rabat, july 6th-10th, 2009 “ prerequisites of quality classroom practice” dr. mohammed larouz...
TRANSCRIPT
Rabat, Rabat, July 6th-10th, 2009July 6th-10th, 2009
““Prerequisites of Prerequisites of Quality Classroom Quality Classroom
Practice”Practice”
Dr. Mohammed LarouzDr. Mohammed LarouzEnglish facultyEnglish faculty
School of Arts and HumanitiesSchool of Arts and HumanitiesMoulay Ismail University of Moulay Ismail University of
MeknesMeknes
The Summer Teacher Training ForumThe Summer Teacher Training Forum
IntroductionIntroductionAs Ts grow professionally: As Ts grow professionally: Their Their instructional instructional expertise increases, expertise increases,
Become more effective at Become more effective at various aspects of teaching. various aspects of teaching.
Have a larger repertoire of Have a larger repertoire of instructional knowledge instructional knowledge and skills to create and skills to create meaningful student meaningful student learning experiences.learning experiences.
Aims of the presentationAims of the presentation Highlight Highlight some prerequisites of some prerequisites of
effective teachingeffective teaching Suggest Suggest some instructional classroom some instructional classroom
strategies and procedures that could strategies and procedures that could enhance and sustain quality teaching. enhance and sustain quality teaching.
DescribeDescribe some best strategies and some best strategies and techniques that contribute to effective techniques that contribute to effective classroom practice. classroom practice.
Describe characteristics of effective Describe characteristics of effective teachersteachers
Empower ELT practitioners with Empower ELT practitioners with the necessary skills and the necessary skills and qualifications that will help them qualifications that will help them develop professionally, develop professionally,
Improve their performance, Improve their performance, Allow SS to work together or Allow SS to work together or
individually and give them self-individually and give them self-discipline and self-motivation. discipline and self-motivation.
Reflects my philosophy of Reflects my philosophy of education. education.
It is the result of my previous and It is the result of my previous and current contributions in current contributions in education in general.education in general.
Skills to manage students with all kinds of problems are essential to even the most effective teacher.
Is effective teaching all that is needed?
Understand your Understand your learners: Why? learners: Why?
Understanding their needs and wants, lacks, aspirations, weaknesses, will help you graft a methodology that will suit their needs and aspiration.
Understanding how the learner learns will determine your approach, method, classroom techniques and perhaps your philosophy of education (Brown, 2004)
Find the special ability of each student SS come to the classroom with different learning habits
and expectations. SS’ problems will accompany them to your
classroom. Try to accommodate/adapt these styles.
Participatory (negotiation) Participatory (negotiation) AnalysisAnalysis
Negotiate what they want to learn and how they wish to learn.
Involve them in syllabus design
Instruction/teaching can be effective when SS have a course in which they have participated
Take initiativesTake initiatives Do Not heavily rely on the Do Not heavily rely on the
textbook.textbook. Do not follow the book Do not follow the book
blindly (slavishly) blindly (slavishly) Devise and bring your own Devise and bring your own
supplementary materials to supplementary materials to the classroom. the classroom.
Adapt it to suit the needs of Adapt it to suit the needs of SSSS
Make Public Speaking component of your syllabus.( PS Competitions, too)
What’s wrong to fight stage fright at earlier stages of learning English?
Why should we wait till SS get to the university to introduce them to Public Speaking?
Conduct AR whenever Conduct AR whenever necessarynecessary
It is meaningful when conducted It is meaningful when conducted by Tsby Ts
Effective strategy for bringing Effective strategy for bringing about change in the classroomabout change in the classroom
Part of Ts’ professional Part of Ts’ professional developmentdevelopment
Discuss classroom practice and Discuss classroom practice and share what works and what does share what works and what does not worknot work
Use Technology:Use Technology:
Use technology whenever Use technology whenever possible: use of mass media, possible: use of mass media, the internet.the internet.
Integrate the use of ICT into Integrate the use of ICT into language Teaching: language Teaching: Familiarize them with Familiarize them with technologytechnology
Do not panic if you lack Do not panic if you lack expertise in the use of ICT.expertise in the use of ICT.
Teaching skills:Teaching skills: Get out of students’ way: You Get out of students’ way: You
are not allowed to do what are not allowed to do what students can do. students can do.
E.g,.: Reading Instructions in E.g,.: Reading Instructions in the textbook will spoil the the textbook will spoil the ultimate objective for which ultimate objective for which the reading comprehension the reading comprehension has been assignedhas been assigned..
Do not repeat SS’ answers unless to be used for teaching
Use games a lot along with Use games a lot along with your teachingyour teaching
Bring humor and life into Bring humor and life into your teaching:your teaching:
Make it one of your daily Make it one of your daily activities and routine in your activities and routine in your language classroom practice. language classroom practice.
