M8 HOW TO Write Group - Tài liệu tham khảo Tiếng Anh ( TA8 ISW) | Đại học Hoa Sen

Educational Psychology - How to write a group report
Task 1. Work in pairs. Read the section ‘Methodology’ in a research paper and answer the following questions.
1. Is this a qualitative or quantitative research? How are they different?
( => https://www.scribbr.com/methodology/qualitative-research/)
2. Identify the participants and the instrument of this research.
3. In your own words, describe the research procedure. 4. What topic is discussed? Part 3. METHODOLOGY
For this research paper, a qualitative research design will be employed to explore the different aspects of memory
and how teachers can enhance their students' memory. The participants for this study will consist of four teachers
from different schools and backgrounds, who have experience teaching students at various grade levels. The
instrument for data collection will be a semi-structured interview, which will be conducted with each teacher
individually. The interview questions will focus on the teachers' experiences, perceptions, and strategies related to
promoting memory in their students.
The procedure for this research will involve meeting with each teacher in person or via video conference to record
their responses to the interview questions. The interviews will be audio-recorded and transcribed for analysis. The
data analysis will involve summarizing and synthesizing the data to identify themes and patterns related to the
research questions. The data will be coded to identify emerging themes and patterns, and these themes will be
compared across the four teachers to identify commonalities and differences in their experiences and perspectives.
Overall, this research design and methodology will provide a rich and in-depth understanding of the factors that
contribute to memory development and how teachers can enhance their students' memory development. (202 words) Task 2
2a. Read the research topic and highlight keywords. What topic is it? What should be investigated?
Interview 4 teachers from local schools about what kinds of undesirable behaviors their students usually display. What
have they done to decrease the behaviors? Has their reinforcement worked out well with their students?
2b. Read this section and find out how questions in research topic in task 2a have been answered.
PART 4. FINDINGS AND DISCUSSION 4.1 Findings
The purpose of this study was to explore the undesirable behaviors exhibited by students in local schools from the
perspectives of four teachers. The following findings emerged from the interviews conducted with the teachers: Disruptive Behaviors
All four teachers reported that disruptive behaviors were prevalent in their classrooms. Disruptive behaviors included
talking out of turn, making noise, interrupting class, and engaging in off-task behavior. Teacher 1 mentioned that she
often struggled with students who talked excessively during class, which disrupted the learning environment for other
students. Teacher 2 reported that some students were easily distracted and found it difficult to stay focused during
class. Teacher 3 mentioned that some students were disrespectful towards their peers and teachers, which created
tension in the classroom. Finally, Teacher 4 mentioned that some students engaged in physical aggression towards
their peers, which posed a safety risk. Academic Dishonesty
Two out of four teachers reported that academic dishonesty was a significant issue in their classrooms. Academic
dishonesty included cheating on tests, copying homework, and plagiarism. Teacher 1 mentioned that some students
were caught cheating on tests, which led to a loss of trust and respect between the teacher and the students. Teacher
2 reported that some students copied homework from others and claimed it as their own, which negatively impacted
their learning and academic performance. Lack of Motivation
All four teachers reported that a lack of motivation was a common issue among their students. The lack of motivation
was characterized by students who were disengaged from the learning process, lacked enthusiasm for schoolwork,
and had low self-efficacy. Teacher 1 mentioned that some students lacked motivation due to personal issues at home,
such as family problems or financial difficulties. Teacher 2 reported that some students lacked motivation because
they did not see the relevance of what they were learning in class. Teacher 3 mentioned that some students lacked
motivation because they did not feel challenged enough in the classroom. Finally, Teacher 4 reported that some
students lacked motivation due to a lack of support from their parents or guardians. Social/Emotional Issues
All four teachers reported that social/emotional issues were a significant concern among their students. These issues
included anxiety, depression, low self-esteem, and difficulties with social skills. Teacher 1 mentioned that some
students experienced anxiety due to academic pressure or personal issues at home. Teacher 2 reported that some
students suffered from low self-esteem, which affected their academic performance and overall well-being. Teacher 3
mentioned that some students struggled with social skills, which made it difficult for them to interact with their peers
and participate in class. Finally, Teacher 4 reported that some students experienced depression, which affected their
mood and ability to focus in class.
