REFLECTIVE TEACHING

Teaching as learning on both sides of the desk

All INTERACTIONS involve mutual influence. Teacher must know students but teacher
don’t need to be transformed, more important, T moves students to a desired
understanding.

Teaching is a learning experience

Knowledge of teaching
Declarative knowledge Procedural knowledge
Statements, facts => comes from books Comes from your own experience
Common zone btw 2 knowledge => learning

Three dimensions of teaching

Cognitive Affective Behavioural
Beliefs, attitude Positive feeling Action

Perspectives on learning to teach:

Knowledge is
contextual

Learning is learning is
social distributed

Learning is social: learning is a dialogue

Learning is distributed: learning occurs within the class (affected by stds in class)

Practical
wisdom

Teacher

Experience Theory

Reflection??
Teaching is a continual process of planning, reflecting and adapting, where you learn
from your own teaching experience to refine and develop your practice
To simplify the point, we do not learn from experience, but from reflecting on
experience, and it is these lessons we take forward.
Reflective teaching:
Looking at what you do in the classroom, thinking about why you do it, and thinking
abour if it works – a process of self-observation and self-evaluation
Exploring your own teaching

Why
What
How

Foci
If the lesson went well we can describe it and think about why it was successful.
If the std didn’t understand a language point we introduced => T think about what T did
and why it may have neem unclear.

Key features of reflection

Refection results in learning
Refection is in active process of learning
Refection involves problematising teaching
Refection is not a linear process, but a cyclical one
Refection encourages looking at issues from different perspectives

Why reflection?
Learning new techniques for teaching is like the fish that provides a meal for today,
reflective practice

Pre-requisites for successful reflective practice

Open-mindedness
Whole-heartedness
Responsibility

Model for developing expertise and achievement

 Meta-cognitive skill

THINKING
Learning skills knowledge
SKILL

Motivation

Models of reflection:
Reflection in action/ on action/ for action/ within
Skills:
Self-awareness
Reflection
Critical thinking

Emotional turn: past: learning inside learners’ mind >< now: language learning is
emotionally driven, teaching is emotional labour (task: create emotions)

Criteria do you think would be appropriate to evaluate the effectiveness of your

teaching?
Learner engagement: behavioural/ cognitive/ emotional/ social

How to write a reflective essay (bắt đầu từ tuần sau)

Write a report (nộp bài vào tuần sau)

Reflection questions
Reflective Journal (cuối kì nộp)

ASSIGNMENT
 LESSON PLANNING
Definition
A written description of how std will move toward attaining specific objectives.
Describes teaching behaviours

Components:
Objectives
Activities
Evaluate

Roles of lesson planning:

Provide a framework
Think through and rehearse the teaching process
Provide security
Determine the sequence and timing of activities
Realize the teacher’s principles and beliefs
Structure of lesson plan
Learning objectives: Note: be realistic
Opening: help learners relate the content of the new lesson./ assess relevant
knowledge/ establish an appropriate “set” in learners.
Strategies to start: ask questions/ asks std demonstrate/ give a quiz/ review hw.
Interaction patterns

A lesson is serious work, but it can also be fun.

10 rules for classroom performance:

Avoid translating when you can demonstrate
Avoid explaining where you can act
Avoid making a speech when you can ask th

Pacing
Closure:
Increase the effectiveness of lesson

Level of student engagement

Self-evaluation: Backward lesson design: Consider what evidence need to be collected
to prove that std have met the goal.
Teaching Grammar: Research, Theory, and Practice
Post – structuralism: different points, different ideas.
Post – modernism
What is grammar
- Necessary: + without grammar, spoken and written words lose much of their
meaning and lost most of their value
+ without grammar => std struggle with S,W,R,L
- Definition:
Social grammar: the greater the gap, the more grammar (ppl pay attention to
grammar more in formal context)
A set of rules for syntax that allows language users to communicate
Types of grammar:
Prescriptive grammar: establish rules for the correct use of language (how language
should be use)
Descriptive grammar: provide a precise account of actual usage (how ppl use language
in everyday communication)
Pedagogical grammar: designed specifically for teaching a foreign language or develop
awareness of the mother tongue.
Systemic functional grammar: grammar is a meaning of making system.
Three-dimensional Grammar Framework
Form/structure: morphosyntactic & lexical patterns, phonemic/graphemic pattern
Use/Pragmatic:

