Name : Rezki
Firdaus
Student’s ID : 1407335
Topic : Summary–Part V :
Teacher Development (Self Development and
Exploration, Life
long learning for expert teachers:
research in education, What teachers do next,
Monitoring
Teaching Acts)
Date : December 2md,
2014
Self Development and Exploration
Self-Development,
an
example of self development for language teacher, namely the difference between
two EFL teachers’ teaching behavior. These EFL teachers have significant
differences as describe in the following table:
Yoshi
|
Kathy
|
1. Teaches
in less or more “lockstep” fashion by following the text.
2. Makes him
as the center of the lesson and all instructions.
3. Teaches
the business students who are not required to attend the class.
|
1. Designs
her own lesson and modifies some idea into her teaching.
2. Tries to
focus the learning on the students.
3. Teaches
at high school where the students have high motivation to learn English.
|
Then
it can be concluded that the most significant reason for their differences is
their approach to develop themselves as teachers.
Self is someone’s personality or character that
distinguishes them from others and development is become better or more
advanced than before. (Hornby, 2003. p: 1206 & 363). So, self development
is development of person’s personality. And from Gebhard illustration can be
concluded that teacher self development related to how teacher develop their
teaching ability and practice, beliefs and teacher-students interaction. Further,
Gebhard explains about the central factors in teachers self development are: Development takes time, The teachers
who want develop themselves need to make a commitment to devote time to their
development. The commitment should be
ongoing, If the teachers have decided to develop themselves, then they
should keep their commitment. It is not only for novice teachers, but also for
the experienced teachers.Development
happens through problem solving, Problems always happen in the classroom.
When teachers solve this problem, unconsciously teachers have developed
themselves.Development happens through
exploration for exploration‘s sake, The teachers can develop themselves by
try to use a new approach in their teaching or use opposite approach from what
teachers always use. Paying attention to
and reviewing the basic of EFL/ESL teaching, Even though the teachers
graduated from the English education or ever follow the course about EFL/ESL,
teachers still need to continue their study about it to develop their ability
in managing classroom behavior, material and media, and ways to create
opportunities for students to interact in learning English. Development happens by searching
opportunities to develop, The teachers do not always need problem to develop
themselves; the development can be done by their initiatives for instances
attending professional conferences to gain new information or approach in
teaching EFL/ESL. Self development of
beliefs and practice need the cooperation with others, students and other
teachers can help the teachers to success in developing themselves, because
they can give feedback and stimulus for ideas to the teachers.
Explorations
of Teaching, Gebhard provides the ways to explore teachers’ teaching
practice in developing themselves, are: Reading
journal, That many journals, articles and books about EFL and ESL can be
read by teachers, for instance Methodology
in Language Teaching: An Anthology of Current Practice. By reading these, teacher can gain more
knowledge and methodology about teaching EFL and ESL. Attending professional conferences, Besides reading journals,
articles and books, teachers also can gain knowledge and new methodology or
share what technique teachers do in their classroom by attending EFL and ESL professional
conference. In North America, thousand of EFL and ESL attend the annual
international TESOL Convention every year. Establishing
a mentoring relationship with another teacher or it can be called mentoring, Mentoring
is an old way and has changed from the days. Now mentoring is the cooperation
between two teachers, who one of them is an experienced teacher. Using portfolio, Karen Johnson in
Gebhard says that the teachers also can use portfolio as the reflection of
teacher-students’ learning, demonstration of their competence, give an
opportunity to think about teaching and learning, and admit the complexities of
learning to teach. By using this information, the teacher can explore and
develop their teaching. Learning other
language, Bailey, Curtis, and Nunan in Gebhard explain when teacher learn
another language, teachers can realize and understand what challenge that their
students face in learning English. And it can help the teachers gain insight
about what ways that work and not in language teaching-learning setting. Action research, When teachers get
problem in their classroom, teacher can do action research. The teachers create
and initiate a plan action based on the problem and reflect it. The result can
be used by teachers when they face the similar problem. Observation, Observation divided into two, self-observation and
observation of other teachers.
Gebhard
provides the ways of self-observation which illustrate by the following picture:
Beside self-observation, teacher can observe
other teacher as a reflection of their teaching. Teacher can write some notes,
audio or videotape, take picture of teacher-students interaction and use tally
sheet. Then, the teachers can discuss and share each other about the result of
their observation or what they wrote in their journal. By this way, teachers
can explore and get new possibilities in their teaching. Using teacher journal, Journal is a record for teachers. In
journal, teacher can write about problem, result of observation, discussion,
teaching ideas, teaching experiences and reflection of teaching. Besides,
teachers also can use it to write about their doubt, questions and frustration.
