developing thai efl teachers’ confidence and competence through partnerships ursula wall jonathan...
TRANSCRIPT
Developing Thai EFL
teachers’
confidence and competence
through partnerships
Ursula WallUrsula WallJonathan C. HullJonathan C. Hull
Wilaksana Wilaksana SrimavinSrimavin
©2007 Ursula Wall, Jonathan C. Hull and Wilaksana Srimavin
Abstract:
While EFL inservice teacher training generally aims to improve teachers’ content knowledge and teaching practice, it is equally important for the external ‘experts’ who provide the training to understand the constraints under which the teachers work, and to make teachers themselves aware of what they are already doing well. Arising out of our experiences conducting inservices in two rural Thai communities, this paper examines some ways of integrating learner-centred principles into a teaching workshop, thereby encouraging participant teachers to apply new practices to their teaching, while at the same time acknowledging their experience, strengths and ‘local expertise’.
“Partnership”
“reciprocity and collaboration”
“everyone teaches and everyone learns”
everyone’s expertise is acknowledged
context specific and responsive
ongoing negotiation Auerbach, 2002.
Negotiating – “win-win”
“…the end-product of all education should be an independent learner.”
but:
“What if our students do not share this view of the teacher/learner
relationship?”
McDevitt, 2004.
The situation in Thailand: Thai society is very hierarchical Traditional views of ‘teacher’
and ‘teaching’ Many EL teachers are not
confident about their English Many EL teachers are not
confident about their teaching Most EL teachers have little
practice designing or modifying materials and tasks themselves*
Teachers have little time, and like things to use in their classes*
*Education Watchdog, 2006
So: to develop teachers’ confidence
and competence, we need to explicitly: start where they ‘are’ (conduct ongoing needs assessment)
acknowledge existing knowledge and expertise
incorporate needs and wants (negotiate syllabus)
bridge the gap between existing and new knowledge (use scaffolding)
We also need to create a comfortable atmosphere by:
using structured pair- and group-work
focusing on referential questions and open questions (not right-wrong)
allowing wait time for responses
having fun and ‘allowing’ mistakes
The workshop aims:
English activation “Teaching tips”
(Methodology) Adapting
materials + curriculum design practice
The workshop:Task Purpose Process /
Activity
Introductions
• Set the tone• Demonstrate simple activities• Make underlying principles explicit
“Find someone who…”
Nametags – Two ‘important’ things
Session Summary: What? How? Why?
The workshop:Task Purpose Process /
ActivityGroup-work “Rules”.
Set theWorkingparameters
“ClassroomManagement”
Whole groupbrainstorm:
“What will make iteasier for you to
feelcomfortable for the
workshop?”
The workshop:Task Purpose Process /
Activity
“SWOT”
Informal needs assessment Acknowledgement of difficultiesSolidarity between schools/teachers
Small group discussions:
(cross-schools)
strengths? good things about working in your school/community?
weaknesses? the not-so-good things - the issues
threats? Why have you come today? opportunities? What would you like?
The workshop:
Area Purpose Process / Activity
“Getting to know you”
Affect & Personalization Activity modellingMake underlying principles explicit
Brainstorming:free time activities
Surveying (thinking,writing, asking,recording, reporting):one question about one
activity: e.g. What is your
favourite kind of movie/sport/ music, etc..
Session Summary: What? How? Why?
The workshop:Area Purpose Process /
Activity
Warmers
and
Semi-structured speaking exercises
Positive atmosphere Personalization Language improvement Demonstrate simple games and activities
PostcardsSimon Says: Please/____
“From me, to ____”Guess the word
Word BINGO Multiple choice
DefinitionsShh! Shh!
Activity Rap
The workshop:Area Purpose Process / Activity
the 4 skills + thinking
“Student-centred learning”
Pedagogic focus
Modelling activity types
Eliciting, reviewing, acknowledging and building on prior learning
Small group activities:
“Hot Potato”Strategies and activities –
brain-storm, /discusses/rotateRunning Dictation
The workshop:Area Purpose Process /
Activity
Community and Curriculum focus
Unit Focus (1)
Informal assessment of understanding, acknowledgement of local expertise, and building on existing strengths
Learning/Reviewing how to “read” the textbook – step one in adapting…“Scaffolding”
“What are you doing now?
What would you like to do”
“Model”
Build an example of relating a unit to the local community.
The workshop:Area Purpose Process /
Activity
Community and Curriculum focus
Unit Focus (2)
Building strength through collaboration
Sharing expertise - partnerships between different kinds of ‘experts’
Adapting activities in the book to local conditions
“Scaffolding”
Small Group Task (By book)
– Pick a unit to focus on
The workshop:Tasks Purpose Process /
ActivitySession Summaries(in English and Thai)
To relax participants
To reinforce understanding
To make the relationships with classroom practice explicit
What? Activity names How? Activity process
Why? Activity purpose
Structure: T-Ss, S-S, G, S-T
Whole group – pair work – small groups
Process:
Think write talk
write share
The workshop:Tasks Purpose Process /
Activity
Reflections
Evaluations
Certificates
Personalization
Modelling evaluation and feedback processes
Promoting self- directed learning
Making the relationships with classroom practice explicit
Recognition
The most useful idea…
“Note to me”Private plan for the
new teaching year
Evaluation forms
SWOT:(S) Good things? (W) not so good?
