# data[].attributes.headline
Exploring ESL Teachers’ Insights on Corrective Oral Feedback

# data[].attributes.subject
Exploring ESL Teachers’ Insights on Corrective Oral Feedback

# data[].attributes.attachment_link.description
Your browser is out of date. Update your browser to view this site properly.Click here for more information

# data[].attributes.headline
Instructional Practices in Teaching Literature: Observations of ESL
Classrooms in Malaysia 

# data[].attributes.subject
Instructional Practices in Teaching Literature: Observations of ESL
Classrooms in Malaysia 

# data[].attributes.body
Most teachers face challenges to ensure a harmonious atmosphere in the classroom

Without a conducive classroom environment, the process of teaching and learning could be jeopardised (Emmer and Stough 2001)

In order to ensure an orderly classroom atmosphere, teachers must aptly be prepared

Careful consideration and planning for a new class

# data[].attributes.body
This article discusses the instructional practices in teaching literature, focusing on ESL classrooms in Malaysia. Literature in the ESL classroom is essential for improving reading, writing, grammar, and vocabulary skills. The Contemporary Children's Literature (CCL) program was implemented in upper primary ESL classrooms in Malaysia, but teachers faced challenges in integrating literary elements and fostering higher order thinking skills. Observations and interviews with five teachers teaching Year 4 students in Selangor revealed a lack of emphasis on comprehension instruction and creative learning tasks organization. Despite these challenges, the CCL program shows potential for enhancing English language learning among students. Policy makers and education leaders need to address concerns and issues in Malaysian ESL classrooms to improve instructional practices and student outcomes.

# data[].attributes.body
The passage is about Skills-Based Focus where the syllabus encourages teachers to integrate the four key language skills such as listening, speaking, reading, and writing. This holistic approach is intended to enhance overall language proficiency among students.

Based on the classroom observation, teachers A and D hardly engaged students in listening activities, indicating a gap in practical listening skills development. This could hinder students’ ability to comprehend spoken English in real-life contexts.

Speaking activities are primarily limited to short responses to teacher questions, with only Teacher E facilitating more in-depth discussions. This lack of interactive speaking opportunities may restrict students' ability to express themselves and engage in meaningful conversations.

Based on the reading focus, Reading activities dominate classroom time, with practices like reading aloud emphasized, particularly by Teachers A and C. This suggests a reliance on this method to compensate for students' limited language proficiency, as the teachers feel students struggle with silent reading and comprehension.

Teachers believe that reading aloud enhances comprehension and pronunciation. While this can be beneficial, it raises concerns about whether students are developing independent reading skills.

# data[].attributes.headline
instructional language in Giving instruction

# data[].attributes.subject
instructional language in Giving instruction

# data[].attributes.body
Be clear and direct

Teacher should read a texts aloud and conducting question and answer sessions

suggests an emphasis on direct instruction and comprehension

These activities can enhance understanding, they may not cater to diverse learning styles

Use Action Verbs

Teacher should instruct students to do individual work using worksheet

This method can reinforce learning

Teacher should instruct students to make a collaborative learning

These activities can be beneficial for language development and social skills.

# data[].attributes.body
Giving directions and instructions entails giving someone precise, clear advice on how to accomplish a task or get somewhere. When providing directions, it's important to be clear, speak simply, and arrange the steps logically. Explanations of complicated procedures can also be improved by examples or visual aids.
Using landmarks and straightforward language while giving directions can help someone follow them more easily. It's important to make sure that everyone understands by asking if they have any questions or by restating important ideas.

# data[].attributes.attachment_link.title
Teaching English to Malaysian Students - Giving Instruction and Direction

# data[].attributes.headline
The Role of Teachers’ Behaviour and Strategies

# data[].attributes.subject
The Role of Teachers’ Behaviour and Strategies

# data[].attributes.body
in Managing a Classroom Environment

# data[].attributes.body
Managing student behavior is a crucial aspect of effective teaching, ensuring that the classroom environment remains conducive to learning. Classroom management involves implementing strategies that promote positive behavior, minimize disruptions, and foster an atmosphere where students feel safe, respected, and motivated to learn. Teachers play a pivotal role in shaping student behavior through their actions, communication style, and relationship-building efforts.

