O slideshow foi denunciado.
Seu SlideShare está sendo baixado. ×

Thereflectiveteacher_Oulbouch.ppt

Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Próximos SlideShares
Stage Iii Lp
Stage Iii Lp
Carregando em…3
×

Confira estes a seguir

1 de 16 Anúncio

Mais Conteúdo rRelacionado

Semelhante a Thereflectiveteacher_Oulbouch.ppt (20)

Mais recentes (20)

Anúncio

Thereflectiveteacher_Oulbouch.ppt

  1. 1. The Reflective Teacher The Reflective Teacher A.OULBOUCH National Specialist Coordinator, English Inspection Générale, Rabat
  2. 2. The Reflective Teacher 1. What is meant by « the reflective teacher »? 2. Why should you evaluate your work? 3. What personal qualities will you acquire as an effective teacher? 4. What professional competences will you acquire as an effective teacher? 5. Where can you get further help to support the development of your work?
  3. 3. 1. What is meant by « the reflective teacher »? – Think about your understanding of “reflection”. – Formulate a description. Task • an active process • of witnessing one’s own experience • in order to take a closer look at it, – sometimes to direct attention to it briefly, – but often to explore it in greater depth. Reflection is
  4. 4. 2. Why should you evaluate your work? a. You may make changes to lessons, for example: ◆ when you feel you are losing the attention and motivation of some of the students; ◆ when some students are not achieving the learning outcomes you have planned for them; ◆ after you have marked work; ◆ when you become aware of an aspect of a colleague’s work that you feel you could adopt.
  5. 5. b. What questions can you consider? If you regularly ask yourself these questions, then you have already begun to evaluate your work in order to make the learning outcomes better for your students. Do I engage in self-appraisal and critical evaluation of my work? Do I engage in professional development? Do I engage professionally with other teachers? Do I keep up to date with relevant aspects of my subject? Am I open to the possibilities of change and innovation?
  6. 6. c. How can you improve your work through self-evaluation? These questions will help you to identify your strengths and weaknesses in order to envisage ways of improvement. How effectively am I performing? How do I know my strengths and areas for improvement? What do I need to do about the areas identified for improvement? How will I know I have made improvements? What improvements have I made and what do I need to do now?
  7. 7. d. How can you do self-evaluation? The problem derives from a concrete situation in practice Try to generate practical knowledge solutions Implement the most appropriate solution(s) Weigh the solution(s) in terms of effects on students’ outcomes Identify a problem & define it in an explicit and conscious way -Feedback collection -Peer observation – Self-reports – Journal writing The identified problem has meaning for you.
  8. 8. 3. What personal qualities will you acquire as an effective teacher? You can: ◆ engage, motivate and enthuse students; ◆ be a good listener and communicator; ◆ show consideration for the students’ personal and educational development; ◆ be self-motivated and able to work as a member of a team; ◆ keep up to date with relevant aspects of English language teaching & learning ◆ exercise patience and display sensitivity to the individual needs and abilities of students; ◆ respect your students and encourage them to respect each other; ◆ foster positive relationships with your students; ◆ support and manage colleagues in development work, where appropriate.
  9. 9. 4. What professional competences will you acquire as an effective teacher? A. KNOWLEDGE OF THE NEEDS, ABILITIES AND ASPIRATIONS OF YOUR STUDENTS You can ◆ have a perceptive insight into the students’ intellectual, social and emotional needs; ◆ recognise that effective care for students underpins and enables successful learning; ◆ provide reassurance, build confidence and encourage pupil motivation and commitment; ◆ share the intended learning outcomes with your students, where appropriate;
  10. 10. B. PLANNING FOR IMPROVEMENT Your classroom planning will be effective and should reflect your overall knowledge of: ◆ your students’ previous learning experiences and achievements; ◆ the range of abilities and different learning styles within your class; ◆ the need for an appropriate match of work to the level of ability of your students; ◆ aspects of teaching and learning across the curriculum; and include: ◆ appropriate learning outcomes; ◆ an appropriate variety of teaching strategies; ◆ short clear statements of what you want the students to learn; ◆ activities to motivate and challenge the students; ◆ an outline of an effective range of resources, including ICT; ◆ an outline of how the learning is to be monitored and evaluated both regularly and effectively;
  11. 11. C. TEACHING AND LEARNING STRATEGIES You can use an effective range of teaching strategies to ensure that: ◆ pupils are aware of what you plan/anticipate they will learn in the lesson; ◆ pupils are able to work individually, in pairs, in groups (to include active learning opportunities) and at a whole class level and work to their individual learning styles; ◆ there is a good balance of practical, written and oral work; ◆ there are opportunities for independent learning; ◆ an appropriate time is allocated for pupils to reflect on and then build upon, what they have learned; ◆ there are opportunities for pupils to celebrate their achievements.
  12. 12. D. CLASSROOM MANAGEMENT Your classroom management will be effective where: ◆ there is an attractive and stimulating environment which is well-organised and resourced to support the pupils’ learning; ◆ a wide range of strategies encourage the pupils to be settled and engaged in purposeful and productive activities; E. MONITORING AND EVALUATION OF LEARNING The evaluations of your lessons should: ◆ make honest judgements about how well the intended learning outcomes of the lesson were realised; ◆ use a range of formal and informal assessment procedures to measure the progress which your pupils are making; ◆ use the outcomes of your assessment procedures and evaluations to help you plan for future lessons.
  13. 13. 5. Where can you get further help to support the development of your work?
  14. 14. CONCLUSION Self-evaluation on a whole-school or personal level should effect improvements in: - the experiences of the students, - the quality of teaching and learning, - the standards the students attain. Self-evaluation should also support: - your own professional and personal development, - help you to be a confident teacher. Self-evaluation should: - confirm the strengths of your practice, - indicate areas for improvement. As with any process of self-evaluation: ◆ the procedures used should be developed by you to meet your needs; ◆ the outcomes of your evaluation should lead to action to achieve the intended improvements in teaching and learning; ◆ the views of students, colleagues and supervisors could be taken into account; ◆ the process should be ongoing.

×