During the interviews, the four teachers reported that they have implemented a variety of strategies to address the
undesirable behaviors displayed by their students. These strategies included reinforcement, positive behavior support, and disciplinary measures.
Reinforcement was a commonly used strategy among the teachers, and it involved providing rewards or positive
consequences to students for displaying desirable behaviors. The teachers reported that they have used a variety of
reinforcement methods, such as verbal praise, stickers, extra privileges, and positive notes home to parents. They
found that these strategies were effective in encouraging students to display desirable behaviors and decreasing undesirable behaviors.
Positive behavior support was another strategy used by the teachers, which involves creating a positive and
supportive learning environment that promotes desirable behaviors. The teachers reported that they have
implemented this strategy by explicitly teaching and modeling positive behaviors, setting clear expectations for
student behavior, and providing opportunities for students to practice and demonstrate desirable behaviors. They
found that this approach was effective in preventing undesirable behaviors from occurring in the first place.
Disciplinary measures were also used by the teachers to address undesirable behaviors. These measures included
verbal warnings, time-outs, loss of privileges, and in some cases, referral to the school's disciplinary office. The
teachers reported that they used disciplinary measures as a last resort and only after other strategies had failed to
improve the student's behavior. While disciplinary measures were found to be effective in some cases, the teachers
acknowledged that they could also have negative consequences, such as creating resentment or disengagement in students.
Overall, the teachers reported that reinforcement and positive behavior support were the most effective strategies for
decreasing undesirable behaviors among their students. They found that these strategies were effective in promoting
desirable behaviors and preventing undesirable behaviors from occurring. However, they also acknowledged that the
effectiveness of these strategies varied among students and that some students were more responsive to disciplinary measures than reinforcement.
In terms of the effectiveness of reinforcement, the teachers reported that it depended on the student's individual
characteristics and the type of reinforcement used. For example, some students were more responsive to verbal
praise, while others responded better to tangible rewards such as stickers or extra privileges. The teachers found that
it was important to identify the most effective reinforcement method for each student and to provide consistent and
immediate reinforcement for desirable behaviors. 4.2 Discussion
The findings of this study suggest that the four teachers employed various strategies to decrease undesirable
behaviors among their students, including reinforcement, positive behavior support, and disciplinary measures. These
strategies are consistent with previous research on effective classroom management and behavior interventions in
schools (e.g., Bear et al., 2016; Simonsen et al., 2008).
The use of reinforcement as a strategy to decrease undesirable behaviors has been found to be effective in promoting
positive behavior among students (Simonsen et al., 2008). The teachers in this study reported using various forms of
reinforcement, such as praise, rewards, and positive feedback, to encourage positive behavior among their students.
However, the effectiveness of reinforcement varied among students, and some students were more responsive to
disciplinary measures than reinforcement.
Positive behavior support is another strategy that has been found to be effective in decreasing undesirable behaviors
among students (Bear et al., 2016). The teachers in this study reported using positive behavior support strategies,
such as modeling appropriate behavior, providing clear expectations, and offering positive feedback, to promote
positive behavior among their students. Positive behavior support strategies have been found to be particularly
effective for students with social/emotional issues (Simonsen et al., 2008).
Disciplinary measures, such as detention, suspension, and expulsion, have also been used by the teachers in this study
to decrease undesirable behaviors among their students. While disciplinary measures may be effective in reducing
undesirable behaviors, they may not address the root causes of the behavior and can have negative consequences for
students (Bear et al., 2016). It is important for teachers to consider the potential consequences of disciplinary
measures and use them as a last resort.
