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Reflective Student Teachers and Instructors Profiting Together

Reflective Student Teachers and Instructors Profiting Together. rob clément Sohar University SQU ELT conference - B10, 13:15. By the end of this presentation:. Participants will Have an understanding of the value of reflective practice Know what measurable outcomes are

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Reflective Student Teachers and Instructors Profiting Together

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  1. Reflective Student Teachers and Instructors Profiting Together rob clément Sohar University SQU ELT conference - B10, 13:15

  2. By the end of this presentation: • Participants will • Have an understanding of the value of reflective practice • Know what measurable outcomes are • Have a suggested framework for non-confrontational, collaborative and constructive critiquing of SELT and instructor performance.

  3. SU background: • English EduSs • 3rd year Practicum • 100% Omani • 99% female • Aged: 22-30 yrs. • No scholarship holders

  4. Sidebar: • Philosophy of Teaching • Reflective activity to get SELTs thinking about the nature and function of the act of teaching • SELTs are asked to write a first draft at the beginning of 1st semester of their 3rd year. • SELTs are to provide a revised draft by the end of the 2nd semester of their 3rd year.

  5. Why reflection? • According to Sandra McKay (2002): • Frees Ts from routine behaviour • Enables a T to act deliberately • Improves T practice

  6. What I ask SELTs to do: • What are the aims of the lesson? • Does the T have measureable outcomes? • By the end of the lesson has the T achieved the aims and realized the outcomes? • Why/Why not? • What would you do differently?

  7. How I ask the SELTs to reflect: • Be frank. • Be constructive. • Back your critique with examples. • Give suggestions for change and improvement. • 1 ground rule: written reflections should not name the T. • Post Micro-Teaching oral reflections should follow the four rules mentioned above.

  8. In the beginning: • SELTs were not critical of themselves or each other: • All lessons taught by peers were viewed as • “Excellent” • “Great” • “Good” • However, the same cannot be said for reflections of their instructors.

  9. Teasing out the truth: • Ss’ written reflections were marked with comments and questions: • Why? • How? • Is that it? • Aims achieved? • What should she have done? • Did she achieve her outcomes?

  10. Post micro-teaching oral comments • Ss always allowed to comment freely but understand the RESPECT ground rule. • Instructor would show what T did and make suggestions or demonstrate possible alternative ways to improve lessons.

  11. Go to the mirror boy! • SELT reflections have made me more reflective and made me change my teaching practice. • I try to have my classes structured like the lessons I want them to teach. • They have provided constructive criticism of my lessons.

  12. Semester 1, early sample:

  13. Mid semester 1 sample:

  14. End of semester 1 sample:

  15. Mid semester 2 self-reflection sample • My topic was very nice and easy one; however I couldn’t make it flexible and interesting for the students. • They were confused and I myself was very confused and I quickly lost my confidence. • Though the activities were very helpful and suitable for the chosen level, I couldn’t teach them so helpfully and effectively.

  16. Continued: • In addition, I committed few mistakes. For instance, I asked: “Are you agree?” instead of “Do you agree?”. What I have to profess that I wasn’t so organized also. • I am certain that all those troubles resulted from my bad preparation. I didn’t prepare for anything and that was the main reason for my confusion and mistakes.

  17. References: • McKay, S.L. (2002) The Reflective Teacher: A Guide to Classroom Research. Singapore: SEAMEO • Zeichner, K.M., & Liston, D.P. (1996) Reflective Teaching: An Introduction. New Jersey: Lawrence Erlbaum Associates.

  18. Thank you • rclement@soharuni.edu.om

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