:Presenters: Carl 9710009M Venus 9710008M :Professor: Mavis Shang Chapter 7. Providing For Effective Teaching

:Presenters:

Carl 9710009M

Venus 9710008M

:Professor:

Mavis Shang

Chapter 7.

Providing For Effective TeachingProviding For Effective Teaching

Focus: How quality teaching can be achieved and maintained in a language program

Achievements of quality teaching is determined 1. consequence of how well teachers teach 2. work environment that teachers facilitate teaching

Four factors to be considered 1. institutional factors 2. teacher factors 3. teaching factors 4. learner factors

The Institution The organization culture Quality indicators in an institution The teaching context

P. 198

The organizational culture

Refers to

1. the ethos and environment that exist within a school

2. the kinds of communications and decision making

that take place

3. the management and staffing structure they support

P. 198


Some questions reveal school’s organization culture

1. What are the school’s goals and mission?

2. What is the school’s management style?

3. What shared values do staff have?

4. What are the decision-making characteristics of the

school?

5. What roles do teachers perform?

6. How are teaching and other work planned and monitored?

7. What provision is made for staff development?

8. How are courses and curriculum planned?

9. How receptive is the school to change and innovation?

10. How open are communication channels? P. 199


Basic to the organizational culture of an institution is management structure.

1. built by managerial decisions

Managerial decision specifies in two aspects

1. the number and type of jobs in the organization

2. the process that subordinate, control, and link them

a. authority relationships, communication networks,

and specific planning and organizational techniques

Two types of organizational structures

1. Mechanistic model

2. Organic model P. 199


Mechanistic model

1.bureaucratic approach to organizing collective activities that stresses “the need for authority, hierarchies of control, and an explicit chain of command”

For example,

1. specialization – specialize in certain level and skills

2. prepared curriculum and syllabus

3. explicit chains of command – vertical communication

4. hiring, promotion, and dismissal policies

P. 199


Organic model (more flexible)

1. maximizes flexibility and adaptability

2. encourages complete confidence and trust between

superior and subordinate

3. taps a wide range of human motivations to achieve

organizational goals

For example,

1. flexibility and adaptability – level, skill, or content area

2. professional training for teachers

3. vertical and lateral communication

4. importance of teamwork and committee system P. 200


Most language programs have features of both the organic and the mechanistic models, depending on the size of the program and the type of staff working in it.

1. organic model

a. large program

b. experienced and mature professionals

2. mechanistic model

a. smaller programs

b. less experienced staff

P. 201

Quality indicators in an institution

Some schools take seriously

1. development of a sound curriculum and programs

2. the best available teachers to be hired

3. quality instruction and the kinds of support that

teachers need to achieve their best


Characteristics of quality indicators

1. clearly stated educational goals

2. well-planned, balanced and organized program

3. systematic and identifiable processes

4. commitment to learning

5. staff involvement in developing goals

6. motivated and cohesive teaching force

7. teachers professional development

8. programs to be reviewed and progress


Some schools may not accept the quality indicators.

1. no educational mission to develop

2. no plan to achieve

3. teachers to be poorly motivated, qualified

4. high staff turnover

5. low reputation of institution

Challenge of maintaining education quality

1. meet educational objectives and standards

2. meet financial imperatives

Whether it be cost recovery or profit making?


To build quality and effectiveness into its programs

1. How can we determine the quality of the lg program?

2. How can we improve the quality of the lg program?

3. What do we value most in the language program?

4. What type of curriculum best meets student needs?

5. What do we need to support the curriculum?

6. What kind of lg proficiency testing is needed for accurate student placement?

7. What qualities are we looking for in faculty?

Key dimensions of quality and how quality can become a focus in a school or language program

1. a sense of mission

2. a strategic plan

(vision, value, purpose, mission, goals, and strategies)

3. quality assurance mechanisms

4. a sound curriculum

5. flexible organizational framework

6. good internal communications

7. professional treatment of teachers

8. opportunities for teacher development

A sense of mission

Useful format for articulating a school’s sense of mission in the form of a mission statement

