Reflective teaching
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  • Worried because next lesson trainees coming to watch (and the topic was classroom management- what management!) Those decsions that are made on the spot are never the right ones!
  • Stage 1: recall the lesson. Stage 2 : identify how much of what was accomplished was planned. (a fine line between thinking on your feet and changing the plan/activities to suit the mood of the sts and agreeing to let the sts do something because they have asked.) Stage 3: look for the positive aspects of the lesson (often we forget to do this as the negativity clouds our memories) Stage 4: look for the reason WHY it
  • Don’t jump straight in at the why. As you are the deciding factor, you the teacher should be the center of the why not the YLs
  • My focus was on classroom management. Not just how i dealt with their behaviour, but why it had occured to start with.
  • 1- dont let sts in room before you- they then control the area 2- remember you are in charge. Tell them where you want them to sit, not the other way round 3- there needs to be a front to establish boundaries and direction 4- there’s no white board- a chance to be inventive and creative 5- It’s while you’re thinking about what to do next that sts pick up on this and take advantage 6- over prepare in terms of selection of activities
  • There’s one thing I havent mentioned that was on my list of projecting it forward 7- my MP4!! (come back to this in a minute)
  • Stage 1- whole chunks of the lesson I’d forgotten about until listening to MP3 Stage 2 evidence of what was accomplished Stage 3- loads of positive, as I could hear the sts speaking in English Stage4- listen to instructions again, work out why /if they weren’t successful.
  • Have to admit that I started recording every lesson I taught, then recorded the lessons of the trainees on IHCYL and sent them their soundtracks

Reflective teaching Reflective teaching Presentation Transcript

  • Reflective Teaching: What is the image left in the classroom? Jane Harding da Rosa Teacher Trainer International House Porto “ The English Classroom Revisited” 23rd APPI Conference
    • ‘ Critical reflection can trigger a deeper understanding of teaching’
    • ‘ if teachers are actively involved in reflecting on what is happening in their own classrooms, they are in a position to discover whether there is a gap between what they teach and what their learners learn .’
    • Richards and Lockhart 1996:4
    • Background information
    • Teacher training at IH Porto
    • IHCYL and the Children’s Home
    • The Teaching Workshops (relfective course)
    • Preparing for 12-15 trainees to observe a class
    • “ The English Classroom Revisited”
    • 23rd APPI conference
    Reflective Teaching: What is the image left in the classroom?
    • 25/01/09
    • Nothing from my lesson plan was accomplished!! We were in a different room which was much bigger. Emma and I decided to have the two groups together for 10 mins to explain to them what would happen next week when 12 teachers come to watch.
    • Once the lesson started the girls were VERY excited and noisy even though there was only 4 of them!
    • When you leave a classroom it’s natural to focus on the negative things that have happened.
    • Why?
    • Because that’s what has the greatest impact on our lives.
    • That’s why it’s important to reflect
    • Task 1
    Think about a lesson you taught recently (it’s more effective if you choose an unsuccessful lesson) Make notes: focus on the what rather than why What class was it? (what age? / what level?) What happened? Share with a partner
    • Lesson summary
    • classroom verbs/ actions TPR
    • English RAP
    • Da da da (can I borrow) sts asked for each item
    • TPR c’room objects and prepositions (the ruler is on the chair)
    • Revision of school rooms +TPR with pencil
    • ‘ What’s missing’
    • The dice game (learner training-copying into notebook)
    • Tidy up
    • Uno
    • ‘ You cannot change what you don’t acknowledge ’
    • Dr Phil
    • Task 2
    Stage 1: recall the lesson /activities. Stage 2 : identify how much of what was accomplished was planned. Stage 3: look for the positive aspects of the lesson Stage 4: look for the reason WHY it feels unsuccessful
    • “ I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate, it's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it's my response that decides whether a crisis will be escalated or de-escalated and a child humanised or de-humanised ”
    • (Haim Ginott, The Learner's Dimension) http://www.didacticsworld.com/oct07/feature/
    • Reflection!
    • Looking back at the lesson now, even though the students were noisy and distracted they actually got quite a lot out of it. There was a lot of language produced.
    • The main problem was a lack of routines / rules / class expectations.
    • I’ve just realised that they have had 17 different teachers in 6 different rooms in 6 months!
    • Projecting Forward!
    • Line up with a question to get in
    • Tell the students where to sit
    • Have a definite front to the classroom where my things are and access them quickly and easily
    • Turn the disadvantages into advantages
    • Prepare every minute
    • Have a back up plan!
    • Task 3
    Reflect and Project! ‘ You cannot change what you don’t acknowledge ’ Dr Phil
    • ‘ Critical reflection can trigger a deeper understanding of teaching’
    • ‘ If teachers are actively involved in reflecting on what is happening in their own classrooms, they are in a position to discover whether there is a gap between what they teach and what their learners learn .’
    • Richards and Lockhart 1996:4
    • Projecting Forward!
    • Line up with a question to get in
    • Tell sts where to sit
    • Have a definite front where my things are and access them quickly and easily
    • Turn the disadvantages into advantages
    • Prepare every minute
    • Have a back up plan!
    • Make an audio recording of the next lesson
    • ‘ Me and My MP3 ’
    Stage 1: recall the lesson /activities. I’d forgotten several activities Stage 2 : identify how much of what was accomplished was planned. I had the evidence! Stage 3: look for the positive aspects of the lesson I could hear the sts speaking in English Stage 4: look for the reason WHY it feels unsuccessful I could listen carefully to my classroom language.
    • Task 4
    What are benefits of recording and listening to a lesson? Discuss in small groups
    • ‘ Some MP3 benefits ’
    • T1 drilled the language for the students
    • T1 was focused on the activity so much she was unaware that the students produced very little language
    • T3 noticed vast difference in type of noise produced (fidgeting energy V’s vocal noise)
    • T2 noticed her own classroom language / instructions
    • T3 noticed when her students spoke in English
    • T2 commented on how boring and long some of the activities were
    • T1 commented on how her planning had improved, especially with regards to timing
    • ‘ Experience is insufficient
    • as a basis for development’
    • Richards and Lockhart 1996:4
    • ‘ Many classroom routines and strategies are applied almost automatically and do not involve a great deal of conscious thought or reflection’
    • Parker in Richards and Lockhart 1996:4
    • ‘ Teaching never causes learning, but rather creates (or fails to create) the conditions in which learning can occur ’
    • van Lier 1988:22
  • Reflective Teaching: What is the image left in the classroom? Jane Harding da Rosa Teacher Trainer International House Porto [email_address]