Colleagues and sharing and team work (7)Computers (1)Good students (3)Good school management (2) Good working environment (1)
The students: too many, are stubborn, naughty, don’t pay attention, weak in English, not responsible. (3)The teachers: not enough + non- academic work + some colleagues are not active (4)Materials: not enough (3)Schools are far away town (1)
(O) What ’ld you like?
(T) Why are you here?
We can improve/practice our English listening and speaking (4)We can share ideas with other teachers (3)We like to talk with native speakers (2)We want to get new teaching tips (1)We hope to make new friends (1)We want more experience in English (1)
To learn how to: to make students happy (1), write a teaching plan (1), manage learning activities (1), get teaching tips.(3)To do the materials adaptation. (1 group)To practise English speaking (3) & listening skills (2), groupwork (2)To share ideas (1)To gain self confidence. (1)
Evaluation instrument:
Workshop evaluations:
1 2 3 4 5
Content/Topics
Instructions c lear
Handouts andmaterials
Presenters/Trainers
Speed and timing
(1-1.8) Very Unhappy - (1.81-2.60) Unhappy - (2.61-3.39) So-so - (3.4-4.2) Happy - (4.21- 5) Very Happy
Averaged Responses on a Five Point Likert Scale
Day Onen=22
Day Twon=22
Sentence completions:
Sentence stems Day 1 Day 2 Total
Today, the most useful idea for me was: 22/22 19/19 100
%
I liked:*20/22 *18/19 93%
I didn’t like:*6/22 *0/19 15%
Any comments?*11/22 *5/19 39%Number and percentage of teachers writing comments each day
* “nothing”, “no”, “-” = 0
Sentence completions:Day 1 Day 2 Tota
l
Today, the most useful idea for me was:
22/22
22 x program elements:
“ I can speaking, listeni ng, writing, know a ne
w idea about teaching and technique.”
10 x collaboration a nd groupwork:
“ think and share opinion”
19/19
9 x A dapting texts t o local community:
“ Ideas about the lesso n, local community”
6 x program elements:“ Dictation Game: can
use in my class”
Other:“ Encourage student”
2 x “ Reflexion myself”
100%
Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0
Sentence completions:Day 1 Day 2 Tota
l
I liked:
*20/22
18 x program elements:
“thinking and talking (speaking) practice /
warm up game activity”
7 x trainers & training: “all things, especially
the presenters”
4 x interaction: “Group work because
many people speak out and share idea”
18/19 4 x general“Everything that the
trainers show me today”
4 x Local community
“Local communityteaching”
3 x Preparing activities
“Teaching strategies (pre-task, while-task,
post-task)”1 x student-centred learning
93%
Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0
Sentence completions:
Day 1 Day 2 Total
I didn’t like:
*6/222 x activities: “to play game because it’s
not clear how to play?”1 x English: “to use English languages”1 x materials: “because sometime I can’t see words. I’m short light.”2 x other:
“the weather” “food”
*0/19 15%
Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0
Sentence completions:Day 1 Day 2 Tota
l
Any comments?
*11/22
2 x negative about activities: “Some activity don’t clear
and use a long time.”1 x materials: “I would like adds handouts
and materials”1x negative other: “Is far from my school”Others positive or unclear:“Practice speaking more”
“Summaries in the end task is very good review..
*4/19
All positive:“It’s good work
from you to me”
37%
Number and percentage of teachers writing comments each day * “nothing”, “no”, “-” = 0
Discussion: Amount of writing in the Sentence completions!
Very positive reaction to main ideas: that is, using group work to share ideas using learner centred methods adapting published materials, and incorporating students’ own experiences (local community)
Participants had a sense of their skills & strengths, and once shown how, were able to use their local knowledge to adapt materials
Recommendations: EFL Teacher Training Workshops need to
make underlying principles clear, and need to build teachers’ confidence in their own expertise.
If ‘Learners’ are expected to become more responsible for their own learning process, ‘Teachers’ need practice in scaffolding learner-centred activities.
Teachers need more exposure to native/ native-like and/or English speaking environments
They also need more access to educational ‘experts’ as mentors; native or native-like speakers
Conclusion: By both utilizing
(modelling) and explaining collaborative teaching/learning processes, we can help EFL teachers become more confident and competent in their own teaching practices.
References
Auerbach, E. (2002). Shifting roles, shifting goals: integrating language, culture and community. In E. Auerbach (Ed.), Community partnerships (pp. 1-12). Virginia, US: TESOL.
Education Watchdog has faith in the new govt. (2006, November 6th). The Nation, p. A3.
Lewis, M. (2000). Lessons from a jet-in-jet-out expert: cooperation, adaptability, and relevance in Vietnam. In K. E. Johnson (Ed.), Teacher education (pp. 175-188). Virginia, US: TESOL.
McDevitt, B. (2004). Negotiating the syllabus: a win-win situation? ELT Journal, 58 (1), 3-9.
Parkinson, L. and O’Sullivan, K. (xxxx). Negotiating the learner-centred curriculum. In G. Brindley (Ed.), The second-language curriculum in action (pp. 112-127). Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Contact us:
Department of Language Studies,
School of Liberal Arts,
King Mongkut’s University of Technology
Thonburi (KMUTT),
126 Prach-Utid Road, Bangmod, Toong-Kru,
Bangkok, 10140, THAILAND
Wilaksana Srimavin: [email protected]
Ursula Wall: [email protected]
Jonathan Hull: [email protected]