Building Language Competence and Language Confidence Among Teachers by Providing Language Experience in Class Specific Tasks.
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1 Building Language Competence and Language Confidence Among Teachers by Providing Language Experience in Class Specific Tasks. Mr. GURURAJ. S. Teacher Educator Regional Institute of English, South India Bangalore, India.
2 To Begin With... LET S LEARN TO TEACH AND TEACH TO LEARN RIESI and Teacher Education Context... In-service Teacher Education Aims & Objectives Need-based Programmes - Short & Long Term Experiments in & on Classroom Teaching
3 To Begin With... ONE WHO LEARNS WELL, TEACHES WELL What do teachers feel about their teaching of English? Before analyzing classroom process : 63% - HAPPY After analyzing classroom process : 96% - UNHAPPY
4 But WHY?!?!?!?!... Observation and Interaction (formal and informal) with Primary School Teachers from South Indian States namely, Andhra Pradesh, Karnataka, Kerala, Tamil Nadu & Puducherry reveal... Not PREPARED for changed responsibilities Asked to teach the way they were not taught Poor Language Competence & Language Confidence in English Knowledge, General Language Proficiency, Classroom language, Teaching language & objectives of teaching a particular text are not specified.
5 What Do Teachers Really NEED?... Language for Description Language for Narration Giving Instructions Questioning Body Language... In addition to the above Expressing opinion Giving feedback Vocabulary & structures related to classroom process & Reasonable FLUENCY in Speech
6 What Should Teacher Education DO?... Change the focus Refocus on needs Give Language experience - Shared and constructed. Need based tasks Real context practice Orientation Preparation Presentation Production Constructive feedback Refining & Re-presentation Practicing & internalizing
7 Need-based tasks the teachers chose are... Rhymes & Action Songs Listen and Ask About Me... Narration or Story Telling Language Games Article Presentation Enacting a Story TLM Preparation & Exhibition Other Tasks in the race were... Guest Lectures Participant lead Sessions Listening to Radio Lessons Watching Video Lessons Classroom Observations
8 Stages of Implementation... Pre-presentation : Know what teachers actually have Assess what they really need Orientation : Providing Framework, Samples, Observation & Discussion While Presentation : Observation, Documentation Post Presentation : Process Analysis, Self-Analysis, Peer opinion, Feedback, Revising/Refining & Re-presentation
9 My Rhyme or Action Song Time... Choosing a rhyme or Action song Practicing with catchy tune & relevant action Show & describe a relevant picture before or after singing Teach it to their friends Listen, Listen-Repeat & Sing together The teachers need to... Instruct in target language Take 5 minutes Ensure that there is no repetition
10 Listen & Ask About Me... Talking about oneself Recollecting a memorable incident Noting down the relevant details What, When, Where, Who, Whom, Whose, Which, Why, How, How many, How long... Use the details & describe an event Observation & Feedback - Discussion on language use & usage aspects
11 My Story Time... Reading new stories - At least 10 Choosing an interesting story for Narration Planning for narration Mode, Material, Body language Narrating the story small group of One s own opinion on narration and preparation Peer Remarks - One thing I take from this narration is... Observer s feedback Appreciation & Constructive Suggestions Re-planning & Re-narration in the class
12 Language Games Learning new Language games - At least 5 Choosing ONE for presentation Planning for Presentation Playing Small Groups One s own opinion Peer Remarks Observer s Feedback Re-planning & Re-playing in the class Areas, Skills may be specified Minutes Choice -Indoor or outdoor
13 Article Presentation Reading Articles from Journals - At least 5 Choosing an article on ELT for presentation Planning for presentation Note making, etc. Presenting the article in small group of Opinion on article Reasons for choosing Peer Remarks- I would like to ask... Presenter s response to the questions Observer s remarks Appreciation & Suggestions Advantages More learning in less time Reduced educators burden of addressing teachers needs Start writing articles
14 Enacting a Story Group Task in a group Choosing a story from a suggested book Planning for minutes enactment Every member should have a role to play Relevant costume may be used (optional) Mode of enactment is left to the group interactive narrative, collaborative narration, Group Song, folk art, etc. Followed by Details of the plan of action Remarks by the audience Observer s Feedback
15 TLM Preparation & Exhibition Group Task- Group of 5 Choosing a lesson from their textbook Deciding the objectives of the lesson LSRW & Gr Planning for Materials to transact the lesson Dividing the tasks & Preparing TLM Exhibiting and explaining TLM Observer s remarks Refining and using the TLM - Team Teaching
16 Observation and feedback focused on... Recording Individual Progress : Observation Format Organization of ideas Ability to follow instructions Interpersonal skills Language competence Body language Quality of materials Ability to respond Clarity in instructions Confidence... &... Showing the NEXT STEP to enhance Teacher Competence and Teacher Confidence
17 Magic of practice in class specific tasks Rich listening experience Platform for interaction Abundant speaking opportunities Collaboration & cooperation Ideas, Experience Individual attention Exposure to different ways of performing a task Quick enhancement in knowledge and skills &... Gaining confidence in using the target language Amazing improvement in language proficiency Development of self-learning skills and selfdependence Enhancement in the classroom transaction skill
18 The Findings... Participant-friendly ways of CCE Increase in Teacher Talk Time in the target language Quality Teacher Talk with Reasonable proficiency Confidence in classroom transaction Change in attitude Inculcation of reading habit, study & Presentation skills WE DON T USE BECAUSE WE DON T HAVE! GIVE OR MAKE US GET IT, WE DO IT!!
19 Mr. GURURAJ. S. Lecturer, Regional Institute of English, South India, Bangalore, India. Mail ID Cell No :
20 Glimpses of What Teachers did...
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