Statement developed collectively by those who have a commitment to the success of the institution

See Appendix 1

A strategic plan Description of the long-term vision and goals of an

institution and the means it undertakes for fulfilling them

Useful overview of the function of strategic planning

1. vision – something hoped to accomplish in the future

2. values – principles of guiding the program

3. purpose – the reasons of the institution’s existence

4. mission – description of visions in terms of specific

goals to achieve

5. goals – specific steps related to each aspect of mission

6. strategies – methods and activities to attain the goals

Quality assurance mechanisms Refers to systems a school has in place to ensure the

quality of its practices

Factors relevant to creating a culture of quality assurance in an institution:

1. formulated policy

2. reasonable and acceptable standards

3. systems to assess quality regularly

4. reward system to attain high quality in their work

5. available support to improve staff’s quality

A sound curriculum

Features of a school’s programs

1. the course meeting students’ needs

2. coherent curriculum to achieve the school’s mission

3. developed course based on sound education principles

4. developed course description

5. high-quality teaching materials and tests

6. mechanisms to monitor the quality of teaching and

learning

7. reviewed and renewal curriculum

Flexible organizational framework

Effective schools and language programs

1. flexible administrators encouraging teachers to

innovate

Atmosphere of trust and support and staff

1. supported by reasonable teaching loads, rewards, and

opportunities for professional development

Participatory management style rather than top-down style

Good Internal Communications Setting up systems that facilitate communications: - among teachers - between teachers and administrators

Such systems include:1. regular meeting and briefings2. availability of relevant course3. written guidance for staff4. a system for collecting feedback5. regular evaluation or feedback sessions6. regular newsletters, bulletins, or E-mail

communication

Professional Treatment of Teachers Language teacher often suffer from poor employment

conditions.

→ teachers are not recognized as trained professionals with specialized skills and knowledge

“ESL teacher often in highly varied and unpredictable situations”. Leung and Teasdale (1998, 5)

→teachers have workforce

The extent to which teachers are regarded as professionals is indicated by the following:

1. Employment terms and conditions

2. Support and reward systems

Opportunities for Teacher Development

ESL/EFL is a rapidly changing field, and teachers need regular opportunities to update their professional knowledge and skills.

Such opportunities may be provided for in a number of way:

(Richards and Lockhart 1994)

1. Conference participation

→ teachers can learn about trends, issues, and

practices with other teachers

2. Workshops and in-service seminars


3. Reading groups → read and discuss articles or books of

interest

4. Peer observation → teachers can take turns observing each

other’s classes for critical reflection and discussion about teaching approaches.

5. Writing about teaching → teacher can keep a reflective diary.


6. Project work → teachers can given the opportunity to

develop projects such as classroom materials, videos, and teaching sources.

7. Action research → teachers can conduct small-scale

classroom research on their teaching.

Appendix 2 (p. 228-230) represents the “Best

Practice” for above issues.

The Teaching Context: Size and Staff Structure

Size of a school and its administrative structure influences many aspects of a teacher’s work.

→ school should develop teachers’ sense about the collegiality.

→ offer informal professional activities

such as social activities for build up group relationship

The Teaching Context: Equipment

Teaching tool

Some school make extensive investments in:

→ computers, CD players, video recorders…etc

The teaching tool can provide a positive effect on teaching , staff workload, and morale for teachers’ workload.

The Teaching Context:Support Staff → Is there any secretarial or administrative staff

to help with typing, time-tabling, and administration?

Teacher Work Space → room for teachers interacting with other

colleagues, carry out lesson preparation, mark assignments, and prepare teaching materials and hand-outs.

The Teaching Context: Teacher Resource Room → like a Library (for update their professional

knowledge) Teaching Facilities → classroom, multimedia lab, computer lab,

language lab, self-access center, and students reading room (facilitate the quality of the teaching program)

Class Size → class-size needs for each type of course should

established based on teachers, learners, and school factors.

