fredrick G.
  • Date: 2014-07-23
  • Subjects: School management and organization , Communication in education , School principals - South Africa
  • Type: Thesis
  • Identifier: uj:11780 , http://hdl.handle.net/10210/11504
  • Description: M.Ed. (Education Leadership and Management) , Part of a headmaster1s managerial task is communication with society. Research regarding a scientifically organised communication programme between headmaster and community is imperative. Such research involves analysis of relevant literature, the need of external bodies to communicate, and the creation of an effective communication programme. This necessitates research into communication media and communication disturbances. The term communication needs scientific definition. This depends on the context. Basically there are the linear-, the inter-action- and the transactional principles. The latter viewpoint is prevalent in this short dissertation. Clarifying communication models are used in conjunction with definitions. These are the Laswell-, Shannon and Weaver-, Berlo and Mc Croskey models. Headmasters communicate internally and externally. The latter task is analysed in this dissertation, and involves preservation of a continual and successful mutual understanding between school and external groups. Successful exploitation of available external resources is the result of resourceful management, of which the four basic elements are planning, organisation, command and control. School-community communication is essential. Theories regarding satisfaction of needs will reveal principles in practice plus relevant communication media at the headmaster's disposal. Theories dealing with satisfaction of needs are founded upon the humanistic philosophy: human needs explain desires to communicate with schools. Maslow's hierarchy of needs, Mc Clelland's social motives theory, and Ardrey's territorial theory will be considered. These theories agree in principle: satisfaction of needs seems to be the main incentive behind communication from outside. The headmasters' communication aims at creating a positive image of the school and at influencing external bodies. Creation of an eventual external contact structure, implies an effective internal communication network. The latter climate depends upon a motivated staff who is effectively involved with external bodies.
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The assessment of school communication with the community as an aspect of whole school evaluation

- Mache, Sophie Dimakatso

Classroom communication in the Human and Social Sciences (HSS) in the senior phase

- Malinga, Khabonina Cynthia

  • Authors: Malinga, Khabonina Cynthia
  • Date: 2012-09-12
  • Subjects: Communication in education , Interaction analysis in education , Teacher-student relationships , Humanities -- Study and teaching (Secondary)
  • Type: Mini-Dissertation
  • Identifier: uj:10220 , http://hdl.handle.net/10210/7593
  • Description: M.Ed. , The study has been influenced by a number of background factors such as The continuing concern among teachers for the improvement of classroom communication in the HSS learning area and the concern for the development of language awareness. Teachers in Amersfoort Combined School, for instance, raised concern that they need to be helped in relation to improving communication in their HSS learning area classes. The increased concern of the education departments for schools to provide quality education. In July 1999 for instance, the National Ministry for Education formulated a definite policy about the quality of education. The Tirisano education project was initiated as a matter of urgency and had to be realized in practical strategies that became the responsibility of the provinces (Brandt, H; 2001: 79). Since then many departments have been engaged in projects geared towards making quality education the norm for all public schools. The expanded role of schools in providing quality education. Many schools are attempting to make changes that allow them to deliver high quality curriculum and instruction. They have also accepted the challenge to produce quality education as a product through engaging in quality assurance as a process. n Existing literature points to the importance of communication in the classroom. Apart from the lack of communication skills in the classroom, the literature on classroom communication also points to the importance of this topic. The researcher has also acknowledged the literature documented in the past that is related to classroom communication. Hence, it is hoped that the recommendations made in the last chapter will serve to direct attention on how classroom communication should be improved in the HSS learning area classes. It is not surprising therefore, that our committed teachers in the school developed a great concern for wanting to meet the desired standards. A collective self —reflective inquiry in the form of a workshop is a suitable way to develop teachers professionally. Teachers will receive an opportunity for developing their language skills and teaching strategies. At the same time, they will gain information as to how language can be employed as a means to improve communication. Effective communication is the single most important prerequisite to effective learning. It not only helps learners to develop specific concepts about classroom content, but it also shapes their attitudes, beliefs and values about the "real world" and the people in it. In other words, communication and learning do have a causal relationship. Without effective communication, learning cannot take place.
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Onderrigontwikkeling op universiteitsvlak : 'n leerbegeleidingsperspektief

- Gravett, Sarah Johanna

Dialogic learning and problem solving in a communication studies classroom in a TVET College

