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Reflective Teaching in ELT: An Effective Tool for Professional Development

Reflective Teaching in ELT: An Effective Tool for Professional Development. Dr V. Pala Prasada Rao Reader,JKC College,Guntur Prasadarao.jkccollege@gmai l.com. At the end of this lecture, you will be able to identify the qualities and competencies required from an effective teacher

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Reflective Teaching in ELT: An Effective Tool for Professional Development

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  1. Reflective Teaching in ELT: An Effective Tool forProfessional Development Dr V. Pala Prasada Rao Reader,JKC College,Guntur Prasadarao.jkccollege@gmail.com

  2. 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 Outcomes

  3. 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

  4. . University Teachers as Reflective Professionals QUESTIONS 1. What professional competencies & personal attributes are required from an effective teacher? 2. What is, in your opinion, reflective practice/a reflective practitioner?

  5. 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

  6. 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

  7. “A set of abilities and skills, to indicate the taking of a critical stance to problem solvingor state of mind”. - Moon “When learners analyze or evaluate one or more personal experiences, and attempt to generalize from that thinking”. - Cowan Defining Reflective Practice

  8. 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.

  9. Philosophers on Reflective Practices in Teaching • John Dewey’s “How We Think” • Donald Schon’s “Educating the Reflective Practitioners” :

  10. 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?

  11. Why Reflect? • To see ourselves • To increase our awareness • To improve the effectiveness of our own teaching

  12. KINDS OF REFLECTION 1. INFORMAL 2. FORMAL

  13. METHODS OF REFLECTION 1.QUANTITATIVE METHODS Ex: Rating Scales, Charts, graphs etc. 2. QUALITATIVE METHODS Ex: Field Notes, Diaries, Audio-visual Recordings etc.

  14. QUANTITIATIVE METHODS Checklist:Instructional Events in a Lesson

  15. 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.

  16. 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 observed 3. Written Accounts of Experiences – Self-reports – Autobiographies (reaction sheets) – Journal writing – Collaborative diary keeping – Recording lessons

  17. HERE IS A RETROSPECTIVE REPORT OF MY CLASS • CLASS: II B.Sc., • LANGUAGE ITEM: Expressing One’s Opinions and Point of View

  18. Pedagogical Bases of the Lesson • Lecture • Demonstration • Discussion – structured (by teacher • Discussion unstructured • Tutorial • Simulation or games • Role play • Projects • Real-life experience

  19. Different Stages within a Lesson

  20. Here is a Retrospective Report …. Now Time to Reflect • IF YOU WERE “I”, HOW COULD YOU REFLECT ON THE RETROSPECTIVE REPORT?

  21. 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. USES LIMITATIONS

  22. 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?

  23. 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

  24. 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?

  25. 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

  26. 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

  27. The Value of Reflection Now Ponder over the RELIABILITY and the VALIDITY of reflective practices in ELT.

  28. 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

  29. The Cycle of Reflection

  30. Final Words “If we are to become more effective teachers, we need to become more reflective teachers. To be reflective we need to articulate our theories of learning, critically examine them and replace those parts which, we suspect or, better still, can show do not work”. J.Webb

  31. Contd…. • Reflection helps a teacher to critique, challenge and ultimately transform the practice.

  32. QUESTIONS

  33. 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 AN INVITATION

  34. THANK YOU

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