The teachers Good teacher can compensate for deficiencies in

the curriculum, the material, or the resources.

Skills and Qualifications Lortie (1975) indicate that a profession is

characterized by: → homogeneous consensual knowledge base (particular knowledge in some specific field) → restricted entry (degree, certificate) → high social status → self-regulation → legal right to govern daily work affairs

The teachers Increasingly, language schools are recruiting better

trained and better qualified language teachers and operating within defined standards of quality. (Appendix 3; p. 231)

Core components of teachers of teacher knowledge include the following:

→ practical knowledge → content knowledge → contextual knowledge → pedagogical knowledge → personal knowledge → reflective knowledge

The teachers Teacher are untrained or trained and whether they

are novice or experienced.

The UCLES Certificate in Language Teaching to Adults focus on six area of basic teaching skills:

→ language awareness → learners, teachers, and the teaching/learning

context → planning for effective teaching of adult English

learners → classroom management and teaching skill → resources and materials for teaching → professional development

The teachers Roberts(1998, 67-68) suggests that

compared to experienced teachers, novice teachers tend to have the following characteristics:

→ lack everything which related to teach, organize, plan the course, and so on.

→ lack knowledge of what to expect of pupils, what challenges to set…

→ lack practical classroom management

The teachers

NNS Teacher’s Needs proposed by Roberts * A Priority for Language Improvement * An erosion through Classroom Discourse * The Support from a Textbook * Personal Experience for Learners’ Difficulty * The Same Common Culture and Group Norms * Teaching Behavior from Mother Tongue Culture * The Influence of English on Education

The teachers

The Function of Institution for Teachers

=> teaching skills/ understanding of teaching

* Self-reflection and Evaluation

* Strength and Weakness

* Specialized Knowledge and Skills

* Curiosity and Interest

* Relevant Professional Knowledge Base

* Involvement in Professional Organizations

Support for teachers

The Orientation * The needs to clarify the goal Adequate Materials * The involvement and guidelines Course Guides * Course * Aims * Objectives

*Materials * Methods * Activities

*Assessment

Support for teachers

Division of Responsibilities * job descriptions * clear demarcation Further Training * specialized training for needs Teaching Release * free time for refreshment Mentors *share problems * get advice

Support for Teachers

Feedback * face to face * in writing *on the telephone Rewards * receive positive acknowledgement Help Lines * who can help them solve the problems Review * problem-solving * critical reflection

The Teaching Process

Teaching Model and Principles

Maintaining Good Teaching

Evaluating Teaching


Comparison of Teaching Models Operative model:

* the requirements of a centralized system

* teachers deliver a textbook as planned Problem-solving model:

* adaption to learners’ needs

* teachers diagnose problems, design activity


Teaching Models on Methods or Approaches— The Communicative Approach: * Authentic Communication* Pair and Group Activities * Negotiation * Information * Fluency The Cooperative Learning Model: * Cooperation * Common Tasks * Coordination The Process Approach: * Participation * Sequential Stages The Whole-language Approach: * Real Communication * Authentic Texts * Reading * Writing


Teaching Models on Principles—

* A Consistent Focus * Practical Tasks

* Realistic Use * Communicative Use

* Cooperative Activities * Accuracy and Fluency

* The Role of Facilitator * Communicative and Skill

* Learning Awareness * Self-monitoring and setting

goals

Teaching Model and Principles A Teaching Philosophy— * Reflection on Self-teaching Style * Personal Beliefs and Principles * Interpretation of Teacher Role Breen’s Teaching Principles— * The Form of Language * Vocabulary or Meaning * The Usage of Language * Mental-processing Capacities * Familiarized and Manageable * Internalized and memorized * Affective Involvement * Learner’s Needs or Interests * Monitor for Progress * Provision for Feedback * Responsibility or Autonomy * The Lesson and the Group