- Mogoboya, Mamosuwe

  • Authors: Mogoboya, Mamosuwe
  • Date: 2018
  • Subjects: Communication in education , College teaching , Teacher-student relationships , Interaction analysis in education
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/291863 , uj:31707
  • Description: Abstract: There has been growing pressure on curriculum planners and lecturers to explore methods that will reduce boredom in the lecturing and learning of content subjects such as communication studies. Lecturers in communication studies often discuss the challenge of completing all the work required by the prescribed curriculum of the Department of Higher Education and Training. They argue that there is no time for group activities and debates in the lessons. This study aims to analyze debate surrounding learning in a Communication Studies classroom in a TVET college in order to understand how interactions contribute to learning and to prove that time invested in classroom conversations is worthwhile. This is against the background of the need for communication studies students to develop communication skills that will help them solve real business issues. The ultimate goal of this learning area is to develop problem solving skills among the students, one of which is the communication skill. The inquiry used an ethnomethodology approach that contains a conversation analysis of classroom interaction patterns. This investigation was performed on the conversational video recording of Communication Studies N6 students, where Clayman and Gill’s four levels of CA were used. During the conversation participants’ opinions and perspectives were respected as they developed their ideas and judged whether there was anything beneficial to be learned from their fellow participants. The findings include six episodes from the conversation, different types of sequences and the use of gestures. The findings were used to establish if there is a link between conversations for learning (CFL) and educational practice. The study hypothesizes that communication studies lecturers will benefit from the findings and recommendations of this study and implement them in their teaching to promote a learning atmosphere and tasks that require the incorporation of conversations in the classroom. , M.Ed. (Psychology of Learning)
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Transparency as an aspect of credible feedback : implication for the management of teacher competence

- Mahlabegoane, Lepoti Samuel

  • Authors: Mahlabegoane, Lepoti Samuel
  • Date: 2012-08-23
  • Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in education
  • Type: Mini-Dissertation
  • Identifier: uj:3109 , http://hdl.handle.net/10210/6526
  • Description: M.Ed. , The general aim of this project is to: Investigate the components of feedback competence and how these aspects can enhance teacher effectiveness. In order to achieve this general aim of the project, the aim of the group dealing with credible feedback is to: Investigate the essence of credible feedback as an aspect of feedback competence. As a member of the group dealing with credible feedback it is the specific aim of this research paper to: determine the contribution of transparency towards credible feedback; procure teachers opinion as to the extent that schools management demonstrate the behaviour associated with transparent feedback; determine whether a strategy can be devised where credible feedback could be used to enhance teacher competence. Bearing the preceding problem and aim statements in mind the method envisaged in order to research the problem of teacher competence can now be discussed.
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Sekondêre skoolleerders se belewenis van aggressie tydens kommunikasie met hul onderwysers

- Prins, Johannes Stephanus

  • Authors: Prins, Johannes Stephanus
  • Date: 2010-06-03T05:46:33Z
  • Subjects: Aggressiveness in adolescence , Teacher-student relationships , Communication in education , Interpersonal communication
  • Type: Thesis
  • Identifier: uj:6863 , http://hdl.handle.net/10210/3295
  • Description: M.Ed. , It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”
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An historical survey of language teaching methods in order to develop an eclectic method

- Mathibe, Yvonne Makgotha Evelyn

Luister as kommunikasievaardigheid in skoolbestuur

- Bongers, Rudolf Jan

  • Authors: Bongers, Rudolf Jan
  • Date: 2014-03-06
  • Subjects: Listening , Oral communication , Communication in education
  • Type: Thesis
  • Identifier: uj:4227 , http://hdl.handle.net/10210/9585
  • Description: M.Ed. (Education) , The human body is, par excellence, a means of communication. Without communication man will not be able to express his emotions and needs. Much has been said and written about communication and everyone agrees that communication is important for man as a social being, as well as the part he plays in an organisation. Should problems arise within an organisation, the blame is put on poor communication. Too much time is spent, however, on training managers' communication skills in order to enable them to convey messages more effectively. On the other hand, no time is spent on improving the managers' listening skills, in order for them to understand others better. The educator is at the head of a school where people work with people. The staff, pupils and parents are all, at some time or another, in conversation with the educator. This gives them the opportunity to share their complaints, recommendations or feedback with him. It is therefore of the utmost importance that the educator has the necessary listening skills. He must be able to listen objectively and without prejudice. By listening the educator improves interpersonal relationships that produce a more effective school with satisfied staff and pupils. In order to improve his listening skills, the educator should be aware of the fact that he has a listening deficiency and should purposefully set about improving his listening skills - how difficult and time-consuming it might be.
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Selfgelding as 'n aspek van bestuurskommunikasie in die onderwys

