The purpose of this study was to examine the advantages and problems of the mutual nomination method from the viewpoints of both teachers and children, in order to introduce the method more appropriately and effectively in the classroom. In order to understand from the children's standpoint, we asked university students to reflect on their classroom situations at elementary, junior high, and high schools, and conducted a questionnaire survey using both face-to-face and web-based surveys. The subjects consisted of 138 university students. To understand from the position of the teachers, elementary, junior high, and high school teachers were interviewed. Eleven teachers were elementary school teachers, nine were junior high school teachers, and five were high school teachers. The method of analysis was content analysis for both the children's and the teachers' standpoints. The results are presented initially from the children's perspective, followed by the teachers' perspective. First, from the children's perspective. Regarding experience with the mutual nomination method, in elementary school, the number of respondents with and without experience was 88
and 29, respectively, in middle school, 37 and 77, and in high school, 28 and 102, respectively. Five categories of advantages of the mutual nomination method were obtained, including [active and motivated participation in class], [ease of raising hands and speaking up], and [bright and peaceful atmosphere]. On the other hand,
four categories were obtained for problems such as [bias and fixation of nominated/non-nominated students], [classroom relationships revealed by bias of nominated/non-nominated students], and [creation of rules for effective implementation of the mutual nomination method]. Next, from the teachers’ perspectives, regarding their experience with the Mutual Nomination Method, elementary school teachers implemented the method according to the subject matter and learning objectives, and according to the condition of the children and the classroom. Junior High and high school teachers implemented the method only slightly. Five categories of advantages of the mutual nomination method were obtained, including [active and motivated participation in class], [deepening of learning], [ease of raising hands and speaking up, and confidence gained from the experience of giving presentations]. Six categories were obtained as problems and innovations of the mutual nomination method, including [introduction of the method in consideration of the situation of the children and the classroom], [bias and fixation of those who are nominated/not nominated], and [creation of rules for effective implementation of the mutual nomination method]. Based on the above results, and considering both the children's and teachers' standpoints, the mutual nomination method seems to have the advantage of making it easier for children to actively and enthusiastically learn, raise their hands, and speak up. However, there are also problems such as the bias of children who speak up, the fact that some children experience not being nominated even if they raise their hands, and the fact that relationships in such classes become more visible. To introduce the mutual nomination method, it is necessary to have a supportive classroom climate and good
classroom discipline as a foundation. It was shown that it is important for teachers to fully assess the classroom situation and implement the method under management, such as by applying rules according to the situation.
SASAKI Naomi
PP. 451 - 464