One time, when teachers read this journal and reflect it, the teacher can view
themselves as teachers and their teaching differently.
Life
long learning for expert teachers: research in education
Continuing Your Teacher Education, Brown (2001) describes several approaches to
continue professional growth as a teacher, individually and collaboratively. He
begins by arguing how teachers constantly learn new things each time they walk
into a classroom. Each teaching session always brings new questions, problems,
and issues that challenge the teacher to learn from many things, such as
finding out how well a technique works, how students process language, how to
improve classroom interaction, how to assess students, how emotions affect
learning, or how a teaching style affect students. Teachers should learn from
those experiences to continually grow as professionals in teaching.
One individual approach to continue professional growth and meet future
challenges is by setting professional goals to pursue, such as suggested by
Penington (1990) which is adapted in Brown (2001):
·
knowledge of theoretical foundations of language learning and language
teaching
·
analytical skills necessary for assessing different teaching contexts and
classroom conditions
·
awareness of alternative teaching techniques and ability to put them into
practice
·
confidence and skill to alter teaching techniques as needed
·
practical experience with different teaching techniques
·
informed knowledge of oneself and students
·
interpersonal communication skills
·
attitudes of flexibility and openness to change
Teachers
should consider these individual goals in the long term and focus on them one
at a time. Gradually, teachers will proceed from operating on a limited number
of goals to several goals simultaneously.
Another individual approach to continue professional growth is by
following in the footsteps of peak performers by:
1.
Setting realistic daily, weekly, monthly, or annual goals based on their
own limitations, strengths, feelings, and needs without letting colleagues,
supervisors, or friends dictate goals to them.
2.
Setting priorities in professional goals and tasks, starting from what is
most important, what is least important, to everything in between.
3.
Taking risks by trying new things, reaching out for new challenges,
learning from “failures”, and turning it into an experience about how to
calculate the next risk.
4.
Practicing principles of stress management by not taking too many extra
duties, taking time for oneself, balancing personal and professional time.
Finally, Brown (2001) offers a checklist of good language-teaching
characteristics that may be used as an individual self-check to determine some
areas for continued professional growth, to prioritize those areas, and to
state specific goals to be pursued. (see Table 1)
Table 1.
Characteristics of a good language teacher (Brown, 2001, p. 430)
Good
Language-Teaching Characteristics
|
Technical
Knowledge
1. Understands the linguistic systems of English phonology, grammar,
and discourse.
2. Comprehensively grasps basic principles of language learning and
teaching.
3. Has fluent competence in speaking, writing, listening to, and
reading English.
4. Knows through experience what it is like to learn a foreign
language.
5. Understands the close connection between language and culture.
6. Keeps up with the field through regular reading and
conference/workshop attendance.
|
Pedagogical
Skills
7. Has a well-thought-out, informed approach to language teaching.
8. Understands and uses a wide variety of techniques.
9. Efficiently designs and executes lesson plans.
10. Monitors lessons as they unfold and make mid-lesson alterations.
11. Effectively perceives students’ linguistic needs.
12. Gives optimal feedback to students.
13. Stimulates interaction, cooperation, and teamwork in the classroom.
14. Uses appropriate principles of classroom management.
15. Uses effective, clear presentation skills.
16. Creatively adapts textbook material and other audio, visual, and
mechanical aids.
17. Innovatively creates brand-new materials when needed.
18. Uses interactive, intrinsically motivating techniques to create
effective tests.
|
Interpersonal
Skills
19. Is aware of cross-cultural differences and is sensitive to
students’ cultural traditions.
20. Enjoys people; shows enthusiasm, warmth, rapport, and appropriate
humor.
21. Values the opinions and abilities of students.
22. Is patient in working with students of lesser ability.
23. Offers challenges to students of exceptionally high ability.
24. Cooperates harmoniously and candidly with colleagues (fellow
teachers).
25. Seeks opportunities to share thoughts, ideas, and techniques with
colleagues.
|
Personal
Qualities
26. Is well-organized, conscientious in meeting commitments, and
dependable.
27. Is flexible when things go awry.
28. Maintains an inquisitive mind in trying out new ways of teaching.
29. Sets short-term and long-term goals for continued professional
growth.
