This is a presentation showing the effects of the whole reflective process on student teachers' teaching and learning process.
1. Action Research ByCheok Mei LickIPGK Perempuan MelayuMelaka
2. TitleThe Effects of ReflectiveFramework on the Teachingand Learning Process amongthe TESL Bachelor ofTeaching Preparatory CourseStudents 3. IntroductionI wanted students to be aware of factors that were involved in theirteaching and learning process the relationship between teachingand learning their future roles 4. Key words Reflection Reflective practitioner Mindful teachers Journaling Metaphors 5. Focus of the StudyRaise awareness as to thefactors that were relevant andspecific only to themselves factors are aspects involved in theirteaching and learning process encouraging hindering 6. Focus of the StudyI wanted to know if thisframework is effective toinfluence change in my studentsperceptions, thus change someof their actions. 7. Research Questions How does the reflective frameworkhelp my students be aware of thefactors that both help and hinderthem in their teaching and learningprocess? How reflective process help them informing their future identity as ateacher? 8. Subjects in the Study First semester students of athree-semester Bachelor ofTeaching Preparatory Course Journal writing is done everyweek after their 2 hours class 9. Template of the JournalInfluencesPositive/Enhancing Negative/Inhibiting JanesFactorsFactors Comments1. Personal [me-student]2. Teaching [you lecturer]3. Friends4. Situation 10. Journal explainedThe template answers the 4 questionsbelow:1. How did I learn?2. How was I taught?3. How did I interact with the other students?4. How did the surroundings enhance or inhibit my learning process? 11. Intervention Plan Action research plan is basedon Kurt Lewins (1946) model Hobans (2000) reflectiveframework which I adapted foruse. 12. Action Research ModelPlanning Reflecting ActingObserving 13. Hobans reflective Framework brainstorming discussionAwareness explicate modelling [think aloud] examples Analyse study factors that either enhance/inhibit their learning identify key factors for all the 4 factorsSynthesis deepening of reflection identify a metaphor to show the relationship between the 4Theorising factors small theories t formed new knowledge into existing ones stimulate reframing Action new actions taken 14. Awareness Brainstorm and discuss withthe students about theteaching and learning process Model how I reflect throughthink aloud 15. Analyse Stage Write their experiences inclass by studying whatinhibited or enhanced theirteaching and learning process 16. Synthesis Stage Students will collate andidentify key factors for each ofthe 4 factors ; personal,teaching, peer and situational 17. Theorising Students will produce ametaphor in order to explainhow they view the relationshipbetween teaching andlearning 18. Action Deduced implications for theirfuture role Students established framesand routines before thereflection process may bereframed now. Lead to professional andpersonal change 19. Findings and Discussion 15 weeks journal entriescollated Metaphors 20. Student 1:Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factorstry to understand in detail exhausted do more practicelazy to revise & complete motivate myself homework2. Teaching factorsgave meaningful advicenone elaborated with examples inspires3. Peer factorscooperative & helpful none not selfish4. Situational nonenervous as today we have factors a test 21. Student 1: Metaphor 22. Student 2: Collated JournalsInfluences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factorslearn morelazy to do revision and homework do more practiceexhausted motivate oneselfkeep making same mistakes when using song is interesting making new sentences2. Teaching factorsadvice & encouragementclass cancelled last minute keep reminding to check our was scolded grammar too strict and serious teach and explain more extra notes and exercises uploaded online3. Peer factorscooperative misunderstanding during discussion4. Situational factors video clip shown made us realised nervous during test about lifetoo many assignments to be having test submitted at the same time active feedback session Comfortable lab 23. Student 2: Metaphor 24. Student 3: Collated JournalsInfluences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factorsstudy strategy workednegative thoughts about the past video shown in class inspired herlazy to revise test motivated her to study and revise her too much sleep work love to procrastinate realized she needed to improve her grammar the more she learns the more confused she is do self-reflection after teachers encouragement and also scolding in class more confident when having to do presentation in class2. Teaching factorsgood choice of video teacher too serious in class made her afraid inspired by teachers motivational words to ask question attempt a task immediately after the input needed more time for ISL tasks prefer input from the teacher and not from her task was set without clear explanation friendskept repeating the same words when scolding realized other methods of teaching grammar teachers notes and explanation helpful3. Peer factorsdiscussion was helpful noisy when doing ISL tasks healthy competition help each other to improve4. Situational factors air-conditioned room was goodgoing home after class prefer the computer lab than her classroom classroom was hot using songs in class brought fun into thenot enough time to discuss after class with classroomthe teacherno LCD in classproblem with her speakertensed when being scolded 25. Student 3: Metaphor 26. Student 4: Collated Journals Influences Positive/Enhancing factors Negative/Inhibiting factors1. Personal factorsnever give up till she can exhausted understand not confident read up before class concentrates in class presentation made her more confident2. Teaching factorsclear explanationtask on a song lyric was not check and correctsuitable continuous tasks notes given motivational talks presentation using mind map was helpful3. Peer factorscontinue discussion after classnone encourage one another4. Situational factors conduciveno LCD in the classroom online tasks helpful no speaker in the classroom 27. Student 4: Metaphor 28. Student 5: Collated JournalsInfluences Positive/Enhancing factorsNegative/Inhibiting factors1. Personal factorstries to understand her contentcannot understand what was having to present helped her taught understand betterconfused2. Teaching factorstasks set helped her understandscolded by teacher better clear explanation notes given stressed importance of grammar3. Peer factorspeers helped explained further noisy and distract her at did online tasks togethertimes4. Situational factors comfortableno internet connection 29. Student 5: Metaphor 30. Student 6: Collated JournalsInfluencesPositive/Enhancing factors Negative/Inhibiting factors1. Personal factorsdo as much grammar confused with the tree diagram exercises as she can not enough time learn to select suitable video afraid to ask questions for teaching2. Teaching factorslikes the online learning mode coursework helped improved her understanding notes given clear explanation kept reminding to work hard3. Peer factorscooperative & helpfulmost are weak in grammar4. Situational None submission all coursework at the factorssame time 31. Student 6: Metaphor 32. My ReflectionInsights from students Implications for my self-study of teachingjournalsStudents find me too serious Try to smile more and be more pleasant in class. Beand moody at times.consistent with my attitude in class.Students do not like lastTry to remember to inform students earlier of any changesminute change.Students learn better when I Try to teach them first and followed by discussion of tasks.explained. Do away with individual presentations in a grammar class.Students afraid to ask meTry to be more tolerant of whatever questions posed andquestions. again smile more.Students like the use of mind- Try to come up with different activity each time you entermap and varied activitiesclass.when learning grammar.Students worried of beingTry not to scold students. If I do need to scold then do notscolded. They areembarrass them. Be more careful.embarrassed. 33. Implications for Me Every experience isinterpreted differently byevery student. A mirror of my teaching. 34. Conclusion John Dewey (1933)