Reflective Teaching in Second Language Classrooms (Cambridge by Jack C. Richards

By Jack C. Richards

This article introduces options for academics to discover their school room stories and for serious mirrored image on instructing practices. This ebook introduces academics to suggestions for exploring their very own school room reports. various books take care of school room statement and examine, yet this is often the 1st to provide a gently based method of self-observation and self-evaluation. Richards and Lockhart goal to enhance a reflective method of instructing, one during which lecturers acquire information approximately their very own educating; research their attitudes, ideals, and assumptions; and use the knowledge they receive as a foundation for severe mirrored image on instructing practices. each one bankruptcy comprises questions and actions applicable for workforce dialogue or self-study.

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Sample text

It is based on the assumption that what teachers do is a reflection of what they know and believe, and that teacher knowledge and "teacher thinking" provide the underlying framework or schema which guides the teacher's classroom actions (see Chapter 4). Looking from a teacher-thinking perspective at teaching and learning, one is not so much striving for the disclosure of the effective teacher, but for the explanation and understanding of teaching processes as they are. After all, it is the teacher's subjective school-related knowledge which determines for the most part what happens in the classroom; whether the teacher can articulate 29 30 Reflective teaching in second language classrooms his/her knowledge or not.

2. Identify a focus for the observation. For example: • Organization of the lesson: the entry, structuring, and closure of the lesson. • Teacher's time management: allotment of time to different activities during the lesson. • Students' performance on tasks: the strategies, pro- Approaches to classroom investigation cedures, and interaction patterns employed by students in completing a task. • Time-on-task: the extent to which students were actively engaged during a task. • Teacher questions and student responses: the types of questions teachers asked during a lesson and the way students responded.

Try to identify the key assumptions about teaching and learning which characterize the teacher's view of his or her method or approach, b. Observe one or more of the teacher's lessons and try to identify specific ways in which the teacher deals with the tasks given on the first page of this chapter, which reflect the teacher's belief system. Peer observation task Invite a colleague to observe one or more of your lessons and to take notes about the following questions. a. How would you describe the approach to teaching I am using?

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