The Reflection on Model or Philosophy—

* The Consistence with Teaching Model

* The Hold of Other Principles

* The Expected Roles of Teachers

* The Role of Instructional Materials

* The Classroom Activities and Practices

Maintaining good teaching

Maintaining good teaching involves

1) the establishment of shared commitment to

quality teaching

2) the selection of appropriate measures


Strategies that address this issue: Monitoring – formal , informal mechanisms ex: group meetings, written reports, classroom visits, student evaluations Observation 1) supervisor observation- provide positive feedback 2) peer observation- share approaches 3) colleague observation - problem-discovering 4) self observation-recording lessons

Maintaining good teaching Identification and Resolution of Problems: 1)Timely Identification– Resolution ensuring 2)2)Timely Resolution--Good Communication System

Shared Planning:: 1) Opportunities for Collaborative Planning ex: Pair, Group work on Course-planning Material- developing and Lesson-planning

=> Potential Problem-identifying andPotential Problem-identifying and resolvingresolving

Maintaining good teaching Documentation and Sharing of Good Practices- The Sharing of Positive Teaching Experiences

Davidson and Tesh’s Examples:

1) A presentation at a professional conference 2) A knowing at a professional conference or workshop 3) Sharing and telling current publication with colleagues 4) Sharing practical teaching strategy 5) The development of teaching materials and demonstration 6) The sharing of workable or unworkable ideas 7) The discussion with a particular or program issue


Self-study of the Program 1) a study of a program’s practices 2) values the process

A self – study should be undertaken three to five years involves teachers, administrators, and students of examining all aspects of a school operations

(Kells 1988)

Maintaining good teaching An Appraisal System for Quality Teaching:

(1) The Reward for Good Performance

(2) The Needs for Further Training

(3) The Reinforcement with Staff Development

(4) The Improvement for Teaching

(5) The Provision for Contract Renewal and Promotion

(6) The Interest in Teachers’ Performance and

Development


Developing The Appraisal System An Appraisal System should produce collaboratively and

represent all points of view There is no single correct way of teaching because

teaching as individual activity UCLES’s Appraisal System (Appendix 3 p.231) Brown’s Appraisal System (Appendix 4 p.232) Murdoch’s Appraisal System (Appendix 5 p.236)


The Focus of Appraisal with Relevant Work

(1) Lesson Plan

(2) Teacher-made Teaching Materials

(3) Course Outlines and Handouts

(4) Class Assignments

(5) Participation in profession development

activities


Conducting The Appraisal: Appraisal by a supervisor: Problems of Understanding (Appendix 4) Appraisal by a colleague: constructive feedback (Appendix 8) Self – Appraisal: Less Threatening Lesson Report: Structured Descriptions (Appendix 6) Teaching Journal: Descriptions and Reflections Audio/Video Recording: strengths and weaknesses Student Appraisal: a Sense of Teaching (Appendix 7)

The learning process

Understanding of the Course

It is important to ensure that the learners understand

the goals of the course

Brindley(1984,95) states:

1)Different Expectations before class

2)Consultation must be set up

3)Canvass learners’ expectations

The learning process View of Learning

Alcorso and Kalantzis’s Findings :

Teacher and learners have different Preference Learner’s Learning Views:

1) Manager of his /her own learning

2) Independent Learner

3) Needs Analyst

4) Collaborator and team member

5) peer tutor

The learning process Learning styles: 1) Concrete Learner: games, pictures, films, video 2) Analytical Learner: study grammar, books, finding their own problems 3) Communicative Learner: observing and listening to native speakers 4) Authority-oriented Learner: learning from the model

A Questionnaire: to identify learners’ learning study preferences

The learning process Motivation

1) What the learners’ motivations are for taking the course?

2) Why are the learners in the course?

3) How will it affect their lives?

4) What do they want from it?

5) Which aspects of it are they most interested in? Support

1) mechanisms for course delivery

2) interface between learning and opportunities

3) self-access for learning needs and interests

Thank you

Documents

:Presenters: Carl 9710009M Venus 9710008M :Professor: Mavis Shang Chapter 7. Providing For Effective Teaching