Sessions / Reflective Teaching Practice
In keeping with the conference theme of re-envisioning, rethinking, and re-evaluating our teaching as reflective practitioners, this presentation will give a case study that supports what we have intuitively felt all along as teachers--namely, that conversation practice does have its place in and effect on academic performance and test results. Despite advances in areas of applied science such as brain theory and AI for language teaching and learning, we must return to the realization that our students are human beings who need social and emotional support and affirmation. This presentation will illustrate how a student can thrive personally and academically when English language learning includes not only academic tutoring but also support for building self-confidence and self-esteem, factors which undeniably contribute to successful performance in high stakes testing--in this case, the TOEFL iBT.
2020 was a year without precedent. As educators, we were faced with unexpected challenges that forced many of us to abandon time-honored teaching methods in favor of new, unfamiliar ones that may not have always worked. Thomas S.C. Farrell’s (2016) book on reflective practice, From Trainee to Teacher, takes readers on a journey of three novice ESL teachers as they navigate their first year in the classroom. From the initial “shock,” to having to “sink or swim,” to questioning one’s teacher beliefs, the experiences of these novice teachers contain stark similarities to the experiences of many educators, both new and seasoned, within the past year. Participants will reflect on their classroom experiences in 2020 through the lens of a novice teacher. They will also be given a set of tools based on Farrell’s reflective practice framework that they can use to examine their own teaching practice more critically.
After the whirlwind of 2020, we savor simple academic mainstays: students keep studying; teachers keep teaching; we all keep learning. As educators on the ELT frontlines, let’s boldly advance, in solidarity, together. Yet with so many unknowns, are we sure students will join us? During trying times, how should we design a classroom culture that promotes student buy-in? Altogether, our classrooms must be SURE: Supportive, Unforgettable, Reliable, and Effective. To cover these bases, online or offline, trust becomes imperative. Qualitative analysis of the past four semesters, including quantitative data and written feedback from over 500 student surveys, has shaped the aims of this workshop: to highlight best practices around cultivating student trust and brainstorm classroom culture goals for 2021. Attendee input is highly encouraged. As the four SURE components are introduced through recent examples, participants will discuss and personalize the concepts in small groups. Let’s enhance our knowledge all together.
Reflective practice can be valuable for improving our work and can take on many forms. While reflection-in-action may be a bit taxing, reflection-on-action might be more cathartic, especially if it involves a little play. That’s where figures of speech come in. These stylistic ways of using language involve creative expression and meaning-making that can be fun to reflect on practice! Thus, after briefly reviewing figures of speech and defining a select few, participants in this interactive workshop will whip up their own batch of examples related to their teaching, learning, and/or research to share and contemplate together. It is hoped that this exchange will also lead to reflection-for-action.
Post-lesson reflections are a staple of TESOL practicums to promote professional development. But we know little about how reflections with supervisors help student teachers appropriate ideas to develop their emerging practice. This paper presentation addresses this knowledge gap through a qualitative study of the recorded post-lesson reflections of four Chinese student teachers that I supervised in an American TESOL practicum. Analysis focuses on how we sought solutions to problems of practice that interfered with student communication. It identifies ideas that we discussed and then traces how student teachers appropriated these ideas for implementation in successive lessons. The study finds that the student teachers needed supervisor assistance in identifying problems that interfered with student communication and that this assistance proceeded through stages of dialogue. Analysis identifies how student teachers exercised two principle dialogical moves that worked to change conceptions of TESOL practice and drive appropriation of new ideas for CLT implementation.