MY INTERPRETATIONS of “Reflective Teaching in Second Language Classrooms” by Jack C. Richards and Charles Lockhart
These most effective ways are: 1. Journals: They are written (sometimes recorded) responses to teaching event(s). They are meant for later reflection. Why journals? Consolidate the habit writing on one’s teaching, provides insight for better performance. Plus, it’s a discovery process to our teaching practices. How useful are they? They are personal reactions, help raise the right questions about a phenomenon and serve as a reminder of where to act. Recommendations: I should keep it regular (daily, weekly…) I should review regularly with reflection I share, analyze and discuss with fellow-journal keepers 2. Lesson Reports: A descriptive/narrative of the main features of a lesson/teaching period POST teaching (how much time did it take? Was it performed as effective as planned? What could I have done better?...) Lesson plan (what I intend to teach) vs. lesson report (how it really took place). They are mainly used for short term purposes such as self-assessment, students’ work monitor and course correction Recommendations: I should include as many details as I can I should prepare a lesson report template/checklist to make the task easier I should meet periodically with fellow teachers I should use the form regularly 3. Surveys and Questionnaires: They are usually administered to investigate one/some aspects of learning or teaching such as students’ attitude towards group work or teachers’ view of current textbook. 4. Audio/Audiovisual performance recording: +easy to carry out -limited range of capture +allows focus -subjective if not full +mirror my true image -disruptive +replay suggests careful examination 5. Observation: Exchanging visits to observe aspects of teaching. It mustn’t be perceived as EVALUATION at all. Instead, it should be limited to
gathering information. The observer should orient spotlights towards the lesson procedures. There are two types: peer-observation (colleague to colleague) and teacher trainees observing a teacher’s class. 6. Action research: It is a teacher-initiated classroom investigation to enhance teacher’s understanding of class learning/teaching. Action research is an ongoing cyclic process which fluctuate between planning-acting-observing-reflecting
EX: select an issueselect a suitable information gathering techniquecollect and analyzedevelop an action planobserve effectsinitiate a second cycle IF necessary... Teachers’ beliefs manifest/are represented through their actions: Selecting learning activities Preparing students for new learning situations Presenting learning activities Asking questions Conducting drills Checking Ss understanding Providing opportunities for practice of new ideas Monitoring learning Giving feedback Reviewing and re-teaching when necessary. All these dimensions need examination/investigation to formulate a view about a teacher’s belief system 1. Sources of teachers’ beliefs: What do teachers believe about teaching/learning? How’s their knowledge organized? What are the sources of their beliefs? How do they affect their teaching? Every teacher’s belief system is built gradually over time because of subjective as well objective reasons
A-Experience as language learners: since we all were once students, we tend to insert this experience of how we were taught into our perception/reflection of teaching/learning in various ways. The days we spent learning English are usually more than the days we spent on a teacher training/preparation program. B- Experience of what works best: dwelling on constant trial of teaching material and what teaching strategies work best. Ex: “Ss understand and answer questions better when they are given some time to review the instructions with their peers” C-Established practice: more like an institution choice/decision. Within school/fixed context, certain teaching styles or practices are preferred (school conventions which are encouraged /adopted). Ex: this particular school/district favors mini-group and peer-learning over teacher manipulating instruction. D-Personality factors: (highly subjective) preference of a given activity/teaching patters /arrangement because it matches my personality. “ I love to do a lot of drama bkz it suits the way I teach” E/F- Educationally-based/research-based principles: Application of method/approach which the teacher is very knowledgeable about or some embedded principles/technique such as peer-editing benefits/authentic role playing/silent reading … 2. Beliefs about English: English represents different things to different people. It’s been viewed as colonialism tool, means to do business and make money, the language of English literature, or simply the communication vehicle of the English speaking world… This difference in perspectives results and can be spotted through asking these questions: Why do you think English is important? Do you think English is more difficult to learn than other languages? What do you think the most difficult aspect of learning English? Vocabulary? Grammar? Pronunciation? Which dialect should be taught? British? American? Others? Why should we speak with native-like pronunciation? How does English sound to you compared to other languages? Do you think it has qualities that makes it different from other language? WHY focus on beliefs on language? -Sometimes, English even represents stereotypes/impressions (from some teachers as individuals) that could be transferred into realities (from teachers as practitioners) 3. Beliefs about learning: Beliefs about learning are shaped through: The teacher’s own learning experience The teacher’s training/preparation program The teacher’s experience with ELT To investigate such beliefs we could ask questions like: How do you define learning? What are the best ways to learn a language? What kind of exposure to language facilitates language learning? What kind of learners do best in class? What learning styles do you encourage/discourage more in class? What roles are students supposed to assume in class?
Teachers’ beliefs must be revisited from time to time to see how much they go along with the learners’ perceptions, expectations and needs. Otherwise, misunderstanding and mistrust would prevail. 4. Beliefs about teaching: Teaching is very personal activity. Teachers do not communicate knowledge alone but also values and skills. Usually when teachers are asked about their teaching practices no matter how different they tend to be, the answer still stands almost the same: it was efficient, successful… the case is actually this way because their systems and angles of beliefs differ; this difference floats on the surface when the questions below are asked: How do you see your role in class? How would your role be apparent to a visitor? What teaching method you try to implement in your class? What teaching resources do you make use of? What’s your approach to classroom management? What are the qualities of a good teacher? 5. Beliefs about the program and curriculum: Language teaching program= the culture of the institution + collective decisions/beliefs of individuals. Teachers’ beliefs about the program sound like: “our curriculum is competency-based” or “we implement a project work-based approach toward writing…” or “the textbook we are using is designed linearly/cyclically/spirally.....” In other words, views of the textbook can be more explicit and more influential than that: “the textbook is hindrance to learners’ creativity..” “the manual decides what to teach and should be followed to the letter…” “I’d opt for student-generated material instead of textbook prescribed activities…” The effect of these beliefs taps into the whole teaching/learning process in all its phases/aspects (material selection, lesson planning, instructional procedures, assessment, and even effect on novice teachers…) What do you think the most important element in an effective language teaching process? What do you think the roles of textbooks/materials in a language program? How useful are instructional objectives in teaching? How do you decide what to teach? To what extent is your teaching based on students’ needs? What’s your attitude towards assessment in a language program? What changes would you like to see in your program? 6. Beliefs about language teaching as a profession: Professionalism= having unique characteristics + specialized skills/training + valued career choice+ high level of satisfaction with profession The level of professionalism is determined by: work conditions + personal goals/attitude + career prospects available in teachers’ community. Some teachers view themselves as professional practicing a learned profession UNLIKE some who simply do NOT. For the latter, teaching is a skilled trade.
Recommendations to enhance professionalism: constant professional development + engagement in professional teaching communities + reflective teaching How would you characterize English teaching as a profession? What changes do you think are necessary in language profession? What kind of training do ELT teachers need? What kind of professional development activities support teaching? What kind of professional development activities are available in your teaching community? Do you think language teachers should evaluated through career? In what form?