30. Maintains and exemplifies high ethical and moral standards.
|
The next approach to professional growth that Brown (2001) mentions is
peer observation. He suggests that observing other teachers in action is a necessary
tool for classroom research as well as an eye-opening experience for both
parties involved. Meanwhile, he considers self-observation as a systematic
process of self-monitoring which requires discipline and perseverance but gives
valuable results. Select an element of teaching, such as teacher talk, eye
contact, teaching predominantly to one side of the classroom, or chalkboard
work. Monitor that particular element during the class period by using
observation checklist or videotape and camera if possible. Then, set aside some
time after class to carefully assess these elements.
Brown (2001) also mentions classroom research as another approach to
continue professional growth. The researchers who think they know about
teaching try to find out more about it in order to tell the teachers who
actually do and know about it. Therefore, any helpful researcher should value
what teachers know and help them develop that.
In reality, some classroom research is an informal, daily occurance for
teachers, as simple as asking relevant questions, hypothesize some possible
answers or solutions, put the solutions to practical tryout in the classroom,
look for certain results, and weigh those results in some manner to determine
whether the hypothesized answer holds up, with the ultimate goal to improve the
quality of teaching. This kind of action research, also known as classroom
research, is carried out to improve understanding of the teaching-learning
process in the classroom, not so much to fulfill a thesis requirement or to
publish a journal article, with results that are worth sharing with other
teachers, either through informal chats in the teacher’s lunchroom or through a
conference presentation.
Brown (2001) suggests to consider the following pointers to get started
on some simple but potentially effective action research:
1.
Convert “ideas” into specific questions to investigate and answer.
2.
Operationally define the elements of the question with a measureable
means for determining something.
3.
Determine how the question will be answered through data collection.
4.
Interpret the results appropriately.
Classroom research is ideally suited to current practice in language
teaching because the communicative, interactive language teaching approach
requires every teacher to consider their own classroom of students and to
design instructional techniques that work under those particular conditions,
for those particular learners, who are pursuing particular purposes in learning
the English language.
Brown (2001) further suggests five forms of teacher collaboration to
learn from each other:
1.
Peer coaching is a systematic process of collaboration in which one
teacher observes and gives feedback to another teacher with some form of
reciprocity. The feedback is offered and received as information for enhancing
future teaching (formative) rather than as data for summing up competencies as
a teacher (summative).
2.
Team teaching is commonly conducted through several models: (a) two
teachers are overtly present throughout a class period, but divide
responsibility between them; (b) two teachers take different halves of a class
period, with one teacher stepping aside while the other performs; (c) two or
more teachers teach different consecutive periods of one group of learners, and
must collaborate closely in carrying out and modifying curricular plans. n the
first two models, teachers are encouraged to collaborate, to consider
respective strengths, and to engage in reflective practice. In the third model,
teachers must develop a pattern of frequent communication and exchange, which
often leads to greater professional growth.
3.
Action research in the language classroom offers another opportunity to
collaborate with other teachers by formulating research hypothesis, designing
the study, observing and giving feedback to each other, and eventually lowering
the fear of performing research.
4.
Teacher support groups bring a sense of solidarity and purpose, and
ultimately a morale boost.
What teacher do next
One way to avoid students’ boredom in classroom activities
is the teachers should develop themselves and their teaching. Harmer (2007a:
410) states that teacher development means many different things to different
people. Moreover, Tomlinson(2003) cited in Harmer (2007a) suggests that in a
teacher development approach, teachers are given new experiences to reflect and
learn from. Meanwhile, Templer (2004) cited in Harmer (2007a) says that the way
to develop self is by holding up mirrors to their own practice, making more
conscious what is beneath the surface.
Harmer (2007a) states that teachers can develop their
teaching through themselves and with others. There are some ways in developing
teaching through themselves; Reflection
paths, as the form of teaching development, teachers need to reflect on
“why they do X, when they do X and how they do X”. Some rceflection is also
simply a matter of thinking about some things happened during the teaching and
learning process. Keeping journals, Journals
are powerful reflective devices which allow the teachers to use introspection
in making sense of what is going on around them. In his book, Harmer (2007a)
says that journal writing is powerful for two main reasons. First, the act of
writing the journal forces teachers to try to put their thoughts into words
which can be the beginning of real introspection. Second, the act of reading
their own journals makes them engage again with what they experienced, felt, or
worried about. As a result of this re-engagement, they most likely come to
conclusions about what to do next. Negative
and positive, in this kind of developing professionalism model, teachers
keep questioning themselves about everything happened during their teaching
process. The question could be like “is
the learning objective achieved properly or not?”, and “if it is not, why?”. The difference between the reality and what
teachers wish can be the beginning of a development plan. Recording ourselves, recording can be done by the tape. Listening
our teaching process reminds us of what went on. Frequently, this will lead us
to reflect on what happened and perhaps cause us to think of how we might do
things differently in the future. This can also show us things which we were
not aware of. Professional literature, the
ways in improving teaching style can be learnt from various methodology books,
journals and magazines produced for teachers of English. They are valuable
since they provide the readers with variety of teaching approaches, methods,
techniques, strategies and materials.
