Reflective Teaching

an internal or bottom up view of teaching, an approach that seeks to understand teaching in its own terms, instead of the top down views and methods.

1. teaching journals 2. lesson reports 3. surveys and questionnairres 4. audio and video recordings 5. observation 6. action research

teacher initiated classroom investigation

1. Planning 2. Action 3. Observation 4. Reflection

1. experience as language learners 2. experience as a teacher 3. established practice 4. personality factors 5. educationally based principles 6. principles from an approach/methodology

1. beliefs about the English language 2. beliefs about learning a language 3. beliefs about teaching a language 4. beliefs about program and the curriculum 5. beliefs about language teaching as a profession

1. skills-based approach 2. rule-based approach 3. function-based approach

1. beliefs about the English language 2. beliefs about native speakers 3. beliefs about teaching 4. beliefs about appropriate classroom behaviour 5. beliefs abour the self 6. beliefs about one's goals

characteristic cognitive and physiological behaviours that serve as indicators of how learners perceive, interact with and respond to learning environments

1. Concrete learning style 2. Analytical learning style 3. Communicative learning style 4. Authority-oriented learning style

1. visual 2. auditory 3. kinesthetic 4. tactile 5. group 6. individual

the specific procedures that learners use with individual tasks

1. cognitive l. s. 2. metacognitive l. s. 3. memory s. 4. comprehension s. 5. affective s. 6. social s.

the option that the T selects from among a range of different options

1. planning decisions (macro plans and micro plans) 2. interactive decisions (monitor, recognize, select, evaluate) 3. evaluation decisions

1. roles reflecting institutional factors (curriculum developer, materials developer, team member, mentor etc) 2. roles reflecting a teaching approach (facilitator, organizer, participant, guide, researcher, tutor, resource, director etc) 3. roles reflecting a personal view of teaching (planner, motivator, quality controller etc)

1. opening 2. sequencing 3. pacing 4. closure

the first 5 minutes of a lesson; provide affective and cognitive framework (options: link to previous learning, tell goals, preview the lesson, link to the real-world or a test, tell that they'll enjoy...)

general principles: simple to complex; accuracy-focused to fluency focused, receptive to productive

1. pre-communicative activities 2. communicative activities

the extent to which a lesson maintains its momentum and gives a sense of development

1. avoid too long explanations and instructions 2. appropriate level of challenge 3. monitor sts; tasks to early-finishers; don't let activities drag 4. avoid repetitive activities 5. set a time, explain goal 6. add variety to lessons

summarize the lesson; review key points; links to previous learning; links to forthcomibg lesson; links to real-world needs; praise and thank

zone that includes sts that the T establisjhes eye-contact, address questions and nominates (generally middle front row)

learners' ability to interact appropriately in the classroom

1. task-oriented sts (linked with concrete l. s.) 2. phantom sts (linked with analytical l. s.) 3. social sts (linked with communicative l. s.) 4. dependent sts (linked with authority- oriented l. s.) 5. isolated sts 6. alienated sts

1. whole-class 2. individual work (= seat work) 3. pair work 4. group work

task that has been selected to achieve a teaching/learning goal; in lesson planning, first goals, then activities are determined.

1. presentation activities 2. practice activities 3. memorization activities 4. comprehension activities 5. application activities (creatively, e.g. role-play) 6. strategy activities 7. affective activities 8.feedback activities 9. assessment activities

1. how will you tell the goal 2. how will the sts do it 3. how will you sequence it 4. what does the activity demand (low or high demands) 5. what resources do you need 6. what interactional patterns will you use 7. will a learning strategy be used 8. is it focused on accuracy or fluency 9. how much time is needed 10. is it process based or will a product be needed 11. how will you assess sts' performance

the amount time that the T gives to sts for a task

the amount of time sts spend on the activity

the amount of time that sts spend on the activity and be successful

1. repetition 2. slow speech 3. pauses 4. clearer pronunciation/articulation 5. modifying vocabulary 6. modifying grammar 7. modifying discourse

the special kind of discourse that results from the modifications a T makes to her speech in the classroom

1. procedural questions 2. convergent questions 3. divergent questions

the length of time the T waits after asking a question, before nominating a st, rephrasing the question, directing the question to another st or giving the answer; ideally 3-5 seconds

1. acknowledge a correct answer 2. indicate an incorrect answer, 3. praise 4. expand or modify an answer 5. repeat 6. summarize 7. criticize

1. ask the st to repeat what she said 2. point out the error and encourage self-correction 3. explain the error 4. encourage peer correction 5. use a gesture to indicate an error

1. situational formulas ("Finished") 2. stylistic formulas ("Could I open the window?) 3. ceremonial formulas ("Excuse me") 4. gambits ("What is this?")

1. formal appropriateness (accurate grammar and pronunciation) 2. communicative appropriateness (discourse)