CLASSROOM MANAGEMENT

Classroom Management

Classroom Management

Article 1) The Relationship between Students' reports of learning and their actual recall of lecture material by Joseph L. Chesebro.

This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students self reported perceived levels of instructor immediacy and self-rated their resulting motivation.

The procedures of verbal and nonverbal immediacy demonstrated a substantial positive correlation with each other; nonverbal immediacy and expectancy-value evidenced a moderate association. In addition, approach showed a moderate positive correlation with avoidance. Results indicated immediacy does have an association with motivation, specifically nonverbal with expectancy value (Ainsworth, 2008).

Results regarding the correlation between verbal and nonverbal immediacy were as expected. Previous research has indicated a similar substantial positive relationship and the overall question design supports a positive correlation (Witt et al., 2004). In this study, the association between verbal and nonverbal immediacy (r =.598) would fall in the category of a substantial correlation.

The relationship between teacher behaviors and approach-avoidance is not mediated merely by drive. There are certain cognitive, internal elements that affect the student's decision to approach or avoid class. These unseen variables may contribute to the results observed in this study. The results, when viewed in light of approach-avoidance theory appeared to be tenable. Both approach and avoidance increased at the same time. The measurement in this study did not address the strength (gradient) of increase. As a result, further research is needed to explore the actual rate of increase of approach and avoidance.

Students also indicated a difference in immediacy between professors and graduate students. These differences yield important insight into ways instructors can analyze and reflect on classroom communication methods. This research provides useful, evocative data representative the need and direction for future research.

Article 2) Nonverbal Immediacy And Cognitive Learning by James C. McCroskey, Aino Sallinen,Joan M. Fayer, Virginia P. Richmond and Robert A. Barraclough

This research investigated teachers' nonverbal closeness behaviors in relation to students' inspiration for learning English. A sample of 303 participants was drawn from a technology institution in central Taiwan. The partaker were asked to react to mechanism designed to assess the frequency of teachers' nonverbal immediacy behaviors influencing students' motivation for learning English.

What is the relationship of motivation to learning? Rogers, Ludington and Graham (1999) describe motivation as an internal feeling; it is the drive that someone has to do something. Whenever students feel a desire or need for learning something, they are motivated. Any teacher knows that using the best curriculum, technology, and assessment won't make a difference if the students don't want to learn. Russell (1971) mentions that in former times, teachers simply “taught”, students would sit quietly, disturb no one, do the assignment, and absorb knowledge flowing from teachers and textbooks. Is teaching as simple as that? The answer is “NO”.

Teachers are dealing with many more students' behavior problems nowadays. Students are struggling more with the academic challenge than ...