We need the learning method which can improve motivation of the children who are weak in composition and can extend their ability of the composition. I took up the composition learning method by copying, and examined the effectiveness in a national language class. I set the control group with the experimental group, and set five children who were weak in composition in each group. Between the control group and the experimental group, I compared their results of the prior and post compositions and transformations of motivation during the class. In the children of the experimental group, the possibility that their motivation rose was high and their compositions were improved. And, I performed comparison between the control group and the experimental group in the results of the prior and post compositions. The post composition result of the experimental group was higher than that of the control group. And, I performed inventory survey about the learning method to the children of the experimental group. They almost felt the effectiveness of the learning method.
This study used interviews with two teachers, based on observations of their classes, to explore how the emotions of teachers influence their autonomous professional development. One teacher aimed at creating mutual learning relationships among students, and the other teacher aimed at activating students' motivation for learning. The findings are discussed in what follows. The styles of cognitive appraisal used by these teachers in specific situations were examined and their emotional experiences were compared. The first teacher experienced irritation, which was interpreted as a response to the students' negative participation in the class, whereas the second teacher evaluated his performance from the perspective of generating relevant conversations among students, whereas the second teacher based such evaluations on eliciting appropriate interactions between teacher and students. However, the second teacher experienced distress and embarrassment, which were attributed to his own performance. However, both teachers reflected on their experiences and improved their teaching by increasing their consciousness of the negative emotions emerging from failures in their teaching strategies as well as the positive emotions elicited by the behaviour of students. These results suggest that teachers should reflect on their practice and develop professionally by maintaining autonomous responsibility for their own learning as well as for the growth of their students by attending to subjective emotional experiences.
The purpose of this study is to investigate teachers' experience of collaborative reflection on lesson for more than a year at a school which implements lesson study, to reveal process which is teachers' changing perspectives to lesson through lesson study. The data is 7 teachers' narratives about lesson study experience for more than one year. When they were interviewed, teachers reference their record of lesson study. Method of analysis was M-GTA (Kinoshita, 2003). The result is that teachers' lesson study experience was summarized in 12 concepts and 4 category groups, and the relationships among these categories and concepts were represented by figure. This research display concrete process which is teachers' changing their perspective to lesson through lesson study, especially relationship between changing their perspective, inquiring lesson vision of their school, and their psychological burden of lesson study.