Overall, the findings of this study are consistent with previous research on effective classroom management and
behavior interventions in schools. The use of a combination of strategies, such as reinforcement, positive behavior
support, and disciplinary measures, can be effective in decreasing undesirable behaviors among students. However, it
is important for teachers to consider the individual needs and characteristics of their students and tailor their
interventions accordingly. (1188w) References
Bear, G. G., Mantz, L. S., Glutting, J. J., Sulkowski, M. L., & Pickering, T. A. (2016). Establishing and evaluating the
differential effects of teacher praise and reprimands on student compliance and academic accuracy. Journal of
School Psychology, 54, 17-29.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom
management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
Task 3. From the information in task 2, design a questionnaire to interview the teachers.
Task 4. Read section 5, Conclusion and find out what topic it is, and what should be written in this section.
In conclusion, classroom management is a critical component of effective teaching and learning. Through the
interviews conducted with the four teachers, it is evident that building positive relationships with students and
addressing misbehaviors, including bullying, are essential strategies for effective classroom management. The
teachers' responses revealed that they have a diverse range of strategies that they use to manage their classrooms,
including positive reinforcement, clear expectations, and effective communication.
The teachers reported that building positive relationships with their students is one of the most effective strategies for
managing their classrooms. They emphasized the importance of creating a safe and respectful learning environment
where students feel valued and respected. Additionally, the teachers identified various challenges they face in
managing their classrooms, including disruptive behaviors, academic dishonesty, lack of motivation, and
social/emotional issues. The teachers reported that they use various strategies, including positive reinforcement and
disciplinary measures, to address these issues.
The findings also revealed that teachers face some difficulties in managing their classrooms, including lack of support
from school administration and a lack of parental involvement. These difficulties can affect the effectiveness of
classroom management strategies, particularly when it comes to addressing student misbehavior.
Based on the findings of this study, it is evident that effective classroom management requires a combination of
strategies, including building positive relationships with students, addressing misbehaviors effectively, and establishing
clear expectations. However, there is no one-size-fits-all approach to classroom management. It is essential to
recognize that different students and classrooms may require different strategies, and teachers must be flexible and
adaptable to meet the needs of their students.
Finally, to address the challenges faced by the teachers in managing their classrooms, it is important for schools to
provide ongoing professional development and support to teachers. Additionally, schools can encourage parental
involvement and provide resources to help parents support their children's learning and behavior. By working
together, teachers, schools, and parents can create a positive and effective learning environment for students. (324 w)
Task 5. Read the topic and part 4. Findings and discussion. How is its format different from the format in task 2?
Interview 4 teachers (level can be the same or different) about how they make their lessons more interesting and how they
empower students’ creativity. How effective are their strategies?
PART 4. FINDINGS AND DISCUSSION
The purpose of this study was to explore how teachers make their lessons more interesting and how they empower their students'
creativity. Four teachers from different levels (elementary, middle, and high school) were interviewed to gather their perspectives
on their strategies to promote creativity in the classroom.
Use of Multimodal Activities
All four teachers emphasized the importance of using multimodal activities to promote creativity in the classroom. Teacher 1
described how she incorporates art projects and music into her lessons to engage students and encourage creative thinking.
Similarly, Teacher 2 stated that she uses multimedia presentations and virtual field trips to create a more immersive learning
experience. According to Teacher 3, using technology, such as iPads and computers, can also help students express their creativity
through digital media. Teacher 4 stressed the importance of hands-on learning experiences, such as science experiments and
building projects, to allow students to apply their creativity in real-world contexts.
These findings align with the existing literature on creativity in the classroom. Researchers have found that using multimodal
activities can enhance creativity by providing different channels for students to express their ideas and perspectives (Craft, Jeffrey,
& Leibling, 2001; Kim & Song, 2016). Additionally, technology has been shown to be an effective tool for promoting creativity in
the classroom (Hou et al., 2018; Mullen, 2018).
All four teachers reported that using multimodal activities in their lessons was effective in promoting creativity among their
students. They noted that students were more engaged in the lessons and demonstrated greater enthusiasm for learning. Teacher
1 observed that her students became more confident in their creative abilities and were willing to take risks and explore new
ideas. Similarly, Teacher 3 reported that using technology helped her students develop their digital literacy skills and express their
creativity in new ways. Overall, these findings suggest that using multimodal activities can be an effective strategy for promoting creativity in the classroom.
