The importance of Self-monitoring for teachers and educators.

1. “The teacheras self-observer:
Self-monitoring in teacherdevelopment”
JackC. Richards (1990), “The Language Matrix”, Chapter7
Photo: “The importance of real-time feedback in self observation” (2011), Unknown author, Signs of the Times, www.sott.net

4. What is self-monitoring?•
It refers to a systematic approach to the observation,
evaluation and management of one's own behavior.
In language teaching
It refers to the teachermaking a record of a lesson.
Written Audio Video recording
A source of feedback

6. 
Pulse para editar los
formatos del texto del
esquema
− Segundo nivel del
esquema

Tercer nivel del
esquema
− Cuarto nivel del
esquema

Quinto nivel del
esquema

Sexto nivel del
What can be learned from self-monitoring?
Joseph Luft (1969) categorizes
4 types of information
about teachers behavior:
•
The open self: information about
teacher's behaviorthat is known to
the teacherand to others.
•
The secret self: information known
to the teacherbut not to others.
•
The blind self: information known
to others but not to the teacher.
•
The hidden self: information about
the teacher's behaviorthat is
unknown to both the teacheran to
others within the school
environment.

7. How is self-monitoring
carried out?
I. Personal
reflection
II. Self-reporting
III. Recordings
of a lesson
Photo: “Teacher at Chalkboard” (2011), by cybrarian77, Fl

9. a)“I liked the pacing today,
but I found that I did not give students enough time
to practice on one task before going on to another.”
Personal reflection; samples:
b) “I made more grammatical
mistakes than I should have.”
c) “My directions were notclear and some of the
students did notunderstand the excersice.”
d) “I tended to explain too much, tended tomake the class teacher-centered. Next time Iteach, I will pay attention to this. I must try toremember that these students come to classto practice English, not to listen to me.”

10. Benefits of Personal reflection

Explore thoughts that
otherwise are inaccesible

Analyze themlater

Understand the meaning
of teaching experiences

Clarify thoughts orfeelings

Help to improve teaching
philosophy

Suggestions?

11. II. Self-reporting
•
It involves completing an inventory
or checklist in which the teacher
indicates:
•
1) which teaching practices were
used within a lesson or within a
specified time period
•
2) how often they were employed.
•
The inventory may be completed individually orin group sessions.
•
The reliability of teacher self-reports might be presumed to be low, but
it can be increased by using self-report inventories that focus on specific
instructional practices.

12. It allows teachers to make a regularassessment
of what they are doing in the classroom.
* The kind of teaching activities
been used.
* Whetherall of the program's
goals are being addressed.
* The degree to which personal
goals are being met.
* The kind of activities
that seem to workwell ornot.
Self-reporting

14. 
Place
the tape recorder
strategically
Suggestions forrecording lessons

Microphone
placed in the
teacher's table

1/2 week
period

30 minutes
enough

Capture as much
interaction as
possible

Checkthe record
objectively and
sistematically

16. What to lookforin lessons?
•
Many aspects of classroomlife can be examined when
reviewing diary entries, self-reports, orrecordings of
lessons.
Classroommanagement
|> Rules
|> The problems students have to deal with
|> Instructions and attention
Teacher-student interaction
|>Communication and interaction
|>Students' attention and interest
Grouping
|>Clearrelationships
|>Grouping effectiveness

17. What to lookforin lessons?
Structuring
|> How clearthe goals are
|> Relationship between activities
|> Opening and closing
Tasks
|>Kind of tasks
|>Appropiate pacing
|>Interest and challenging tasks
|>Feedbackto students

18. What to lookforin lessons?
Teaching resources
|> Teaching aids
|> How effective they are
They will vary according to whetherthe teacheris teaching
listening, speaking, reading, orwriting, and what aspects of
each skill are being taught and at what level.
Example: speaking
Classroominteractions
Opportunities of speaking
Quality of input
Communicativeness

19. Guidelines forself-monitoring
•
In orderto apply self-monitoring techniques effectively, the following
guidelines are suggested forteachers.
Decide what aspect you are
interested to learn more or
you wish to improve
Reflect on the problem
you may have
Review supervisors'
comments and student
evaluations
Invite a colleague to
view yourteaching
You may discover
weakand strong
points

20. Narrow your
choices to the
most important
Focus on one
area at a time
Guidelines forself-monitoring

21. Develop a plan
Teaching
behaviors
Time
Students
interaction
Guidelines forself-monitoring

22. Draw up a time frame
to carry out your
goals
Try out new
approaches
Decide on the
self-monitoring
proceduce
Checkyourself-
reports or
recordings
Guidelines forself-monitoring

23. Video system used forrecording lessons.
“Self Evaluation Training of Teachers
Improving the Quality of Teaching in Schools Colleges”
“Interviews with schools about the
benefits of classwatch and how they
use the systems in theirschools for
teachers to self evaluate, improve
teaching and the quality of the
children's learning.”
Classwatch (Video)
http://www.youtube.com/watch?v=RCZai6fSeRE

24. Conclusions

Self-monitoring has too many useful
applications in language teaching.

It is vital forthe teacherto examine
himself in orderto improve his practices as
much as possible, and do his best at the
class.

25. “”””
“Education, fundamentally,
is the increase of the
percentage of the conscious
in relation to the
unconscious...”
—Sylvia Ashton-Warner, Teacher (1965)
Excerpt taken from: http://www.arvindguptatoys.com/arvindgupta/Teacher.pdf

26. Bibliography

Primary source:
− JackC. Richards (1990), “The Language Matrix”.

Secondary sources:
− Chan C.(2010) Assessment: EvaluatingyourownTeaching,
Assessment Resources@HKU, University of Hong Kong [
http://ar.cetl.hku.hk/pdf/EvaluatingTeaching.pdf]: Available: October
20th
, 2013
− “The Learning & Language Office”, Michelle Schwartz
http://www.ryerson.ca/content/dam/lt/resources/handouts/SelfEvalua

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