Action
research, Harmer (2007a:414) states that action research is the name
given to a series of procedures that teachers can engage in, perhaps because
they wish to improve aspects of their teaching, or alternatively because they
wish to evaluate the success or appropriacy of certain activities and
procedures. Then he exposes that action research starts from identifying issue they wish to
investigate. They can find out the interest generated by certain topics or
judge the effectiveness of certain activity types. Also, they can investigate
if one activity would work better done in groups rather than in pairs or see
whether reading is more effective with or without pre-teaching vocabulary.
The next step of doing action research is gathering data.
There are some techniques in doing this; Firstly, observation tasks. Teachers can design data-gathering worksheets
which are easy to use and give them valuable information. For example, they
could have a list of students’ names in a column. Each time a student says
something, they can put a tick againts his or her name. Secondly, interviews. Teachers can interview
students or colleagues about learning activities, materials, techniques, and
procedures. Thirdly, written
questionnaires. Questionnaires which are sometimes more effective than the
interviews can ask respondents to answer open questions such as ‘how did you
feel about the activity X?’ or ‘did you find activity X easy?’.
The last technique in gathering data is breaking rules and changing environments. Fanselow (1987) cited in
Harmer (2007a) say that teachers can break their own rules and then see what
will happen. If they normally teach one way, they should try to teach in the
opposite way and see what effect it has. One technique that help them in doing
things differently is ‘cataloguing nightmares’.
The last step of doing action research is analysing the results. Based on these result,
teachers decide what they will do next. Then,
they may subject this new decision to the same examination that the original
issue generated. Alternatively, after solving an issue, they may focus on a
different problems and start the process afresh for that issue. Moreover, there
are some ways in developing the teaching through the others (Harmer,
2007a:418). They are as follows;
Cooperative/collaborative
development, Edge (2003: 58) cited in Harmer (2007a) explains that in
cooperative development, a relationship of trust between speakers and
understanders is necessary. Teachers talk to an empathetic colleague (the
understander), and then he/she makes every effort to understand them. In Edge’s
realisasition, the understander does not interpret, explain or judge what he or
she is hearing. Edge (2003) cited in Harmer (2007a) further says that the
understander’s side of the bargain is that she will put aside her own thoughts,
ideas, and evaluations in order to concentrate on understanding what the speaker
has to say. It means that as the understanders, we have to listen their sharing
well and avoid our arguments at the moment. After listening to them, we could give
them feedback or solution.
Peer
teaching, peer observation, there are some ways in doing peer
teaching. For example, two teachers hold a dialogue in front of class about a
language point, a text or an aspect of culture. Students gain from hearing
different views on the same topic and the participating teachers learn through
their public interaction with each other. Those teachers could take different
parts of the same lesson. One acts as organiser and then observer, while the
other one plays the roles of propmter and resource. Moreover, in the case of
peer observation, the teachers can ask colleagues to watch their teaching as a
part of self-development. Actually, it is also effective in improving and
developing their skill in teaching.
Teachers’
groups, one
of the most supportive environments for teachers to develop their real
professional development is in small teacher groups. Actually, some teacher
development meetings of this kind are organised by principals and directors of
studies. The director of studies may select a topic in conjunction with
language teaching and then ask a member of staff to lead a session. Such
regular meetings are extremely stimulating and insightful.
Teachers’
associations, there are many teacher’s associations such as IATEFL based
on Britain and TESOL based in the USA. There are also some country-based
associations such as JALT (in Japan), FAAPI (in Argentina), ELICOS (in Ausy),
and ATECR (in the Czech Republic). APIGA and CELTA are also teachers’
associations which are smaller and regional.
The
virtual community, this kind of professional development model means that
teachers altogether discuss about the English language teaching through online.
