Traversing an Academic Writing Task: Pygmalion in the Classroom

7/30/2019 Traversing an Academic Writing Task: Pygmalion in the Classroom

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Traversing an Academic

Writing Task: Pygmalion inthe Classroom

Dr. Nil Farakh Sulaiman ([email protected])

Language Department

IPGK Pendidikan Teknik

Bandar Enstek, Negeri Sembilan

Presented at;Seminar Penyelidikan Pendidikan Zon Timur, 23-25 April 2013

Hotel Tanjung Vista, Kuala Trengganu


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The background of my study LS1351K (R) Learning Support III This course is to develop

the necessary skills for success in the academic aspects. It

focuses on the skills that will help learners complete their

course work with excellence.

The learning outcomes are to:1) plan and organise academic writing; and2) produce academic writing

The class: 17 student teachers; 14 females and 3 males (8Malays, 7 Chinese and 2 Indians).

Characteristics: not well-versed and conversant with English especially the males;

the females do not differ much either

well-behaved, obedient, and hardworking occasionally, the male students showed some disinterest in

learning.


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What is my concern? Would the students able to produce an academic writing of my

standards? 10-page writing inclusive of tables, diagrams and references,

single spacing, using formal academic language and APA style,

as if writing an article to be published in an international journal.

Personally, I had doubt in their capabilities. Their facial expression showed signs of worry, confused,

weary, and the so-called self-introspection, is this suitable for

us?

I painted a comforting picture of an academic writing by brieflyexplained that this type of writing is justa little more than your high school free essay and a little less than

an undergraduate thesis.


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What did I want to know?

During my undergraduate level, one of my lecturers repeatedlystressed that teachers exude a certain unique aura that

miraculously detected by students in no time at all lets us

make that aura a positive one. - the concept of Pygmalion in

the classroom.

If a student can be made to bloom just because his or herteacher believes so, how should a teacher behave and if a

teacher behaves in such appropriate manner, how much will

they bloom?

1. What should I do to ensure my students are able to fulfill myexpectations?

2. What happens to my students when I behave in such a way?


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How did I carry out my study?

1.

I merged and rearranged all the 8 topics in the pro forma into 5successive topics merging these topics gave more room for

me to concentrate on my students learning, not on my

teaching, as well as to give face-to-face guidance to my

student teachers.

2. I delineated steps to go about doing the writing. The studentteachers were requested to:

form a group of three and think of a topic of interest; explore materials for their selected topic especially online

materials;

construct and organise content outline logically; divide work (based on the subtopics in the content outline)

accordingly among group members.

3. I explored deeper the notion of teacher expectations andstudent achievements via literature.


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How should I collect my data?

Data were collected via six means:1. Sarachos (1991) 15 characteristics were tabulated and

made into a 15-week grid, which I named as Positive

Behavioural Checklist for Pygmalion Effect (PBCfPE);

2. self-reflect journal3. classroom observation a complete observer4. while-lesson or post-lesson informal unstructured interview

(untaped) on a few random selected students

5. in-progress submission6. student teachers written reflection of their writing process a

part of the requirement of the overall assignment.


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What do the experts say,

theoretically?

What are the theories that stand behind my beliefs?1. Banduras self-efficacy theory -ones belief system

influences behaviour choice, effort invested, persistence,and task success in a learning process

2.

Vygotskys sociocultural theory - developmental processestake place through participation in cultural, linguistic and

historically formed settings, such as schooling and peer

group interactions

3. Rosenthal and Jacobsons pygmalion effect - if a teacherholds high expectations for students and challengesstudents to live up to high expectations by engaging them in

meaningful learning activities, students tend to work harder,

put more effort, and be more persistent in completing a

learning task or project


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How did I bridge theory and

practice?

Personally, I strongly believe in the power of expectations. Thismay be due to:

my role as a teacher now, my own experiences and beliefs about the potential of high

expectations to influence student achievement, my professional reading in this area, my knowledge of the aforementioned theoriesmight have influenced my behaviour in a classroom.

Thus, by positioning myself simultaneously as theresearcher and the prime participant of this study enablesme to bridge the theory and practice successfully.


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What did I find out?What should I do to ensure my students are able to fulfill my

expectations?

Based on PBCfPE, I portrayed 5 major behaviours (above 95%)during the 15-week meetings. They were:

1. elaborate on their responses student-teacher face-to-facediscussion

2. treat them with warmth creating low-anxiety filter ambience;lessons in the air-conditioned library

3. give them freedom to express their feelings - I never thought that Ican always add on new topics to my content outline. I never do

content outline before writing. I just write what I want.

4. assign students with assignments which require them to use theiranalytical and comprehensive skills - This assignment teach me

how to get good articles in the Internet. I also understand more

how to use APA format.

5. give them more autonomy such as selecting assignments andhardly interrupt them - I am happy doing this assignment because

I can write with my close friends things that we like.


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What did I find out?What happens to my students when I behave in such a way?

Beginning writing stage. I was shocked when you askedus to write a 10-page essay. but I have learned how to

distribute the task among us we can write the essay faster

when we divide the task among us and it can make sure the

progress of the work is going on. I learn how to organize my

time wisely.

While writing stage.I become more understanding aboutthe process to produce an academic writing. For example, we

have to prepare body outline before we draft the essay. I also

learn some useful tips to write a good essay, example.umm the usage of transition words.


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What did I find out?What happens to my students when I behave in such a way?

Final writing stageEverything is possible if you work withthe right person and have the same focus. Also writing can be

fun when you are interested with the topic, you dont have to

write about something big and heavy to show your potential.

With a simple topic but a concrete content you can write a good

article with a happy face.

Problems faced while completing an academicwriting.

The main problems were our language and grammar. Wecannot link out points together

. Fortunately, after ourdiscussion and tolerate, we deal it successfully.

I took too long analysing an article probably my analysinglevel has not reached there yet.


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What have I learnt from this study?

1. Teacher positive expectations and attitude towards students arecontagious and pervasive pygmalion is a symbiosis

relationship.

2. By giving chance for each group to decide on their own topicand content outline with minimal guidance raises student

teachers accountability and their self-belief.3. By helping them to be accountable since the beginning of the

writing made them accountable for what they did and all the

decision they made.

4. Data collected portray that student teachers perception,thoughts and attitude towards their ability in producing academic

writing have changed significantly from negative to positive as

they traversed through their task.


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5. Student teachers also began to realise new things while in theprocess of doing this task:

a. projected themselves as effective future teacher and had inmind what should be done when they later become ateacher.

b. became aware that having focus while writing is importantand it could be achieved by having a good content outline;

c. realised that having the right group members is pertinent incompleting a daunting task for a good support kept them

going;

d. appreciated the comments given by peers during peersevaluation stage. Comments here were seen as

constructive, not destructive. They had become positive in

accepting comments.


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This change of perception and attitute as well as realising newthings in self while completing a task is known as self-

knowledge.

Self-knowledge is having a better understanding our own self, goalsand abilities.

Unconsciously, being aware of self-knowledge is the by-product of this task.

6. This research has contributed to the field of knowledge byproving that teacher high expectations able to make students

produce high quality academic writing a discipline specificstudy that fills the gaps in previous research.


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ThankYou

Eliza Doolitle expressed it very welwhen she said,

You see, realy anduly, e

difference between a lady andaflower girl is not how she behaves,but how shes ead.

PygmalionGeorge Bernard Shaw, 1912

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Traversing an Academic Writing Task: Pygmalion in the Classroom