Action Research

By

Cheok Mei Lick

IPGK Perempuan Melayu

Melaka

Title

The Effects of Reflective Framework on the Teaching and Learning Process among the TESL Bachelor of Teaching Preparatory Course Students

Introduction

I wanted students to be aware of factors that were involved in their

teaching and learning process the relationship between teaching

and learning their future roles

Key words

• Reflection• Reflective practitioner• Mindful teachers• Journaling• Metaphors

Focus of the Study

Raise awareness as to the factors that were relevant and specific only to themselves factors are aspects involved in their

teaching and learning process• encouraging• hindering

I wanted to know if this framework is effective to influence change in my students perceptions, thus change some of their actions.

Focus of the Study

Research Questions How does the reflective framework

help my students be aware of the factors that both help and hinder them in their teaching and learning process?

How reflective process help them in forming their future identity as a teacher?

Subjects in the Study First semester students of a

three-semester Bachelor of Teaching Preparatory Course

Journal writing is done every week after their 2 hours class

Template of the Journal

Influences 

Positive/Enhancing

Factors

Negative/Inhibiting

Factors

Jane’s Comments

1. Personal [me-student]

     

2. Teaching[you –

lecturer]

     

3. Friends      

4. Situation      

Journal explainedThe template answers the 4 questions below:

1. How did I learn?

2. How was I taught?

3. How did I interact with the other students?

4. How did the surroundings enhance or inhibit my learning process?

Intervention Plan Action research plan is based

on Kurt Lewin’s (1946) model Hoban’s (2000) reflective

framework which I adapted for use.

Action Research Model

Planning

Acting

Observing

Reflecting

Hoban’s reflective Framework

• brainstorming• discussion• explicate modelling [think aloud]• examples

Awareness

• study factors that either enhance/inhibit their learningAnalyse• identify key factors for all the 4 factors• deepening of reflectionSynthesis• identify a metaphor to show the relationship between the 4

factors• small theories 't' formed• new knowledge into existing ones

Theorising

• stimulate reframing• new actions takenAction

Awareness

Brainstorm and discuss with the students about the teaching and learning process

Model how I reflect through think aloud

Analyse Stage Write their experiences in

class by studying what inhibited or enhanced their teaching and learning process

Synthesis Stage

Students will collate and identify key factors for each of the 4 factors ; personal, teaching, peer and situational

Theorising

Students will produce a metaphor in order to explain how they view the relationship between teaching and learning

Action Deduced implications for their

future role Students established frames and

routines before the reflection process may be reframed now.

Lead to professional and personal change

Findings and Discussion

15 weeks journal entries collated

Metaphors

Student 1:Collated Journals

Influences Positive/Enhancing factors Negative/Inhibiting factors

1. Personal factors try to understand in detail do more practice motivate myself

exhausted lazy to revise & complete

homework

2. Teaching factors gave meaningful advice elaborated with examples inspires

none

3. Peer factors cooperative & helpful not selfish

none

4. Situational factors

none nervous as today we have a test

Student 1: Metaphor

Student 2: Collated Journals

Influences Positive/Enhancing factors Negative/Inhibiting factors

1. Personal factors learn more do more practice motivate oneself using song is interesting

lazy to do revision and homework exhausted keep making same mistakes when

making new sentences

2. Teaching factors advice & encouragement keep reminding to check our

grammar teach and explain more extra notes and exercises

uploaded online

class cancelled last minute was scolded too strict and serious

3. Peer factors cooperative misunderstanding during discussion

4. Situational factors video clip shown made us realised about life

having test active feedback session Comfortable lab

nervous during test too many assignments to be

submitted at the same time

Student 2: Metaphor

Student 3: Collated Journals

Influences Positive/Enhancing factors Negative/Inhibiting factors

1. Personal factors study strategy worked video shown in class inspired her test motivated her to study and revise her

work realized she needed to improve her grammar do self-reflection after teacher’s

encouragement and also scolding in class more confident when having to do

presentation in class

negative thoughts about the past lazy to revise too much sleep love to procrastinate the more she learns the more confused she is

2. Teaching factors good choice of video inspired by teacher’s motivational words attempt a task immediately after the input prefer input from the teacher and not from her

friends realized other methods of teaching grammar teacher’s notes and explanation helpful

teacher too serious in class made her afraid to ask question

needed more time for ISL tasks task was set without clear explanation kept repeating the same words when scolding

3. Peer factors discussion was helpful healthy competition help each other to improve

noisy when doing ISL tasks

4. Situational factors air-conditioned room was good prefer the computer lab than her classroom using songs in class brought fun into the

classroom

going home after class classroom was hot not enough time to discuss after class with

the teacher no LCD in class problem with her speaker tensed when being scolded

Student 3: Metaphor

Student 4: Collated Journals

Influences Positive/Enhancing factors Negative/Inhibiting factors

1. Personal factors never give up till she can understand

read up before class concentrates in class presentation made her more

confident

exhausted not confident

2. Teaching factors clear explanation check and correct continuous tasks notes given motivational talks presentation using mind map was

helpful

task on a song lyric was not suitable

3. Peer factors continue discussion after class encourage one another

none

4. Situational factors conducive online tasks helpful

no LCD in the classroom no speaker in the classroom

Student 4: Metaphor

Student 5: Collated Journals

Influences Positive/Enhancing factors Negative/Inhibiting factors

1. Personal factors tries to understand her content having to present helped her

understand better

cannot understand what was taught

confused

2. Teaching factors tasks set helped her understand better

clear explanation notes given stressed importance of grammar

scolded by teacher

3. Peer factors peers helped explained further did online tasks together

noisy and distract her at times

4. Situational factors comfortable no internet connection

Student 5: Metaphor

Student 6: Collated Journals

Influences Positive/Enhancing factors Negative/Inhibiting factors

1. Personal factors do as much grammar exercises as she can

learn to select suitable video for teaching

confused with the tree diagram not enough time afraid to ask questions

2. Teaching factors likes the online learning mode coursework helped improved

her understanding notes given clear explanation kept reminding to work hard

 

3. Peer factors cooperative & helpful  

most are weak in grammar

4. Situational factors

None submission all coursework at the same time

Student 6: Metaphor

My ReflectionInsights from students’

journalsImplications for my self-study of teaching

 

Students find me too serious and moody at times.

Try to smile more and be more pleasant in class. Be consistent with my attitude in class.

Students do not like last minute change.

Try to remember to inform students earlier of any changes

Students learn better when I explained.

Try to teach them first and followed by discussion of tasks. Do away with individual presentations in a grammar class.

Students afraid to ask me questions.

Try to be more tolerant of whatever questions posed and again smile more.

Students like the use of mind-map and varied activities when learning grammar.

Try to come up with different activity each time you enter class.

Students worried of being scolded. They are embarrassed.

Try not to scold students. If I do need to scold then do not embarrass them. Be more careful.

Implications for Me

Every experience is interpreted differently by every student.

A mirror of my teaching.

Conclusion

Reflective thinking converts action that is merely blind and impulsive into intelligent action.

John Dewey (1933)