There are so many alternatives of different sites and user groups on the
Internet which offer teachers considerable scope in talking to colleagues all over
the world at all hours of the day or night. Huge advantage of online
communication is the fact that someone from Aceh, for example, can talk to
someone from Meilbourne very easily.
Learning
by learning, in this case, the teachers could go back to campus to be the
learner again. Actually, it is one of the best ways in reflecting upon their
teaching practice. By doing this, their view of the teaching and learning
process is not always influenced from one of the relationship.
Supplementing
teaching, there are many tasks which could give important contribution
to teaching and learning of English. First of all is writing materials.
Material writing can be challenging, stimulating, and insightful. Actually,
when all of the materials are intersected with teaching and learning process,
it could provide teachers with powerful insight.
Having
more training, the another model in developing professionalism is by
undertaking more training. Those who have an initial teaching certificate such
as the TKT (Teaching Knowledge Test), CELTA (Certificate in Language Teaching
for Adults), offered by Cambridge ESOL, or the Trinity Certificate may want to
think of going further in the future. Actually, many organisations offer their
own specialized courses for different teaching sectors. They may enhance their
basic course by doing a special supplement on the teaching young learners or
business English.
Monitoring
Teaching Acts
Classroom Observation
In a formal
education context, the classroom is the crucible where the prime elements of
learning and teaching (ideas, ideologies, policies and plans, methods and
materials, learners and teachers) all mix together. Therefore, teachers need to develop their
capacity based on their professional, personal, and experiential knowledge and
skill in order to make them accustomed of any unpredictable needs, wants and
situations happened in the class. One of the things teachers can do is by
monitoring their own teaching act (self-observe, self-analyze, and
self-evaluate of their teaching acts). Monitoring in this context entails a
close observation of classroom events and activities, a careful analysis of
classroom input and interaction, and a critical evaluation of instructional
objectives and outcomes.
Several
models of classroom observation are available in the professional literature on
L2 teaching, but in some of them are: product-oriented model and
process-oriented model.
Product-Oriented Models
This model uses a finite set of preselected and
predetermined categories for describing certain verbal behaviors of teachers
and learners as they interact in the classroom, and mainly include teacher
behavior (teacher asks questions, teacher gives directions) and learner
behavior (such as, “learner responds, learner initiates”). They are intended to
help observe, describe, classify, and through quantitative or statistical
method of analysis, assign certain numerical values (such as the numbers of
times students respond). Four crucial limitations in understanding of classroom
activities:
·
Focus exclusively on the product of verbal behaviors of
teachers and learners and give little or no consideration to classroom learning
and teaching processes that prompt those verbal behaviors;
·
Depend on quantitative measurements, thereby losing the
essence of communicative intent that cannot be reduced to numerical
codification;
·
It is unidirectional, that is, the information flow is
generally from the observer to the teacher, the observer being a supervisor in
the case of practicing teachers, or a teacher educator in the case of
student-teachers; and
·
It is one-dimensional, that is, the basis of observation is
largely confined to one single perspective, that of the observer.
Process-Oriented Model
Process-oriented models also use qualitative methods of
analysis, along with quantitative methods, to interpret classroom data. Like
the product-oriented models, most of the process-oriented ones are also
intended to observe, describe, classify, and assign certain numerical values to
verbal behaviors using a preselected and predetermined set of categorical
items. However, they are different from
and an improvement over product-oriented models in at least two important ways.
First, through a qualitative or ethnographic method of analysis (such as
interviews), they seek to interpret classroom events, not just describe
them. Second, in order to achieve the goal of interpretation, some of them
attempt to go beyond the observer perspective of classroom events and attempt
to elicit other related perspectives as well.
Process-oriented observation models have undoubtedly
strengthened our capacity to understand classroom events. However, they, too,
have certain shortcomings:
·
Although they are meant to help teachers, they are designed
primarily to be used by researchers, supervisors, and teacher educators.
·
Although they emphasize qualitative or ethnographic
techniques, they are dependent to a large extent on quantification of classroom
events.
·
Although they emphasize explanation and interpretation, they
offer very little guidance about how to explain or interpret the observed
phenomena.
Most of the
classroom observation models, whether they are product- or process-oriented,
are usually cumbersome, time-consuming (highly disproportionate to the time and
effort that go into applying them), and labor-intensive. Therefore, these
classroom observation models seem hardly to do. Classroom observational tool
should minimally offer the teachers open-ended possibilities and user-friendly
procedures for self-observing, self-analyzing, and self-evaluating their
teaching acts, which then can help them understand the opportunities and
challenges facing them as teachers.
