An introductory programme to introduce classroom action research for forty teachers including ten ELT teachers was done by me at Nattandiya teacher Centre in North Western province Sri Lanka.

The main purpose is to bring reflective practices to classroom teaching and find solutions to educational problems the teachers face in the teaching learning process in the country.

Today, teaching in general, has become a very complex process due to several reasons. Unlike in the past, learning is not limited only to classroom and it has turned into a context comprised of several learning avenues which are not formal, for example; the mass media and the most powerful, authentic and effective internet. In this case the teacher’s job in the classroom is, on the one hand, very much challenged and complicated. On the other hand, the teacher has to engage in the teaching process in the classroom bearing all the pressures aimed at him by the administration of his or her institution, the curriculum, the assessment and evaluation procedures and the socio-economic conditions of the target student population.

As the conditions of the classroom change over time with the rapid development of the modern technology, it is essential for the teacher too to turn towards change. As for the needs of the present learner and the new teaching methods, the teaching strategies used in the classroom too have to be modified or adapted accordingly. Today my idea regarding the learners is that they all should be autonomous learners and so should the teachers. When learners become autonomous, they will be able to use freely available resources and sources of knowledge and they make their own learning plans in order to achieve their educational goals.

Teachers on the other hand, must become more and more autonomous in order to provide the students with effective learning opportunities where the students come across their own potentialities to improve themselves. The teacher’s duty is to make the learners understand the responsibility of their own education. The forceful thrust of the content matter to the students in the classroom, make the students blind to their own potentials because it is totally a one way, single method oriented and conventional type of teaching. When teaching of a teacher is concerned, it is obvious that a teacher advocates a method pertaining to his or her own way. The formal training and the teacher development courses he or she has followed make no much influence on the way he or she teaches.

In my point of view, a teacher should be a researcher in the classroom. The educational problems that arise in the classroom community should be solved by the teacher’s intervention. Sometimes, a very little step in the intervention of the teacher solving a little problem may create a great effect on the learning process of the students, for example; low motivation to learn English. A teacher who does teaching according to his or her personal belief systems about learning, will change her way of teaching with the results and experiences of a small action research.

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