Keyword: strategies

ABSTRACT: The study aims to explore Strategies for restrainingClassroomDisruptive BehaviorAmong Public Secondary Schools Students in Ekiti State. Specifically, it sought to examine the types of disruptive behaviors, problems encountered by the schools, and strategies to be adopted to curb disruptive behaviors perpetuated by students in the classroom during teaching and learning. Three research questions guided the study. The study adopted a descriptive research design and utilized a quantitative approach. A sample of 100 respondents involving principals and teachers was used through purposive sampling. Strategies for Restraining Students’ Disruptive Behaviors in Public Secondary Schools served as an instrument. Data collected were analyzed using mean and standard deviation. The analysis revealed that (1) lateness to school, irregular class attendance, fighting with each other within and outside the school, refusal to do assignments given by teachers, non-participation in-class activities, use of abusive language against one another, and operating phones during class hours were disruptive behaviors perpetrated by students. (2) The school encountered several problems such as bullying of teachers and management by the punished students, and teachers get discouraged going back to class, which causes more stress for teachers as they become detracted from academic routine. (3) The use of classroom management, allowing students to have easy access to the teachers, promptness of teachers to the discharge of their tasks of teaching profession, ensuring of appropriate seating arrangement by teachers, attentiveness of the teachers to both reported and unreported cases in class, regular checking of children by parents in schools, and maintenance of small and well-controlled
class size were strategies to be adopted to curb disruptive behaviors among public secondary schools students in Ekiti state.

ABSTRACT: Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so they may also affect teacher performance. The purpose of this study was to explore VTS on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the VTS Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a crosscase analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.

ABSTRACT: Amid the COVID-19 pandemic, design education experienced a significant shift as traditional studio teaching went online. This transition coincided with industry demands for adaptable, technology-proficient graduates prepared to work and collaborate as part of a decentralized workforce. This study examines how design educators in seven countries adapted their post-pandemic studio pedagogy to align with these industry needs. An online survey was used to efficiently reach the wide, geographically dispersed participant pool of educators. Findings indicate a rising acceptance of online technologies in studio teaching. The majority of design educators are now incorporating online elements into their design teaching. Pre-recorded lectures, online feedback and critique sessions, self-paced learning activities, and the use of cloud-based collaboration tools are among the most frequently employed methods. Nearly a third of surveyed educators are even considering teaching fully online design courses. This shift reflects a forward-thinking approach aimed at better aligning design education and industry. However, the study also highlights the importance of remaining open to disruptive technologies like generative artificial intelligence which is currently reshaping the design industry and work practices.