Reflective Teaching in ELT: An Effective Tool for

Professional Development

Dr V. Pala Prasada RaoReader,JKC College,Guntur

Prasadarao.jkccollege@gmail.com

Outcomes

At the end of this lecture, you will be able to identify

the qualities and competencies required from an effective teacher

Apply skills for reflection and continuous

evaluation for professional advancement

FOUR PARTS

1.Changed paradigm in ELT and its importance

2. Reflective Practices

3. A Reflective Report of my class

4. Your Reflections

By three methods we may learnwisdom:

First, by reflection, which is

noblest; Second, by imitation, which is

easiest; and Third, by experience, which is the

bitterest”.

- Confucius

University Teachers as Reflective Professionals

QUESTIONS1. What professional competencies &

personal attributes are required from

an effective teacher?

2. What is, in your opinion, reflective practice/a

reflective practitioner?

.

Personal Attributes

1. confident and calm 2. hardworking and sincere 3. witty and has a sense of humour 4. humane, sensitive and sympathetic 5.. patient and encouraging 6. tolerant of errors committed by students 7. can take criticism positively

Professional Expertise

1.Allows students to work at their own pace

2. Relates his teaching to everyday situations

3. Corrects students without wounding them

4. Has a good knowledge of his subject

5. Builds up students’ confidence

6. Good classroom manager

7. IS REFLECTIVE

Defining Reflective Practice

“A set of abilities

and skills, to indicate the taking of a critical stance to problem solving or state of mind”. - Moon

“When learners analyze or evaluate one or more personal experiences, and attempt to generalize from that thinking”.

- Cowan

To put it simply …..

‘Reflective practitioners’ usually refer to adult learners who are engaged in some kind of activity (often professional) which they can use to reflect on their strengths and/or weaknesses.

Philosophers on Reflective Practices in Teaching

John Dewey’s “How We Think”

Donald Schon’s “Educating the Reflective Practitioners”

:

Exploring the Possibilities of Reflection

Academic Preparation-- "What Shall I Teach?”

Understanding Learners-- "How Do Students Learn?”

Organizing for Teaching --"How Shall I

Teach?”

And finally - was the lesson a success?

Why Reflect?

To see ourselves

To increase our awareness

To improve the effectiveness of our own teaching

KINDS OF REFLECTION

1. INFORMAL

2. FORMAL

METHODS OF REFLECTION

1.QUANTITATIVE METHODS

Ex: Rating Scales, Charts, graphs etc.

2. QUALITATIVE METHODS

Ex: Field Notes, Diaries, Audio-visual Recordings etc.

QUANTITIATIVE METHODSChecklist: Instructional Events in a Lesson

S.No Events Observed Not observed

1. Creating a learning set +12. Stating the objectives of the

lesson -13. Stimulating recall of task-

relevant prior learning +14. Teaching new content +15. Providing practice +1 6. Providing feedback -17. Providing a review of the

lesson -1

SOME QUANTITATIVE METHODS:Rating Scales

The teacher responds to incorrect responses in a non-punitive manner.

The teacher provides learners opportunities for self or peer correction.

KINDS OF QUALITATIVE REFLECTION

1. Feedback Collection – one-minute paper (at the end of each lesson)2. Teaching Feedback Questionnaire -- Peer observation – Observe and be observed3. Written Accounts of Experiences – Self-reports – Autobiographies (reaction sheets) – Journal writing – Collaborative diary keeping – Recording lessons

HERE IS A RETROSPECTIVE REPORT OF MY CLASS

CLASS: II B.Sc.,

LANGUAGE ITEM: Expressing One’s Opinions and Point of View

Pedagogical Bases of the Lesson

Lecture Demonstration Discussion – structured (by teacher Discussion unstructured Tutorial Simulation or games Role play Projects Real-life experience

Different Stages within a Lesson

STAGE PRESENTA-TION

PRACTICE PRODUCTI-ON

Teacher’s role

controls and informs

monitors and corrects

facilitates and guides

Learners’ roles

understand/formulate rules about the language

manipulate use of the language in different situations

produce language/communicate in the language in the life-like manner

Here is a Retrospective Report ….

Now Time to Reflect

IF YOU WERE “I”, HOW COULD YOU REFLECT ON THE RETROSPECTIVE REPORT?

USES LIMITATIONS

No special training is required.

No special arrangements needed.

Do not interfere with normal teaching.

can be accommodated

into one’s teaching schedule

It is open-ended.

Fewer details get recorded.

Events cannot be recalled in detail.

Self-reporting entails some degree of subjectivity.

One cannot go back to events to check.

The criteria used by UGC to assessfor CAS includes:

1.What is your contribution to teaching in terms of new methods, design of syllabi, or others?

2. Whether class room teaching is clear to the students?

3. Whether the tasks and activities fit the goals?

Those reading your portfolio seek evidence you have:

1.a scholarly approach to teaching

2.obtained student and peer feedback of your teaching and that you have acted on the results

3. reflected on how your teaching has influenced student learning

4. made an impact on student learning

Any questions to help me start off?

IN MY TEACHING CONTEXT

In your discipline, what content area do you regard as strongest?

Are there content areas in which you need to improve your knowledge?

Which teaching approach has been most beneficial for students? Why?

Give examples of alternatives teaching approaches you have used?

What do you regard as the least effective teaching activity you undertake?

What details you need to include in the report?

Your reflections may include Two sections:

A summary containing the statements of your teaching activities reflection and impact

Appendices containing the evidence to support the summary

NOW IT’S YOUR TURN TO REFLECT AND SHARE

Pl. GIVE SOME REFLECTION ABOUT YOUR CLASS

NOTE: Pl. don’t reflect on the whole class Take one defining moment which calls for

reflection. Then share

DURATION: 5M

The Value of Reflection

Now Ponder over the RELIABILITY and the VALIDITY of reflective practices in ELT.

YES, CERTAINLY …

Reflective Teachers :

1. Are better able to structure situations and problems

2. Use a questioning approach when evaluating their experience (why did this happen?)

3. Are clear about what they want to learn and improve

4. Can describe and analyze experience (s) and interaction well

The Cycle of Reflection

Final Words

“If we are to become more effectiveteachers, we need to become morereflective teachers. To be reflectivewe need to articulate our theories oflearning, critically examine them andreplace those parts which, we suspect or, better still, can show do not work”.

J.Webb

Contd….

Reflection helps a teacher to critique, challenge and ultimately transform the practice.

QUESTIONS

AN INVITATION

A TWO-DAY NATIONAL SEMINAR ON METHODS, MATERIALS AND TECHNIQUES OF ELT

DATE:24-25, JULY, 2010

AND

ALL INDIA TEACHERS’ CONFERENCE IN JANUARY,2010

VENUE:JKC COLLEGE, GUNTUR

PRASADARAO.JKCCOLLEGE@GMAIL.COM

THANK YOU