Reflective Student Teachers and Instructors Profiting Together

rob clémentSohar 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–Have a suggested framework for non-

confrontational, collaborative and constructive critiquing of SELT and instructor performance.

SU background:

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

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.

Why reflection?

• According to Sandra McKay (2002):– Frees Ts from routine behaviour – Enables a T to act deliberately – Improves T practice

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?

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.

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.

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?

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.

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.

Semester 1, early sample:

Mid semester 1 sample:

End of semester 1 sample:

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.

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.

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.

Thank you

• rclement@soharuni.edu.om