Encouraging Student Choice and Autonomy
Three out of four teachers mentioned the importance of giving students choices and autonomy in their learning. Teacher 1
emphasized the importance of allowing students to choose their own topics for research projects and creative assignments.
Similarly, Teacher 2 stated that she incorporates student choice into her lesson plans by allowing them to choose from a variety of
activities and projects. According to Teacher 4, providing students with choices can help them feel more invested in their learning
and develop a sense of ownership over their work.
The findings on the importance of providing student choice and autonomy are consistent with previous research on creativity in
the classroom (Craft et al., 2001; McWilliam & Dawson, 2008). Researchers have found that giving students more control over
their learning can enhance their motivation, engagement, and creativity (Grolnick & Ryan, 1987; Welter et al., 2020).
All four teachers reported that giving students choices and autonomy in their learning was effective in promoting creativity. They
noted that students demonstrated greater enthusiasm and investment in their work when they were able to choose their own
topics and activities. Teacher 1 observed that her students produced more original and creative work when given the freedom to
explore their own interests. Similarly, Teacher 4 noted that her students demonstrated a greater sense of ownership and pride in
their work when they had more control over the process. Overall, these findings suggest that providing students with choices and
autonomy can be an effective strategy for promoting creativity in the classroom.
Creating a Positive Classroom Climate
All four teachers emphasized the importance of creating a positive classroom climate to promote creativity. Teacher 1 described
how she encourages collaboration and positive communication among her students, which helps to create a supportive and
respectful classroom environment. Teacher 2 stressed the importance of building positive relationships with her students and
creating a sense of community in the classroom. According to Teacher 3, creating a positive classroom climate can help students
feel more comfortable taking risks and sharing their ideas. Teacher 4 highlighted the importance of praising effort and progress,
rather than just final products, to promote a growth mindset and encourage students to keep exploring and experimenting with their creativity.
The importance of a positive classroom climate in promoting creativity is well-established in the literature (Amabile, 1996;
Csikszentmihalyi, 1996). Researchers have found that creating a supportive and positive classroom environment can enhance
students' motivation, engagement, and creativity (Deci & Ryan, 1985; Hennessey & Amabile, 2010).
All four teachers reported that creating a positive classroom climate was effective in promoting creativity among their students.
They noted that students were more comfortable sharing their ideas and taking risks when they felt supported and encouraged.
Teacher 1 observed that her students were more willing to collaborate and work together on creative projects, which resulted in
more diverse and innovative ideas. Similarly, Teacher 2 noted that building positive relationships with her students helped to
create a more positive and supportive classroom environment, which in turn fostered creativity. Overall, these findings suggest
that creating a positive classroom climate can be an effective strategy for promoting creativity in the classroom. Conclusion:
In summary, this study explored how four teachers from different levels promote creativity in their classrooms. The findings
indicate that using multimodal activities, providing student choice and autonomy, and creating a positive classroom climate can be
effective strategies for promoting creativity among students. These findings align with the existing literature on creativity in the
classroom and provide practical insights for educators who aim to enhance their students' creativity. (914 words)
Suggested answer for task 3. Dear Teacher,
We would like to invite you to participate in a survey on strategies used to address undesirable behaviors among students. This
survey is part of a research study aimed at investigating the prevalence of undesirable behaviors and the effectiveness of different
strategies used to decrease these behaviors in local schools. Your participation is voluntary and your responses will be kept confidential.
The survey will take approximately 10-15 minutes to complete. We kindly ask that you answer all questions as accurately and
honestly as possible. Your feedback will be valuable in helping us to gain a better understanding of the challenges that teachers face
in addressing undesirable behaviors and the strategies used to overcome these challenges.
Thank you for your time and contribution to this study. Sincerely, [Researcher Name] Questionnaire 1.
