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

By Jack C. Richards

ISBN-10: 0521451817

ISBN-13: 9780521451819

ISBN-10: 052145803X

ISBN-13: 9780521458030

Already authorised as a mode of instructor improvement ordinarily schooling, 'reflective instructing' is now gaining significance in TESOL education. Reflective educating in moment Language school rooms introduces academics to concepts for exploring their very own school room reviews. quite a few books care for lecture room commentary and study, yet this can be the 1st to supply a gently based method of self-abservation and self-evaluation. Richards and Lockhart target to improve a reflective method of instructing, that's, one during which academics acquire info approximately their very own educating, study their attitudes, ideals, and assumptions and use the knowledge received as a foundation for severe mirrored image on educating practices. The strategy isn't really associated with a specific procedure, yet really might be utilized to various methodologies and instructing occasions. every one bankruptcy contains questions and activites applicable for staff dialogue or self-study.

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Extra resources for Reflective Teaching in Second Language Classrooms (Cambridge Language Education)

Sample text

3. The answers students give on examinations in my literature class are mostly reproductions of my lecture notes - there is little evidence of any reading. For these concerns to become the focus of action research, you need to make each concern more concrete, so that it becomes susceptible to change or improvement. You need to devise a specific course of action, which you can try out to see if it affects your original concern. More specific questions for the preceding concerns might be: 1. What changes could be made to the speech curriculum to give students the prerequisite skills that are needed for oral presentations?

Terry . . insists it is a job, not a calling, with fixed limits of time and emotional involvement. That does not stop him from feeling a strong sense of solidarity with other teachers, and being a firm supporter of the teachers' union. At this end of the spectrum, the image of teaching is rather more like a skilled trade than a learned profession, (p. 176) Bartlett (1987) sees the key to professionalism in teaching as centering on giving teachers the means to better understand their own classroom practices.

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. • Students' performance during pair work: the way students completed a pair work task, the responses they made during the task, and the type of language they used.

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

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