- Lottering, Christian William

  • Authors: Lottering, Christian William
  • Date: 2012-09-04
  • Subjects: Assertiveness (Psychology) , Management science , School management and organization - Case studies , Teacher participation in administration - South Africa , Communication in education
  • Type: Mini-Dissertation
  • Identifier: uj:3523 , http://hdl.handle.net/10210/6910
  • Description: M.Ed. , This study forms part of a greater ongoing research project concerning Teacher Competence and the implication thereof for school effectiveness and improvement. The aims of this mini-dissertation are: to determine which facets of assertiveness is relevant during the communication of educational managers, procuring teacher opinion as to how often do educational managers put these facets into practice. The literature study describes assertiveness as an aspect of managerial communication in education. The study makes special reference to the self-concept of educational managers; rights and assertive communication; responsibility and accountability ; interpersonal relationship; interpersonal communication and assessment. The empirical component of the study was based on a structured questionnaire with 86 open-ended items that included 18 items on assertiveness as an aspect of managerial communication. Concerning the validity and reliability, a first order factor analysis of the results of the questionnaire recatogorised all items into five constructs that determine competent managerial communication. A second order procedure produced one factor namely managerial communicative competence. The eighteen items on assertiveness as an aspect of managerial communication were discussed with reference to the literature study. The identified independent variables (i.e. sex; post level; age; province; religion; teaching experience; home language; school attendance of pupils; school attendance of teachers and school image), were used to investigate assertiveness as an aspect of managerial communication. Hypotheses on these independent variables were set. Significance was tested on the 1% and 5% levels of significance. The most important findings were as follows: o Educational managers who display assertive behaviour must be more appropriately orientated, honest direct and spontaneous. They possess a high self esteem, social sensitivity and have both the ability and skill to promote intimate interpersonal relationships with others. In order to be assertive in communication, the educational manager should be clear, direct and unambiguous in the communication situation. The self- concept plays an important role in assertive communication since it develops to a great extent as a result of interaction with others. Education managers with a positive self- concept are able to tolerate and accept conflict to a relative extent. They are better able to handle conflict as well as their own shortcomings with a greater degree of tact, knowledge of people and management skills thus avoiding conflict that is unmanageable. Fundamental human rights, the recognition of others' rights and personal rights are imperative for assertive communication. It provides consistency to communication in educational management. The following recommendations are: Educators should receive training with regard to assertiveness, including facets identified in the research essay relevant to communication skills, as part of their undergraduate studies. Educational managers should also get an opportunity to improve their communication skills in practice by implementing techniques in workshops and seminars where aspects of
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Evaluation of a programme aimed at promoting constructive relationship between learners and educators in a school

- Raphuti, Makwana Johannes

Riglyne vir onderhoudvoering in skoolse opvoedingsituasies

- Neethling, Dirk Jakobus Johannes

  • Authors: Neethling, Dirk Jakobus Johannes
  • Date: 2014-05-08
  • Subjects: Interviewing - Educational aspects , Teacher-student relationships - Case studies , Communication in education
  • Type: Thesis
  • Identifier: uj:10950 , http://hdl.handle.net/10210/10523
  • Description: M.Ed. , To the classroom teacher educational opportunities occur mainly during teaching with an added burden during extra-mural activities. Apart from the formal education the teacher often encounters informal situations during which pupils need guidance in order to master life-skills. During and after the training of teachers the perception is established that an intellectually well-trained educator will also be capable of teaching the necessary life-skills to pupils in need of such skills. The aim of this dissertation 1S to establish the need for interviewing skills by teachers and to point out that pupils are in desperate need to be educated by better equipped teachers. Since interviewing or counsell ing is considered the domain of psycho-therapists in our country, teachers are not being trained to apply this basic skill in order to enable the pupils to help themselves. The basic and those discussed interviews interviews requirements for successful interviews were researched applicable to the school educational situation are in this dissertation. Parameters for successful are mentioned and a framework for the general form of is included. The skills which are referred to in this dissertation can serve teachers to become more effective in their endeavour to enable pupils to help themselves. Students and practitioners of education should gain informal effectiveness by mastering and applying these skills.
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Normative factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence

- Rampete, Patience Ingrid

  • Authors: Rampete, Patience Ingrid
  • Date: 2012-09-11
  • Subjects: Feedback (Psychology) , Communication in education , Teachers - Rating of , Competency based education
  • Type: Mini-Dissertation
  • Identifier: uj:10026 , http://hdl.handle.net/10210/7416
  • Description: M.Ed. , PROBLEM STATEMENT: In the light of introductory remarks made, it appears that the problem of this research project can be summarized by means of the following questions: What are the components of teacher competence? What role does cultural sensitivity play in giving feedback during assessment? Is the normative factors as an aspect of cultural sensitivity accommodated when educational managers give feedback during assessment? AIM OF THE RESEARCH: In view of the problem formulated above, the general aim of this project is to: Investigate the components of teacher competence. In order to achieve the general aim of the project, the specific aim of the group is to: Investigate the factors involved in culturally sensitive feedback and how they affect the feedback process. My specific aim in this mini-dissertation is to: Determine the importance of the normative factors as an aspect of culturally sensitive feedback during assessment. Procure teacher opinion as to what extent the normative factors are present when feedback is provided during assessment.
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Reformulating the responsibilities of the actors in the classroom : a cybernetic perspective

- Baron, Philip

  • Authors: Baron, Philip
  • Date: 2015-07-29
  • Subjects: Teaching , Classroom teaching , Communication in education
  • Type: Article
  • Identifier: uj:5117 , http://hdl.handle.net/10210/14075
  • Description: There are many classroom teaching approaches available, but they generally all have one fundamental commonality: they require some form of human communication. As human communication is subject to several perceptual errors in both listening and seeing, there are challenges imposed on the success of the communication. The ability of the teacher and the students to communicate effectively with each other is a factor for the success of each reaching their goals. The teacher imparts his/her knowledge in the classroom, but as von Foerster reminds us: “It’s the listener, not the speaker, who determines the meaning of an utterance” (Glasersfeld, 2007); for the listener contextualises this information based on their own past lived experience. Thus, the student’s epistemology and their expression of their understanding is integral in the classroom context. This position paper presents a cybernetic approach to the teacher-learner system, challenging traditional ideas about the role of each actor within the system, with special attention given to Pask’s (1976) Conversation Theory and its fit for purpose in a contextual learning system.
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The content and organization of parent feedback conversations – implications for learning support practices

- Blok van Cronesteyn, Landi

  • Authors: Blok van Cronesteyn, Landi
  • Date: 2014-10-01
  • Subjects: Remedial teaching , Learning disabilities , Parent-teacher relationships , Children with disabilities - Education , Communication in education
  • Type: Thesis
  • Identifier: uj:12451 , http://hdl.handle.net/10210/12238
  • Description: M.Ed. (Educational Psychology) , To improve teacher-parent partnerships, continuous communication between all individuals is essential. The most effective form of communication between parents and a teacher is the parent feedback meeting. Therefore, this study aims to understand the content and organisation of Trans-Disciplinary Team parent feedback conversations and its influence on the process of collaboration. This study was motivated due to the need to better understand Trans-Disciplinary Team parent feedback conversations. It also aims to contribute to the gap in literature, as it is essential that teachers, therapists and psychologists understand these interactions and the role it plays in collaboration in attempt to effectively address barriers to learning within a LSEN school context. As this is the study of the interactions of a Trans-Disciplinary Team parent feedback conversation, it follows an interpretivist qualitative paradigm within an ethnomethodological research design. This enabled me to provide a detailed report and discussion on data that was captured within its natural setting. It also provided insight into the social nature of the activity and ultimately into the actions of the participants. Data was collected through a video-recoding of an annual Transdisciplinary Team parent feedback conversation. A verbatim transcription of this recording was analysed. Content Analysis provided an extensive analysis of the transcription to identify the conversational topics of discussion. Conversation Analysis provided a more in-depth analysis of the participants‘ conversational interactions.
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