What types of undesirable behaviors have you observed in your students?  Disruptive behaviors  Academic dishonesty  Lack of motivation  Social/emotional issues 
Other (please specify): __________ 2.
In what ways have you tried to decrease these undesirable behaviors in your classroom? 
Reinforcement (e.g., rewards, praise) 
Positive behavior support (e.g., teaching and reinforcing positive behaviors) 
Disciplinary measures (e.g., consequences for negative behaviors) 
Other (please specify): __________ 3.
How effective have these strategies been in decreasing undesirable behaviors among your students?  Very effective  Somewhat effective  Not very effective  Not at all effective 
N/A (I have not used these strategies) 4.
Have you noticed any individual differences in how students respond to these strategies? 
Yes, some students respond well to reinforcement while others respond better to disciplinary measures 
No, I have not noticed any differences in how students respond to these strategies 5.
Are there any other strategies you have used to address undesirable behaviors among your students? 
Yes (please specify): __________ 
No, I have only used the strategies mentioned above 6.
Is there anything else you would like to add about your experiences managing undesirable behaviors among students?
Thank you very much for your time for this interview. A sample of Findings
Factors that contribute to moral development
The findings of this study indicate that there are various individual, social, and cultural factors that contribute to moral
development, and teachers play a crucial role in promoting positive moral development in their students. The teachers
in this study highlighted several key factors that contribute to moral development, including family background, peer
influence, cultural values, and educational experiences. They also discussed several effective strategies for enhancing
students' moral development, such as modeling ethical behavior, creating a safe and supportive learning environment,
and integrating moral education into the curriculum.
Family background was identified as a significant factor in shaping students' moral development, with many teachers
noting that children often adopt the moral values and principles of their parents or caregivers. One teacher stated,
"Children learn morality at home from their parents, and this has a significant impact on their moral development."
Another teacher noted that parents who model ethical behavior and provide consistent guidance and support can
have a positive influence on their children's moral development.
Peer influence was also identified as a significant factor in shaping students' moral development, with several teachers
noting that peers can have both positive and negative effects on students' moral growth. One teacher stated, "Peer
pressure can be a significant challenge for students, and it can influence their moral decision-making." Another
teacher noted that positive peer relationships and social support can also enhance students' moral development,
stating, "When students have supportive and positive peer relationships, they are more likely to exhibit ethical
behavior and make moral decisions."
Cultural values and beliefs were also identified as important factors in shaping students' moral development. Several
teachers noted that cultural values and beliefs, such as respect for authority, community values, and social
responsibility, can influence students' moral identity and decision-making. One teacher stated, "Cultural values play a
crucial role in shaping students' moral development, and it's essential for teachers to be aware of and respectful of
these values." Another teacher noted that exposure to diverse cultural perspectives and values can also enhance
students' moral development, stating, "When students are exposed to different cultural perspectives and values, they
become more empathetic and open-minded, which can enhance their moral reasoning and decision-making."
Educational experiences were also identified as a significant factor in promoting students' moral development, with
several teachers noting the importance of integrating moral education into the curriculum. One teacher stated, "When
teachers integrate moral education into the curriculum, students are more likely to develop a strong moral identity
and exhibit ethical behavior." Another teacher noted that creating a safe and supportive learning environment is also
crucial for promoting students' moral development, stating, "When students feel safe and supported in the classroom,
they are more likely to engage in ethical behavior and make moral decisions."
Effective strategies for promoting students' moral development
The teachers in this study identified several effective strategies for promoting students' moral development. One
approach was modeling ethical behavior, which was identified as a crucial strategy for promoting positive moral
development. Many teachers noted that students often learn ethical behavior through observation and imitation. As
one teacher stated, "If we want our students to exhibit ethical behavior, we need to model it ourselves."
Creating a safe and supportive learning environment was also identified as an effective strategy for promoting
students' moral development. When students feel safe and supported in the classroom, they are more likely to engage
in ethical behavior and make moral decisions. As one teacher noted, "When students feel comfortable and supported,
they are more likely to take risks, engage with others, and make ethical choices."
