Learning Outcome 11 - Demonstrated ability to use various classroom research procedures and to engage with the TESOL literature.
Artifact- Extensive Observation Report 1
Artifact - Simple Observation Report 2
Artifact - Summary Report
Learning Outcome 11 - Demonstrated ability to use various classroom research procedures and to engage with the TESOL literature.
Artifact- Extensive Observation Report 1
Artifact - Simple Observation Report 2
Artifact - Summary Report
DESCRIPTION:
This Learning outcome references three artifacts: two observations and one summary/reflective report prepared for (TESL 557) Reflective Teaching in Fall II 2020 for Professor Michael Chamberlain. These documents demonstrate my ability to use various classroom research procedures and to engage with the TESOL literature on this topic.
REFLECTION:
I entered the research observation projects open-minded because, as a new teacher, I embraced the definition of Gebhard and Oprandy (1999) of the observation process to "construct and reconstruct our own knowledge about teaching to learn more about ourselves as teachers" (p.35). There are many purposes for observation, not only to learn about improving upon teaching but to learn how to observe. The idea presented is that it is possible to suspend judgment while watching events that can be analyzed and interpreted. Still, though I knew my specific aims and goals for my observations, I wondered how much attention I would provide to my mentor teachers' personal teaching styles. Moreover, I questioned how anyone would be able to observe me without judging my performance since I am new to the world of teaching. However, I focused on collecting quantitative data using Wajnryb's (1992) specific tasks and made discoveries by directing attention to the process and the outcome of instruction. As a result, I gained practice in observing itself with less concern for the teaching style and more focus on the teachers' use of "eliciting: teacher prompts" as part of data collection. Placing my focus on the description and the process, as Gebhard and Oprandy (1999) emphasized, I gained perspective on the role research plays in creating links between theory and practice as I analyzed classroom interaction in light of the TESOL literature. Also, I relinquished my uncomfortableness and became to appreciate the process of being observed because of the invaluable feedback I gained.
APPLICATION:
Having used classroom observation as a research method for gathering and analyzing data on teaching English, I recognize the value of quantitative data in applying theory. I desire to become a teacher who helps students reach extraordinary gains. For example, the data I collected identified the effectiveness of "wait-time" and its influence on how students respond before a teacher rephrases or redirects to elicit a response. This is a skill I want to continue to observe and master. I am determined to focus on making every effort to develop a collaborative relationship with peer teachers. Engaging with skilled peer teachers through class audits will allow me to continue my research by observation. This will assist me in identifying prompting patterns teachers use that I may model. It will also provide more real-life data for analysis, whether I am the subject or object of the observation. I also intend to utilize video and surveys as diagnostic tools because they point to particular areas where I can improve and provide feedback that is readily accessible. Finally, observation, video recording, and diagnostic tools provide a means to engage in an actionable research cycle to address concerns that I have in my classroom, using specific tasks to focus on teacher-student interaction, student-to-student interaction, or entire classroom dynamics.