# data[].attributes.body
The document "The Role of Teachers’ Behaviour and Strategies in Managing a Classroom Environment" examines the critical influence of teachers' behaviors and strategies on classroom management. It emphasizes that effective classroom management is essential for fostering a conducive learning environment and enhancing student engagement. The study identifies key teacher behaviors such as establishing clear rules, maintaining consistency, and using positive reinforcement that significantly contribute to managing student behavior. Additionally, it highlights the importance of teachers' emotional intelligence and adaptability in responding to diverse student needs. The findings suggest that professional development programs should focus on equipping teachers with effective management strategies and emotional skills to improve their classroom practices, ultimately leading to better educational outcomes for students.

# data[].attributes.body
The paragraph is about teacher behavior, teacher's management style, teacher–student relationships and student behavior and labeling and Its effects

Impact of Teacher Behaviour

teacher behavior, whether conscious or unconscious, directly affects the classroom environment, student response, and academic outcomes.

A teacher who is engaged, passionate, and has clear goals can motivate students to learn effectively.

Teacher's Management Style:

Teachers adopt different management styles based on their personal preferences and values.

Student-directed management is about students who are responsible for their behavior, promoting ownership and self-discipline.

Collaborative management is about teacher and students share responsibility, fostering joint accountability.

Teacher-directed management is about teacher takes full responsibility, often more suitable for structured environments.

# data[].attributes.headline
instructional language in managing behaviour

# data[].attributes.subject
instructional language in managing behaviour

# data[].attributes.body
Use calm and respectful tones

A teacher should use calm and respectful tones when manage the classroom. By doing this, it can fosters a positive learning atmosphere.

A teacher should built positive relationship towards students such as make the students feel comfortable. Effective teachers who serve as role models, and strong connections can lead to improved classroom behavior.

Provide immediate feedback

A teacher should Offer positive reinforcement immediately after observing desired behaviors such as giving feedback and praise will create a supportive classroom atmosphere.

A teacher should give verbal praise and constructive feedback such as praising them and give rewards so that it can maintain effectiveness in managing behaviour

Use calm and respectful tones

A teacher should use calm and respectful tones when manage the classroom. By doing this, it can fosters a positive learning atmosphere.

A teacher should built positive relationship towards students such as make the students feel comfortable. Effective teachers who serve as role models, and strong connections can lead to improved classroom behavior.

Use of Rewards

A teacher should give reward announcement to stop disruptive behaviour such as implementing a system to motivate students through various forms of rewards.

# data[].attributes.body
Providing written feedback is intended to help students improve their writing

It carries a psychological implication by boosting students’ morale as feedback is a way to indicate that the teacher as read students’ work carefully

# data[].attributes.body
The article "The Role of Teachers’ Behaviour and Strategies in Managing a Classroom Environment" discusses the significant impact of teachers' behaviors and strategies on effective classroom management. It emphasizes that successful classroom management is crucial for creating an optimal learning environment and enhancing student engagement. The study identifies key teacher behaviors, such as establishing clear rules, maintaining consistency, and employing positive reinforcement, which contribute to managing student behavior effectively. Additionally, it highlights the importance of teachers' emotional intelligence and adaptability in addressing diverse student needs. The findings suggest that professional development programs should focus on equipping teachers with effective management strategies and emotional skills to improve their classroom practices, ultimately leading to better educational outcomes for students.

# data[].attributes.body
The importance of feedback

It stated that feedback is crucial for student learning and development, as highlighted by Ramsden (2003). It positions feedback as a decisive factor in how students progress academically.

Teacher role are important

Teachers are described as mentors responsible for delivering constructive feedback. This highlights their role not just as educators but as guides who facilitate student improvement.

The necessity for feedback to be constructive is emphasized, indicating that teachers should aim to provide insights that help students grow rather than merely critique their work.

# data[].attributes.headline
The Role of Teachers Behaviour and Strategies

# data[].attributes.subject
The Role of Teachers Behaviour and Strategies

# data[].attributes.body
Oral feedback

A teacher should give positive enforcement such as “You did an excellent job explaining your ideas today! Your explanation really helped your classmates understand”. By doing this, it can encourage their desired behavior such as participation, effort and cooperation.

A teacher should give encouragement such as “I can see how much effort you put into this. Keep it up, and don’t hesitate to ask for help if you need it!”. By doing this, it can boosts the students confidence and making them more willing to take risks and engage in learning.

Written Feedback

A teacher should give affirmative comments like “ Great job on your presentation. Well done!”. By doing this, it will reinforce students effort rather than just helps student to understand the value of hard work and persistence

# data[].attributes.body
Thinking could not be done in a vacuum and free from context

The requirements for developing HOTS are content within and through which thinking is applied and context that is encouraging and reassuring; basic skills in thinking; and dispositions towards thinking and cognitive abilities.

