Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

Beyond Tech:The Impact of Hybrid Classroom Climate on the Learning Outcomes of University Students

In the context of the highly demanding trend of equitable and quality education,digital technology has outlined a blueprint for sharing resources across spatial and temporal boundaries and learner differences.The hybrid classroom implemented on university campuses during the pandemic demonstrates the tremendous shaping power of digital technology on teaching and learning across different groups,time,and space.This study investigates two types of learners,Clone Classroom and Global Hybrid Classroom at Tsinghua University,and finds that intrapersonal,interpersonal,and institutional dimensions of classroom climate all significantly affect learners’learning outcomes.However,the influences at the three dimensions differ in degree,with interpersonal factors outweighing institutional factors and institutional factors outweighing individual factors.Furthermore,in individual factors,information literacy and tech-assisted support in institutional factors have the weakest impact on learning outcomes;institutional factors mediate individual and interpersonal factors influencing higher-order cognition development.To avoid the pitfalls of techno-centrism,this study suggests promoting an insight of technology for humanity and embedding technology into teaching to better empower teacher development and student learning experience.

Classroom Organization： from Teachers to Students

In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1） Classroom is a behavior setting where students of different characteristics come to bring about desirable changes. Different strategies must be used to meet their needs; （2） Teachers are not just transmitters of knowledge; they must be an educator as well as a helpful person; （3） Students should be encouraged to communicate with teachers and their peers to achieve a conducive classroom climate.

Effective Teaching in EFL Classroom

This article explores the potential ways to enhance effective EFL teaching in EFL classroom. The author considered that elements such as teacher＇s understandings of classroom structures, the differences in classroom norms and creation of positive climate could contribute to the overall EFL classroom effectiveness. By referencing contemporary EFL teaching theories, the author attempted to touch on the implications to the contemporary Chinese EFL education. It has suggested that teachers should gain thorough understanding of those elements in their daily practice.