In my end is my beginning
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The document analyzes trainee teachers' personal aims, categorizing them into areas like interaction, interpersonal skills, and teaching techniques. It correlates aims with performance results, noting that higher grades are often linked to effective interpersonal skills and clear planning. It also highlights the importance of ongoing reflection and development in teaching practices through various observation methods.
In my end is my beginning
- 1. In my end is my beginning: Trainee teachers’ personal aims Peter Beech peter@peterbeech.com
- 2. • 21 trainees • 2 courses • 4 trainers • 193 lessons
- 3. Trainee 1A The aims were in two broad areas: • planning activities • teacher language This trainee’s best four grades averaged 4.5, with the higher grades generally coming towards the end, as should be expected when a trainee improves during the course.
- 4. Trainee 1C The aims were generally different each time, and it could tentatively be hypothesized that a correlation might emerge between this and the trainee’s relatively high average grade of 5.
- 5. Trainee 1E 1E provided an early indication that there might perhaps be a correlation between aims relating to the trainee’s own language awareness and poor overall performance.
- 6. Categories of Aims Interaction Interpersonal Personal Planning Student Language Teacher Language Teaching Skills
- 7. Interaction Increase interaction between students More pair work Encourage group work More student-centred activity
- 8. Interpersonal Build rapport Make students feel comfortable Get students involved & having fun Be aware of students' difficulties
- 9. Personal Be more animated / enthusiastic Be more relaxed Stay calm & focused
- 10. Planning Prepare more material Anticipate difficulties Cater for various learning styles Create interesting activities More challenging activities
- 11. Student Language Increase STT Focus more on pronunciation
- 12. Teacher Language Grade language Speak slowly & clearly
- 13. Teaching Skills (1) Clear instructions & explanations Check comprehension Clear correction feedback Pace & time management Context setting Modelling & examples
- 14. Teaching Skills (2) Pay attention to all students Elicit response from quieter students Enhance confidence of less able students Encourage a range of student output
- 15. Most common aims Increase STT 25 Speak slowly & clearly 21 Clear instructions 13 Grade language 9 out of 193 lessons
- 17. Data ordered to show the individual lessons with the lowest grades…
- 19. Each trainee’s first two lessons are ungraded. Of the 7 lessons that received a grade of 3: • Each was a different trainee • Four were on the third lesson, one on the sixth and two on the ninth. Aims following these lessons were: • Prepare more material (twice) • Clear, concise instructions • Plan instructions • Use language students can understand • Develop less formal teaching style • Increase STT
- 20. 17 lessons received a grade of 5: • One trainee scored this grade six times • Three trainees scored this grade twice • Five trainees scored this grade once Aims following these lessons were: More detailed lesson plan Stay calm & focused Clear, concise instructions Grade language Focus more on pronunciation Check spelling Increase STT Build rapport Get students involved & having fun Enhance confidence of less able students
- 21. Aims following poor lessons: Aims following good lessons: Prepare more material (twice) More detailed lesson plan Clear, concise instructions Clear, concise instructions Plan instructions Use language students can understand Grade language Develop less formal teaching style Build rapport Increase STT Increase STT Focus more on pronunciation Check spelling Stay calm & focused Get students involved & having fun Enhance confidence of less able students
- 22. Data ordered to show the trainees with the highest overall grades…
- 24. For the trainee with the highest overall grades, aims concerned interpersonal skills or student language: • Be aware of students' difficulties • Build rapport • Get students involved & having fun • Create interesting activities • Focus more on pronunciation • Increase STT
- 25. Data ordered to show each observer…
- 27. Number of instances of each type of aim Observer D K P Interaction 7 5 0 Interpersonal 4 3 5 Personal 4 4 4 Planning 12 7 2 Student Language 7 16 3 Teacher Language 20 16 2 Teaching Skills 26 18 7 Total 80 69 23
- 28. Number of instances of each grade Trainer D K P M 3 1 5 1 0 3.5 7 2 1 1 4 44 42 18 1 4.5 4 2 5 0 5 4 5 3 5 Average grade 4.09 4.00 4.14 4.64
- 29. High degree of standardization in the average grades awarded by the first three trainers Grades given by M were significantly higher because: • All the lessons she graded were at the end of the course, where trainees generally perform better and / or • She hadn’t been trained sufficiently to standardize grading
- 30. Little discrimination Grades given by the three main trainers: • Made no use of the very highest and lowest available grades (2 and 6) or half grades (2.5 or 5.5) • 72% of all grades were 4
- 31. Progression of Grades 0 1 2 3 4 5 6 1 6 11 16 21 26 31 36 41 46 51 56 61 66 71 76 81 86 91 96 101 106 111 116 121 126 131 136 141 146 151 Lesson Number Grade
- 32. Repetition of the same aims It’s generally true that trainees who are making progress won’t state the same aim repeatedly. But… 1B 4 4-Inter Clear, concise instructions 1B 5 4-Inter Clear, concise instructions 1B 6 4-Inter Clear, concise instructions 1B 7 4-Inter Clear, concise instructions
- 33. Progression through the course Following lesson 1, most aims concern Teacher Language. From lesson 2, Teaching Skills become more significant. After Lessons 3 and 4, along with Teaching Skills, the focus shifts to Student Language. After lesson 5, there’s more emphasis on Interaction.
- 34. Correlation between aims and level of students Teaching practice for these courses was with three groups of students: • Starter (1) • Elementary (2) • Intermediate (4)
- 35. Number of instances of each type of aim TP Class 1 2 4 Interaction 4 4 4 Interpersonal 3 7 2 Personal 3 5 4 Planning 7 8 7 Student Language 15 4 8 Teacher Language 11 20 11 Teaching Skills 18 16 18
- 36. Observe existing practice Action Research Cycle Select area to focus on Implement change
- 37. On-Going Teacher Development Examine your own teaching
- 38. Tools of Observation Video or audio recordings of lessons Observation guidelines Checklists
- 39. Guidelines for Reflection What went well, and why? What went less well, and why? What were your aims? Did you achieve them? How do you know? What would you do differently next time? What is your personal aim for the next lesson?
- 40. Some areas to focus on Were your instructions clear? Did the students understand your explanations? How do you know? Was your timing accurate? What was the balance of TTT/STT?
- 41. Action Research for Trainers Perspectives on our own development What we focus on What we choose to comment on