Elementary School Teachers’ Reflections on Shy Children in the Classroom
Bibliographic record
Abstract
This study explored teachers’ perceptions of shy children in the classroom during the elementary school grades. Seven teachers (1 male, 6 female) from elementary schools located in geographically diverse areas of Canada participated in semistructured telephone interviews that explored their perceptions of and experiences with shy children in the classroom. Transcripts were analyzed for emerging themes about teachers’ conceptions of shy children and teacher-shy child interactions. Findings suggest that shyness and social communication may influence elementary schoolteachers’ classroom practices and the teacher-child relationship. Teachers’ roles in shy children’s socio-emotional functioning and academic success are discussed.Cette recherche a étudié les perceptions qu’ont les enseignants au primaire des enfants qui sont gênés. Sept enseignants (1 homme, 6 femmes) d’écoles primaires situées dans des zones géographiquement diverses au Canada ont participé à des entrevues téléphoniques semi-structurées portant sur leurs perceptions des enfants gênés et leurs expériences avec eux en salle de classe. Nous avons analysé les transcriptions pour en dégager des thèmes sur les conceptions qu’ont les enseignants d’enfants gênés et les interactions entre les enseignants et les enfants gênés. Les résultats indiquent que la gêne et la communication sociale pourraient influencer les pratiques des enseignants au primaire et leur rapport avec leurs élèves. Nous discutons des rôles des enseignants dans le fonctionnement socio-émotionnel des enfants et dans la réussite académique.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".