Integrating moral education into the curriculum was also identified as a key approach to promoting students' moral
development. By incorporating moral education into different subjects, teachers can provide students with
opportunities to reflect on ethical issues and develop their moral reasoning skills. As one teacher stated, "We try to
integrate moral education into all our subjects, so that students can see how it applies to real-life situations."
Another effective strategy identified by the teachers was promoting positive peer relationships and social support.
When students have supportive and positive peer relationships, they are more likely to exhibit ethical behavior and
make moral decisions. One teacher noted, "We encourage our students to build positive relationships with their peers,
because we know that peer influence can have a significant impact on their moral development."
Overall, these findings suggest that there are several effective strategies for promoting students' moral development,
including modeling ethical behavior, creating a safe and supportive learning environment, integrating moral education
into the curriculum, and promoting positive peer relationships and social support. By adopting these strategies,
teachers can help prepare their students to become responsible, ethical, and compassionate members of society,
capable of making positive contributions to their communities and the world at large.
Challenges and barriers to promoting students' moral development
The findings of this primary research indicate that there are several challenges and barriers to promoting students'
moral development in schools and communities. The teachers who participated in the study identified lack of time
and resources, competing demands on teachers' time and attention, and the need for additional training and support
as the primary challenges to promoting moral development.
Many teachers reported feeling overwhelmed with the demands of their workload, leaving little time to focus on
moral development. One teacher noted that "With all the other demands on our time, it's challenging to prioritize
moral development and find time to integrate it into our lessons." Another teacher stated, "We have so many
standards to meet and tests to prepare for that it's hard to devote time to moral education."
In addition to lack of time, many teachers also reported a lack of resources as a significant barrier to promoting moral
development. Several teachers noted that their schools lacked funding and resources to support moral education
initiatives, such as programs or materials that could be used to promote ethical behavior.
Competing demands on teachers' time and attention were also identified as a challenge to promoting moral
development. Many teachers reported feeling pulled in different directions, with pressure to meet academic goals and
address student behavior issues. One teacher stated, "It's hard to focus on moral development when we're constantly
dealing with discipline issues and trying to meet academic goals."
Finally, several teachers identified the need for additional training and support as a significant barrier to promoting
moral development. Many teachers reported feeling ill-equipped to address moral issues in the classroom, and some
noted that they had not received sufficient training in moral education. One teacher stated, "We need more training
on how to address moral issues in the classroom and how to promote ethical behavior."
Overall, the findings of this study suggest that lack of time, resources, and training are significant challenges and
barriers to promoting moral development in schools and communities. These findings highlight the need for
policymakers and educators to prioritize and support moral development initiatives, by providing funding, resources,
and training to help teachers effectively promote moral development in their students. A sample of Discussion
The findings of this study are consistent with previous research indicating that individual, social, and cultural factors all
play important roles in shaping students' moral development (Kohlberg, 1981; Lickona, 1991). The teachers in this
study identified several key factors that contribute to moral development, including family background, peer
influence, cultural values, and educational experiences. These findings are consistent with previous research indicating
that parents and caregivers can have a significant impact on children's moral development (Kohlberg, 1981; Lickona,
1991), and that peers can have both positive and negative effects on students' moral growth (Eisenberg et al., 1998).
In addition, the teachers in this study highlighted several effective strategies for enhancing students' moral
development, including modeling ethical behavior, creating a safe and supportive learning environment, and
integrating moral education into the curriculum. These strategies are consistent with previous research indicating that
modeling ethical behavior is a crucial strategy for promoting positive moral development (Lickona, 1991; Nucci, 2001),
and that creating a safe and supportive learning environment can enhance students' sense of belonging and promote
positive social interactions (Elias & Arnold, 2006). Furthermore, previous research has also shown that integrating
moral education into the curriculum can provide students with opportunities to reflect on ethical issues and develop
their moral reasoning skills (Narvaez et al., 2014). (1393 words)