Changes in the teacher's direction of a set of standardized class lessons were simulated by a single teacher who had been trained so that he was able to alter his frequency of use of specific teaching moves while holding constant his use of other kinds of moves. The effects of these predetermined changes in teaching behaviour during the course of the lessons were measured in terms of the level of retention and comprehension of 'target pupils' of the concepts and principles which the lessons were designed to teach. Target pupils were defined, and selected to act as experimental subjects, on the basis of their pre-experimental performance on three tests: a test of prerequisite skills, a test of prior knowledge of the topic, and the IPAT Culture Fair non-verbal intelligence test. Each experimental lesson treatment was reproduced and its effects on retention measured in at least three different classrooms. This thesis describes the results of a coordinated series of nine experiments, the last six of which were designed to measure the effects on student retention of predetermined changes in the frequency of use of specific classes of teaching moves during the oral lesson tactic. The results of these experiments indicated that student retention following the highly effective, standard lesson, treatments was dependent in part upon the number of primary questions asked (relative to the number of informing moves used), the number of reaction moves provided following pupil answers, the level of response control provided by primary questions, the level of response control provided by secondary questions, and the number of secondary response opportunities provided by the teacher (relative to the number of terminal informing moves employed). The experimental procedures employed during the investigations differed from those used during most previous studies of teaching behaviour in a number of ways. The studies made use of a single teacher specially trained to simulate the lesson behaviours typically employed by teachers and to manipulate these behaviours in predetermined ways. They made use of a lesson recording and lesson analysis procedure which enabled the characteristics of each lesson treatment to be described and reported. They made use of procedures which permitted the same lesson content to be reproduced in each experimental lesson treatment and they made use of two 'standard lesson' treatments from which all experimental treatments were derived and against which all lesson treatments could be evaluated. The studies specified in advance the population of target pupils for whom the standard lessons were designed and measured treatment effects in terms of the level of retention achieved by samples from this target population. They also provided for the replication, in several different classrooms, of each experimental lesson treatment and made use of the within replications variance, rather than the within subjects variance, as the error term in evaluating the reliability of obtained treatment effects.

Teachers' experiences with changes in educational believes in mathematics Abstract: Goal of this master thesis is monitoring of changes in the educational style of the teacher. The change is described at nearly annual, personal experiences of the teacher from the first year of primary school. On the experience, in which it attempts to move from transimising way of teaching mathematics to teach by using methods of teaching oriented to building of schemes. Processing of the topic, she is looking for the answer of the question, if the change of educational style of the teacher, can help to change the pupil's attitudes to taughted object, in this case to mathematics. Whether use of methods of teaching oriented to building of schemes, will lead to pupil's more interested in problem solving, not only in mathematics. She figuring out how long time period the teacher needs to change her access to teaching as well as pupils. Key words: teacher-pupil interaction, problem as tool for pupils'activation, overcoming inertia in education

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society. / AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.