Students who have already fulfilled these requirements can be trained and guided to develop HOTS through relating new information to prior knowledge; and translating prior knowledge for application in new context

# data[].attributes.headline
Teachers’ Knowledge of Higher Order Thinking and Questioning Skills

# data[].attributes.subject
Teachers’ Knowledge of Higher Order Thinking and Questioning Skills

# data[].attributes.body
Questioning Skills: A Case Study at a Primary School in

Terengganu, Malaysia

# data[].attributes.body
The research aimed to investigate primary school teachers' knowledge of higher-order thinking skills (HOTS) and questioning techniques to stimulate HOTS. Nine teachers were interviewed and observed, with data collected through semi-structured interviews and Likert-type checklists. Findings showed that teachers struggled to explain thinking concepts and processes, and had limited understanding of HOTS as critical and creative thinking. While half of the teachers could identify subskills of HOTS according to Bloom's Taxonomy, only half practiced asking HOTS questions based on the taxonomy. Overall, teachers were familiar with Bloom's Taxonomy for questioning but implementation varied.

# data[].attributes.body
The passage begins by positioning philosophical questions as a vital aspect of inquiry, particularly in educational contexts. It draws on the work of Golding (2006) to frame the discussion.

It equates philosophical questioning with Socratic Questioning, emphasizing its historical roots in Socratic dialogues. This highlights the method's longstanding significance in philosophy and education.

The analysis of Plato’s dialogues illustrates how Socrates employed questions to explore concepts, justify meanings, and examine important life issues. This method encourages deeper thinking and understanding.

Socratic Questioning serves multiple functions: clarifying meanings, uncovering assumptions, providing justifications, and considering implications. This multi-faceted approach encourages a thorough exploration of topics.

The passage emphasizes the role of questioning in fostering dialogue among students. By stimulating discussion, teachers can help students articulate their thoughts and challenge each other’s viewpoints.

The passage implies that teachers can leverage Socratic Questioning as a strategic tool to enhance student engagement and critical thinking. This method encourages students to take ownership of their learning through inquiry.

While the passage mentions that Table 5 contains examples of Socratic questions, it underscores the practical application of this technique in facilitating deeper understanding among students.

# data[].attributes.headline
Instructional language in classroom question

# data[].attributes.subject
Instructional language in classroom question

# data[].attributes.body
A teacher should give clarifying question such as “ What do you mean by…?” so that the students will encourages their critical thinking skills.

A teacher should ask questions about perspectives such as “You seem to be approaching this issue from perspective. Why have you chosen this perspective rather than that perspective?” so that it can fosters their empathy and appreciate others experience and feeling to promoting empathy and social awareness.

# data[].attributes.attachment_link.title
Jerit Diam! ❌ Guna Attention Grabbers✅ #educational #tiktokguru_malaysia #englishteacher #sksl 

# data[].attributes.attachment_link.embed_code
@cikgusattiyan
Jerit Diam! ❌ Guna Attention Grabbers✅ #educational #tiktokguru_malaysia #englishteacher #sksl
♬ Pirates Of The Caribbean - Main Theme - He's A Pirate - Geek Music

# data[].attributes.attachment_link.title
Super fun brain boosting activity to try in class untuk students yang mengantuk 😆  Cara dia teacher kena start with number one and someone has to say two sampai lah ten. If ada student yang say it at the same time kena mula semula. Watch how they get chaotic 🤣  #attentiongrabber #englishlesson

# data[].attributes.attachment_link.embed_code
@lyanarostam
Super fun brain boosting activity to try in class untuk students yang mengantuk 😆 Cara dia teacher kena start with number one and someone has to say two sampai lah ten. If ada student yang say it at the same time kena mula semula. Watch how they get chaotic 🤣 #attentiongrabber #englishlesson
♬ Funny lazy donkey (hilarious song)(937200) - LEOPARD

# data[].attributes.attachment_link.title
#malaysia #esl #tpr #bodyparts #englishgame #englishclass #cikguenglish 

# data[].attributes.attachment_link.embed_code
@shazakariya1401
#malaysia #esl #tpr #bodyparts #englishgame #englishclass #cikguenglish
♬ original sound - HalamanSha - HalamanSha

# data[].attributes.attachment_link.description
Reading activity for today! ‘Where’s my mummy’ by Carolyn Crimi. #english #year4 #primaryschool #ipgstudent #practicum #productivenoise *Dont do this in your classroom: jump right away to the lesson and skip the basic classroom routine like me- e.g: write the day and date (pls unsee it 🙏🏻)