PDA Stage 4

Reflection and Action – Stage 4

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Reflection on Development in Beliefs and Practices: Throughout this course, some of my classroom practices have changed. Not because my beliefs are changed, but because I had the chance to try, experiment and re-evaluate my practices. In my PDA2 I highlighted my need to use different teaching methodologies for the benefit of my learners. I used to apply the communicative approach from a controller-teacher point of view. My active performance and high sensitivity to learners’ needs made my class interesting for students, but they used to rely on me through the whole lesson. They were not challenged or directed towards practicing autonomy.

I was observed before LSA3 by other teachers, and they stated that my TTT time was reduced and learners’ autonomy was addressed. In my experimental practice I chose Task-based Teaching for my research. This approach helped me change from teacher-centered lesson. TBL was noted by (Nunan D. 2004) as an approach which encourages learners-centered approach. Also it was a big help towards my students’ autonomy, as TBL is known as one of good approaches that increase learners’ independence and enhance their autonomy.

Feedback is another main development area for me. In my LSA2, I stated that I am using Feedback, but I am not providing variety of feedback. In my LSA3, I tried to provide different types of feedback like peer-assessment, self-assessment, whole class feedback rather than individual feedback, written and oral feedback. I used to have feedback through teacher only and to individuals rather than whole-class.

Evaluation of steps taken:

PDA Stage 4

I believe that trying different teachers’ roles was very helpful. As adopting the controller role in my lessons was very tiring for me, and limited my students learning opportunities. Trying the facilitator role through task-based teaching approach has raised my learners’ opportunities of learning. My enthusiasm about trying different teaching methodologies has been raised, as well. This variety of approaches has also allowed me to teach more analytical than mechanical lessons.

TBL approach, as an extension of the communicative approach, allowed me to have this communicative atmosphere which I am always keen on. Also, it allowed my students to feel more independent to decide on their learning outcomes.

Concerning feedback variety, I feel comfortable to try these different types of feedback than before. I know now how to react and when to react according the stage of lesson, the activity, the type of mistake, the particular student who made the mistake (Harmer 2007). This awareness of different feedback techniques helped also my students, as it provoked their independence and allowed them chances to work more confidently. The use of peer and group correction made collaborative work more enjoyable for learners, as learners learn from each other more than learning form their teachers, sometimes.

Future Actions:

When I tried the Task-based teaching, I was not sure about it; especially it is a reversed copy of my most-used approach (PPP). The task-based approach is almost the PPP approach upside-down. I was a little bit hesitated to try it, but after I saw its effect on my students, I decided to pursue my research about it. Also, I think it is a good idea to try applying this approach in different skills lessons. I tried task-based speaking lesson, and I think it could be effective with other skills. Also, I decided to continue my research about other different teaching methodologies and approaches to increase learners benefit (e.g. Dogma, Silent methods, Text-based etc).

Through the course, I used to observe other teachers, and I learnt a lot form their teaching style, their reactions, and their behaviors inside their classrooms. In the future, I hope I can have a continuous peer-observation plan, as I found out that peer-observation provides a very a lot research opportunities. It is a very good chance to notice different classroom interactions while you are not a part of them.

PDA Stage 4

Bibliography: Nunan D. (2004) Task Based Language Teaching, Cambridge University Press. Harmer J. The Practice of English Language Teaching. Pearson Longman.