3.Self Monitoring

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36 MJAL 4:1 Winter 2012 ISSN 0974-8741 SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT BY P.M. USHA RANI SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT. P.M. USHA RANI, PROFESSOR OF ENGLISH B.S.ABDUR RAHMAN UNIVERSITY, CHENNAI. Abstract Teachers can evaluate their own performance by collecting information of their classroom teaching and classroom management. This is called self monitoring. It is intended for personal professional development. This is done through a systematic and o
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  36 MJAL 4:1 Winter 2012 ISSN 0974-8741 SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT BY P.M.USHA RANI   SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT.   P.M. USHA RANI, PROFESSOR OF ENGLISHB.S.ABDUR RAHMAN UNIVERSITY, CHENNAI.Abstract  Teachers can evaluate their own performance by collecting information of their classroomteaching and classroom management. This is called self monitoring. It is intended for personalprofessional development. This is done through a systematic and objective collection of teachingbehavior and this information is used for taking decision to introduce necessary changes forbetter teaching in future. Self monitoring is done to gain a better understanding of one’s ownteaching and one’s own strengths and weaknesses as a teacher. This self appraisal is necessaryfor teacher development. Introduction  Change occurs in the field of education particularly in the domain of English Language Teachingwhenever a new curriculum is framed or when new vision and mission statements are formulatedin centres of learning or even when job profiles differ exerting changes in students’ needs. If teachers wish their learners to achieve higher proficiency in their subjects and desire jobsatisfaction, they need to update their professional knowledge despite academic qualificationsand pre- service training. Developing professional knowledge involves indulging in self reflection and evaluation, developing subject matter knowledge and skills of teaching, expandingknowledge base about research, teaching theories and principles , taking different roles andresponsibilities like supervisor, mentor teacher, teacher researcher, or materials writer. (Richardsand Thomas S.C.2005).  37 MJAL 4:1 Winter 2012 ISSN 0974-8741 SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT BY P.M.USHA RANI   Teacher development lies in identifying specific immediate and long term goals to achievehigher level of learning among students and get better results. Applied linguists cite elevendifferent approaches that promote professional development. They are workshops, self-monitoring, teacher support groups, journal writing, and peer observation, teaching portfolios,analysis of critical incidents, case analysis, peer coaching, team teaching and action research. Strategies for Teacher Development Teacher development is a long term goal and is aimed at facilitating a deeper understanding of teaching and of themselves as a teacher. The different goals of teacher development are :ã Understanding how the process of SL development occursã Understanding how our roles change according to the kind of learners we are teachingã Understanding the kinds of decision making that occur during teachingã Reviewing our own theories and principles of language teaching.ã Developing an understanding of different styles of teachingã Determining learners’ perception of classroom activities.The conceptual framework of Teacher Development looks at teacher education as a packagecomprising the following approaches:1.   Teacher learning as a skill . According to this approach, teaching consists of masteringbasic skills such as questioning, giving explanation and presenting new language foreffective teaching.  38 MJAL 4:1 Winter 2012 ISSN 0974-8741 SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT BY P.M.USHA RANI   2.   Teaching learning as a cognitive process : This approach views teaching as a complexcognitive process that draws upon teachers beliefs and thought process to take adecision suitable to a particular classroom practice. Processes include self monitoring, journal writing, and analysis of critical incidents.3.   Teaching learning as a personal construction . According to this belief learnersinternalize knowledge by actively reorganizing and reconstructing new experience intotheir personal framework (1988). In teacher education this approach focuses onteacher’s self awareness through journal writing and self monitoring.4.   Teacher learning as reflective practice : This view of learning assumes that teacher’sdevelop their skills by experience through focused reflection on the nature and meaningof classroom practice.Thus reflective reviewing is seen as a teacher training and development strategy. TeacherDevelopment can be better understood by making a comparison between novice and experiencedteachers. According to Tsui 2003 some of the differences between fresh and experiencedteachers seem to lie in “the different ways in which they relate to their contents of work and theirconceptions and understanding of teaching...”One of the yardsticks for measuring Teacher’s efficiency and professionalism is by self appraisal. This consists of taking stock of the teacher’s current knowledge, skills and attitudesand see how best it can be applied to better use for future teaching. In other words reflectivereviewing is necessary. This is known as self monitoring. It is undertaken in order to have abetter understanding of one’s strengths and weaknesses as a teacher. This can be made by asystematic and objective collection of information and use this for making decisions for futureplanning.  39 MJAL 4:1 Winter 2012 ISSN 0974-8741 SELF MONITORING – A STRATEGY FOR TEACHER DEVELOPMENT BY P.M.USHA RANI   Vignette  I am presently teaching oral communication skills to the first year students of InformationTechnology of B. Tech programme at B.S.Abdur Rahman University .The first step inpreparation involved circulating a questionnaire to collect information regarding their personalprofile like age, schooling background, medium of instruction , course completion marks inEnglish language, their contact with English language in terms of activities like readingnewspaper, watching films, writing letters or emails etc. Then I gave an orientation to thestudents on the methodology of making an oral presentation using a power point presentation.Thereafter they were made to view video clippings of oral presentation in the languagelaboratory. Before beginning the course, I motivated the students by highlighting the benefits of Oral communication- like getting selected in campus recruitment drives, climbing up the careerladder, taking up overseas jobs, being held in high esteem by colleagues etc. The actualclassroom practice began with warm up activities like telling about me, indulging in conversationmaking. Then the presentation followed. It was for a time capsule of three minutes.The topicsgiven for presentation was 1. Impact of mass media on youth 2. Advantages and Disadvantagesof mobile phone use 3. Child labour. While the students made presentation, I prepared a lessonreport. Procedure for self monitoring:  Writing lesson reports is the procedure adopted for self monitoring by me. While a lesson plandescribes the plan of teaching, a lesson report describes what actually happened during thelesson. It is usually written after the class is over by jotting down as many details as I couldrecall. Observation on aspects like Articulation (audibility, pronunciation & pitch), Coherence (organization and cohesion) and Logic(correlation of ideas in the argumentation). This is called alesson report. While a lesson plan tells what the teacher sets out to do in class to teach a lesson ,a lesson report tries to record what actually happened in class during a lesson . It is normally
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