Sandra Piai

Define teacher development Identify some of the challenges Concentrate on you as the teacher Different ways of developing as an

individual teacher Reflect on their effectiveness Discuss what you do Conclusions

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Teaching is a lifelong process TD is an ongoing part of this process, we

can develop through: colleagues reading conferences/courses our students

It is about change and growth and ‘becoming the best kind of teacher I personally can be’ (Underhill, 1986: 1)

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1. We cannot develop unless we are aware of who we are and what we do.

2. Teaching practices are influenced by teachers’ prior experiences and beliefs.

3. We can take charge of our own development.

4. Reflection is the bridge between teaching and learning.

5. All teachers even experienced ones need lesson plans

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Time

Cost

Support

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Who are you?

Who are you?

Who are you?

Who are you?

Who are you?

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Conferences/workshops/seminars Writing articles/books Going on courses/Taking further qualifications In-house training Learning another language Action research Peer observation TD discussion groups Teaching journals Development portfolios Critical friend/learning partner Critical incidents Lesson plans Other?

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REFLECTION

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‘Special form of problem-solving.’ (Dewey, 1933)

‘… a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.’ (Reid, 1993)

‘…an opportunity to consider the teaching event thoughtfully and analytically and objectively.’ (Cruikshank, 1981 in Richards and Nunan, 1990: 202)

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introspection skills cannot be taken for granted and should perhaps be deliberately developed

focusing on one’s own behaviour can be an uncomfortable process

can help develop self-confidence

can gain insights into own classroom behaviour

‘in writing, … we take the first step in reflecting on and about our practice’. (Bartlett, 1990)

‘practice and reflection on practice are inseparable elements of a developmental spiral’. (Thornbury, 1991)

NB who are we writing for?

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Are less personal than reflective journals Provide a framework for lifelong learning Help keep you motivated Are a personal record of your developmental journey

and can contain: qualifications attendance certificates handouts lesson plans peer observations feedback/reflection on observations materials workshops/articles given/written by you etc

Can be presented at job interviews

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A) if you are an experienced teacher? How have you developed? Does your teaching have a routine? Do you innovate?

B) if you are a newly qualified teacher? How are you developing? Do you innovate? Have you established a routine in your teaching?

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Planning is a substantial aid to reflection

‘What a teacher believes in terms of values comes into play, consciously or unconsciously, as classes are planned.’

(Crookes, 2003: 100)

(How much of your lesson plan is based on your prior experience as a student?)

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How much do you reflect on your lesson plan

a) whilst writing it?b) after your lesson?

Do you write notes on your lesson plans before/during/after lessons?

Do you act on these notes?

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Fill in a reflective journal at the end of each English lesson

Reflect on things that worked well as well as things that didn’t

Meet your partner at the end of each week and swap journals

Read each others’ journals and write reflective questions

Reflect on these questions

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The Frierian Fishbowl

1. Which factors do you believe are paramount for a student to succeed in learning a language?

2. What do you consider is your primary role in the classroom?

3. What connections do you see between your teaching experience and what you learned at school?

4. If you were a student in one of your classes what would you think of yourself?

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At the end of the week, think back over your lessons and select one incident to reflect on

Ask yourself the question ‘what would have happened if ……..?’

Write down your reflections on what might have happened and why

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Many ways teachers can develop We can self-direct our own development

BUT

Need time, space and support to do so Need to be aware of who we are Need to be aware of where we want to go

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‘Would you tell me, please, which way I ought to go from here?’‘That depends a good deal on where you want to get to,’ said the cat.‘I don’t much care where...’ said Alice.‘Then it doesn’t matter which way you go,’ said the cat.

 (Alice in Wonderland, Lewis Carroll)

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TD is ……

The most interesting development idea/activity today was ….. because …..

Even with little time/support I can …..

Attending this talk today has made me think about …..

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Appel, Joachim (1995) Diary of a Language Teacher. Oxford: Heinemann Foord, Duncan (2009) The Developing Teacher. Delta Publishing Head, K. & P. Taylor (1997) Readings in TD. Oxford: MacmillanHeinemann TD SIG Newsletter. Published by IATEFL www.gtce.org.uk/tla/rft/reflection0507/ www.ifl.ac.uk/cpd/ www.tda.gov.uk/teacher.aspx www.tdsig.com www.Teachers.tv www.teachingenglish.org.uk/transform/teacher-development-tools philseflsupport.com bcnpaul1.blogspot.com

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Bartlett, L. (1990) Teacher Development through Reflective Teaching. In Richards & Nunan (eds) Second Language Teacher Education. Cambridge: CUP Bolitho, R. (1988) The Emergence of a teacher development movement in ELT in the UK. (Unpublished paper). In Head & Taylor Readings in Teacher Development. Oxford: MacmillanHeinemann Cruikshank, D. R. and J.H. Applegate (1981) Reflective Teaching as a Strategy for Teacher Growth. In Richards & Nunan (eds) Second LanguageTeacher Education. Cambridge: CUP Dewey, J. (1933) How People Think. Boston, Mass: D.C. Heath & Company Thornbury, Scott, (1991) Watching the whites of their eyes: the use of teaching practice logs. English Language Teaching Journal 45/2: 140-6 Underhill, A. (1986) Editorial. In Teacher Development Newsletter 1/1

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THANK YOU FOR LISTENING

sandrapiai612@gmail.com

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