Multiple
Perspectives to classroom
The
teaching act can be defined as an interactive activity by which learning
opportunities are created by the teacher, the learner, or both. By monitoring
it, teachers do not only understanding of not merely how learning opportunities
are created and utilized, but they also know how to perceive by the learner,
the teacher, and the observer. It is important collaborate partners in the
joint exploration of classroom discourse. These partners, by virtue of their
prior experience and exposure, bring with them their own perceptions and
prescriptions about what constitutes teaching, what constitutes learning, and
what constitutes learning outcomes. Therefore, one and the same classroom event
can be, and in fact is often, interpreted differently by different
participants. It will then help the teachers to recognize the meaningful
analysis of teaching acts itself.
In the
context of classroom learning and teaching, there are three perspectives
(teacher, the learner, and the observer) that are easily identifiable and
analyzable. An understanding of all three perspectives is indispensable makes
us become aware of multiple perspectives and potential mismatches happened
among classroom participants.
- The
emphasis on teacher perspective ensures self-monitoring and self-evaluation on
the part of teachers. They are better placed than anybody to provide
descriptions of their work, their thinking behind it, and their interpretations
of it.
- The
emphasis on observer perspective enables collaboration among colleagues. That
is, working together; colleagues can create a conducive atmosphere where
teamwork is encouraged, and where they help each other improve both the work
environment and their own teaching performance.
- The
emphasis on learner perspective envisages an important role for learners in the
process of evaluating teaching acts. As interested participants, they are best
suited to comment critically on various aspects of classroom discourse.
M
& M for the observing teacher
The M &
M observational scheme can be used as a frame of reference and a point of
departure for providing an initial set of explanatory and interpretive
strategies for teachers to observe, analyze, and evaluate their teaching acts.
It consists of a three-stage activity:
1.
Pre-observation: the observer and the teacher consult with
each other regarding the aims, objectives, and activities of the class to be
monitored;
2.
Observation itself
3.
Post-observation: in which the observer and the teacher select
a few episodes for detailed treatment, analyze classroom input and interaction,
interpret their analysis, derive pedagogic implications, and put all this
experiential knowledge together to develop a personal theory of practice.
These three stages involved in
ten steps:
-
Step 1 : Choose one of the colleagues and apprise her
of her intention to conduct a classroom observational study, and invite her to
observe and analyze one class or one unit of her class
-
Step 2 : The observer elicits from the teacher
information about the specific objectives of the classes to be observed, how
the teacher proposes to achieve those objectives, the students’ general level
of preparedness, motivation, and participation, etc.
-
Step 3 : After going over the supplied information and
other instructional material(s), the observer may seek necessary clarification
from the teacher.
-
Step 4 : The observer attends the teaching of one class
or one unit of lessons over several class sessions and videotapes the class and
takes notes on certain interactional episodes happened in the class.
-
Step 5 : The teacher and the observer watches the video
and, like the observer, then takes notes on certain interactional episodes that
sound interesting or intriguing, something that needs to be jointly explored
with the observer.
-
Step 6 : Based on their notes, the observer and the
teacher exchange their initial views and jointly decide to select a few
interactional episodes for further exploration.
-
Step 7 : The observer and the teacher meet with group(s)
of learners who figured in the episodes selected for analysis, and talk about
learner-learner, learner-teacher input and interaction in those episodes. This
provides the much-needed learner perspective to classroom events.
-
Step 8 : The observer and the teacher meet again for a
post-observation analysis to discuss the already analyzed interactional
episodes and to exchange their perspectives on what did or did not occur in the
class observed.
-
Step 9 : The observer and the teacher pull together all
three perspectives (teacher, learner, and observer) and, using the
macro-strategies and the mismatches as a general guide, interpret the classroom
events.
-
Step 10 : Finally, the teacher makes use of all the
interpretive data in order to self-evaluate her
teaching acts. Such an evaluation can help her refine her teaching
beliefs and classroom practices and eventually lead her to construct her own
personal theory of practice.
References
Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall.
Gebhard, Jerry G. 2000. Teaching English as a Foreign or Second Language. USA: The University of Michigan Press.
Harmer, Jeremy. 2007a. The Practice of English Language Teaching.
Malaysia: Pearson Education Limited.
Kumaravadivelu, B. 2003. Beyond Methods. Macrostrategies for Language Teaching. New Haven
and London: Yale University Press.
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