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Abstract : Communication Styles of Primary School Teachers During Teaching
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Abstract: In international literature, teacher communication style (TCS) is defined as the teacher's ability to effectively communicate, verbally and nonverbally, with his/her students in order to improve their academic performance and manage their behavior. Surveys in educational environments show that each teacher may display a primary communication style during classroom teaching with recurring other styles of communication, which can change according to the audience and the situations he/she has to deal with. This combination of communication styles enables individuals not to feel confined to the way they communicate, but to become flexible and capable of choosing communication strategies according to the variety of situations they are faced with. Within this framework, the present study deals with the phenomenon of human communication and focuses on the communication style of teachers. More specifically, the study explores the communication style of primary school teachers during teaching process, utilizing modern Greek and international typology and teachers’ communication strategies according to Jay Lemke and behaviors related to verbal and nonverbal immediacy during teaching. Those communication styles shaping the school climate and contribute in interpersonal relationship development among teachers, students and parents. Keywords: Communication style, primary school, teaching, instruction, teacher. |
Abstract : Greek Preschool Teachers' Perceptions about the Effective Strategies for Bullying Prevention in Preschool Age
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Abstract: The aim of the present research is to explore preschool teachers' perceptions about the effective strategies for bullying prevention in preschool context. The sample of this research study was 164 preschool teachers from Greece. Data were collected by a questionnaire that was based on previous research. The findings show that teachers regard that classroom activities for diversity acceptance, the development of empathy, the cooperation between school and family, the implementation of socio-emotional learning programs in school context and teacher training, are among the most effective strategies. They also value the cooperation between school, family, and community services for bullying prevention as well as peer support and the creation of prevention activities and material such as videos. Research findings may be utilized for designing teacher training and professional development programs aiming at preventing school bullying at an early age. Keywords: PreschoolTeacher Perceptions, School Bullying, Strategies, Prevention. |
Abstract : Detecting Non Verbal and Vocal Expressions of Bullying in Kindergarten
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Abstract: The purpose of this paper is to examine the aggressiveness which is expressed by infants in kindergarten and is manifested as school bullying. More specifically, this paper is aiming in recording main bibliographic references of non verbal and vocal expression of preschoolers in anger situations and how those references are substantiated through surveys. Bibliography claims that school bullying does not occur unexpectedly, but instead there are apparent signs in behavior of preschoolers, that can be prevented before they occur. Throughout this paper however, what is in parallel aimed is the recording of the reasons that positively contribute to the expression of aggressive behavior in preschoolers. In this way, knowing the reason of causing an attitude, it could become easier and more efficient to prevent and efface that attitude. Many researchers conclude that parents and teachers have to cooperate and constantly communicate each other in order to significantly help preschoolers who, appear (show) aggressive behavior, to change its (their) behavior for the rest of their lives. Conclusions like that are under a new review in present study. Keywords: Bullying, aggressiveness, preschoolers, vocal, non verbal expression of anger. |
Abstract : Literature and Bullying: Teenage and Children Novels on School Bullying Prevention
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Abstract: Juvenile delinquent or deviant behavior appears in various forms in modern academic reality. It is widely known under the international term "school bullying". The systemic view of an educational organization as it studies the variety of school and social system parameters that explain and contribute to the emergence of problematic behaviors in schools positively contributes to a better understanding of that behaviors considered within the framework of interactions that generate and reproduce it. Qualitative literary works, by which this phenomenon is approached in a novel way and the "omnipotent narrator" dominates, provide the possibility of a holistic and systemic view and indirect aids in strategies for preventing, detecting and curing the offending incidents in modern schools. The purpose of this paper is to connect the phenomenon of bullying appearing in teenage and children novels with the way that texts could illuminate and enlighten youth consciousness in order to become safe guides or useful paradigms in their everyday life. The texts examined under present study are the novels (a) Thirteen Reasons Why, by Jay Asher (b) Finding Audrey, by Sophie Kinsella and (c) Together, by Eleni Priοvolou. Keywords: School bullying, school violence, bullying and literature. |