Do it on a regular and daily Do it on a regular and daily basis as an ongoing processbasis as an ongoing process..
“ “ When SS are not having fun, When SS are not having fun, they are not interested in they are not interested in what is going around them”what is going around them”
Use Drama: acting will reduce Use Drama: acting will reduce tension in the classroom and tension in the classroom and lower inhibitionlower inhibition
Develop creative writing in the Develop creative writing in the SSSS
Develop Candle learners not jug Develop Candle learners not jug learnerslearners
Accustom SS to using resources Accustom SS to using resources outside the classroom.outside the classroom.
SS should be involved in SS should be involved in extensive use of communication extensive use of communication processes (L,S,R,W) for processes (L,S,R,W) for purposes that are real and valid purposes that are real and valid to the learners rather than to the learners rather than academic exercisesacademic exercises
MisbehaviorMisbehavior Use Effective classroom
management that works. Don’t give up a theory just
because it has an earlier publication date.
Don’t give up successful theories of classroom management until you have a replacement theory that is effective (Robert T. Tauber, 2007).
The following are linked to The following are linked to
effective teachers effective teachers StrongeStronge et alet al (2004)(2004)
Verbal Ability (linguistic Verbal Ability (linguistic ability/competence) : ability/competence) : has a has a positive effect on student positive effect on student achievement achievement
Content Knowledge: (subject area Content Knowledge: (subject area knowledge) knowledge) majoring in the majoring in the subject area or/and participating subject area or/and participating in professional development in the in professional development in the content contributes to increased content contributes to increased student learning.student learning.
Educational Coursework: Educational Coursework: (Instruction/teaching (Instruction/teaching coursework) coursework) a stronger a stronger predictor of teaching predictor of teaching effectiveness than grade effectiveness than grade average or test scores. average or test scores. Embracing the concept of Embracing the concept of life-long learning results life-long learning results in increased student in increased student achievementachievement.
Teacher CertificationTeacher Certification: T: Teacherseachers with ‘with ‘certification’ have proven certification’ have proven to be more effective than their to be more effective than their uncertified counterparts uncertified counterparts ( CPR and ( CPR and
ENS diplomaENS diploma)) Teaching ExperienceTeaching Experience: : is is
influential in teacher influential in teacher effectiveness, particularly in the effectiveness, particularly in the areas of planning, classroom areas of planning, classroom management, questioning, and management, questioning, and reflectionreflection..
Effective Teaching Methods: Effective Teaching Methods: Research Based Practice by Research Based Practice by
Gary D. BorichGary D. Borich
HonestHonest Hard-workingHard-working Generous Generous FriendlyFriendly ConsiderateConsiderate In the classroom, he is organized, In the classroom, he is organized,
disciplined, insightful and disciplined, insightful and committedcommitted
Leadership Skills (mine)Leadership Skills (mine)
What is an effective What is an effective teacher?teacher?
Rubin 1985Rubin 1985 Explanatory:Explanatory: command of the subject & command of the subject &
explains aspects of lessonexplains aspects of lesson Inspiratory:Inspiratory: stimulating, involving SS in stimulating, involving SS in
teaching.teaching. Informative:Informative: presents info thru verbal presents info thru verbal
statements.statements. Corrective:Corrective: provides constructive feedback provides constructive feedback Interactive:Interactive: facilitates development of SS facilitates development of SS
ideasideas ProgrammaticProgrammatic: guides SS activities & : guides SS activities &
facilitates self-instructionfacilitates self-instruction..
Commonly studied teacher Commonly studied teacher
characteristicscharacteristics Personality PermissivenessPermissiveness DogmatismDogmatism AuthoritarianAuthoritarian Achievement-Achievement-
motivationmotivation Introversion-Introversion-
extroversionextroversion Directness-Directness-
indirectnessindirectness Locus of controlLocus of control AnxietyAnxiety 1. general1. general 2. teaching2. teaching
AttitudeMotivation to teachAttitude toward childrenAttitude toward teachingAttitude toward authority Vocational interestAttitude toward self (self concept) Attitude toward subject taught
ExperienceExperience Years of Years of
teaching teaching experienceexperience
Experience Experience in subject in subject taughttaught
Experience Experience in grade in grade level taughtlevel taught
•Workshops Workshops attendedattended•Graduate course Graduate course takentaken•Degrees heldDegrees held•Professional Professional papers papers writtenwritten
Effective Teachers are the ones who make important connections among theory, research, and practice, and prepare themselves for the challenges that come with learning, teaching, and using new instructional strategies.
Conclusion
