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The blog topics for March/April are below:
But deeper understanding can only occur with the ability to reflect: to review, to notice, and to think carefully about what had taken place.
This is true for our students and is certainly true for us teachers looking to improve our practice.
But how can we become more reflective teachers?
1. Formal Observations
Many schools have a Director of Studies observing a teacher when they are newly employed, and subsequently, once every 6 months or more. Such observations often have an evaluative function.
I recently started to brush up my German. I last studied German many years ago at school and I can’t say that it was a great success. In fact, I failed the exam and had to retake it. Hardly surprising, as I seem to remember spending a good portion of the exam time writing out David Bowie lyrics!
Apologies for the late posting of this month's blog topics! Here they are.
Promoting 21st Century Skills is one of the professional practices in the British Council’s new Continuing Professional Development (CPD) framework. But what exactly are 21st Century skills and are they the same as digital literacies?
In two recent articles written by Gavin Dudeney, he explores the four key digital literacies: focus on connections, on language, on information and on (re)design. He also looks at the distinction between these and 21st century skills.
It has helped me become more aware of my students and what they respond well to and it has helped me become more aware of the beliefs and ideals that underpin the way I approach my work.
It has also helped me develop when few other options are available. Until recently, I worked in Gabon, where there was no chance to attend workshops or conferences, no outside experts visiting the school, and only a small team of language teachers to work with. Introspective reflection and engaging with online networks were often my only sources of development.
You may well be familiar with scenes like this. You have probably sat through teachers’ meetings yourself where a head teacher or director has informed you of changes that seem to make no sense or which seem to reflect a fundamental and unwelcome shift in organisational philosophy. For me however, the key words in that extract are “coming down from on high”.
Development at our school is done in a variety of ways, all of which were inherited from my predecessors.
Collaborative level planning meetings
This is a system which I have never seen in any other school. Weekly one-hour slots are timetabled for all of the teachers who work on a particular level to plan together, with a member of senior staff present to prompt and provide assistance. Two lessons are planned each week, and we aim to be one week ahead at all times.
Professional Development is like eating vegetables. We all know it's good for us but we only really get our 5-a-day if someone is being really pushy about it.
Who has the time these days to sit around and develop ourselves? Certainly not busy teachers. Besides, our classes are going just fine, so why can't we just keep on doing what we're doing?
1. These are the days of knowledge explosion, blended learning, virtual on line conferences, webinars.Every body –highly educated or rather ill educated is using smart phones, I pads, tabs, Androids or even Skype most of which I don’t use or I do not know even how to use not because I can not afford to use them but because I m not techno savvy and a low tech man though highly motivated and rather fairly trained and equipped to teach students up to degree level and teachers at primary and secondary level in English.I use only personal desk top computer with full internet facility.Though I k
Over the years I have found the most fruitful method of reflecting on my teaching is by asking myself a series of “Did I . . . ?” questions at regular intervals while planning and teaching my lessons. These questions help focus my attention on elements of my teaching which are either helping or hindering student learning. In this article I will discuss some questions that I habitually ask myself and which I believe can help teachers reflect on their own practice.