Teaching grammar: Main principles (form, meaning, use, the importance of

Teaching Writing: Research, Theory, and Practice

Teaching W is to teach std how to organize ideas (cohesion and coherent)
W focus learners’ attention more on form, meaning. W requires higher level of accuracy
W to learn <=> Learn to w
(1) W encourage std focus on accurate language use, bc they think as they write, may
provoke language development as they resolve problems which w put into the mind
Type of exercise:
Disguised word copying
A list of sentences and put them into the correct order:
Reinforcement grammar
Preparation writing
Sentence writing
Describing picture
Cloning language
Learning to write
Using the meaningful task in action
Error correction
Creative w: stem/frame poems
Dictoloss (dictation+loss words)
How to write a paragrah
Controlled composition: incomplete letter
Essay Writing
Types of exercise:
Complete the following paragraphs with topic sentence given. The paragraph should
include the information listed below each topic sentence.
Read the topic sentences and write sentences or questions to explain wh infor should be
included in the paragraph
Integrating writing into other skills.
 TEACHING RECEPTIVE SKILL: LISTENING AND READING COMPREHENSION
Language skills and Sub-skills
Completely effective in a language => be competent in the skills of reading, writing,
listening, and speaking, in thinking about teaching.
Sub-skills?

Listening and Reading – Similar?

Listening and Reading – Different?
How important? – provide linguistic input

Process of comprehensions:
What is said/written (recognition) => What is meant by what is said/written?
(comprehension) => What is intended by what is said/written? (Utilizing/ Applying to
context)

Reading and Listening is a very active and dynamic process. Std constantly interacts with
the text and combines information from the text with other sources of knowledge
Reading comprehensions are complex multidimension process.

Types of activities for teaching receptive skills:

Gist
Implication
Specifics
Detailed understanding

Level of comprehension
Literal => Interpretative => Critical

3 approaches to teach L+R

Top down
Bottom up
 Interactive

Teaching procedures:
Pre => While => Post
 TEACHING SPEAKING SKILLS
Speaking – Definitions:
A process of building and sharing meaning through the use of verbal and non-verbal
symbol in a variety of context.
An interacting process of constructing meaning that involve producing and receiving and
processing information
 Common: meaning-making
 Differences: language + non-linguistics, contexts
Purposes:
- Focus on learners’ pronunciation: word stress, intonation (paralinguistic element: cận
ngôn ngữ)
- Select appropriate words and sentences according to the proper social setting
audience, situation and subject matter.
- Organize their thoughts in a meaningful and logical sequence.
- Use language as a means of expressing values and judgments.
- Use the language quickly and confidently with few unnatural pauses, which is called as
fluency (Nunan, 2003)
Spoken language Written language
- Lower number of content words/ higher
number of grammatical words
- Clauses linked by conjunction (and, but,
so etc)
- High use of personal pronouns
- Inexplicit references into external
context

Why important?
- Like a bridge linked between learning a new language and using language to
communicate in real life.

Speaking competence:
Knowledge of language and discourse: grammar + vocabulary + pronunciation,
organization of your speech
Core speaking skills
Communication strategies: cultural understandings, non-verbal language,

Producing connected speech

The ability to interact
Talking round gaps in their knowledge
Speaking in a range of context
Balancing accuracy, fluency, and complexity
How to teach speaking/ conversational English.

Main goals of teaching speaking are:

Std should talk a lot
Language use should

Lesson procedure:
Present => Motivate => Practice => Apply.

Teaching speaking CIRCLE

Focus learners’ attention on speaking => provide input => conduct speaking tasks =>
Focus on language/skill/strategies => Repeat the speaking task => Direct learners’
reflection on learning => provide feedback on learning
TIPS: THINK – PAIR – SHARE

Interaction skills:
Management skills: opening, turn-taking, interrupting, topic-shift, adjacency pair,
closings.
Some utterances (questions, invitation, apologies, compliments) require an immediate
response/ reaction from the listener. The utterance and the response is call AN
ADJACENCY PAIR.
Getting feedback from your listener

Speaking activities
Controlled activities => Guided activities => Creative activities

Qualities of spoken language:

Fluency: Speech where the message is communicated coherently with few pauses and
hesitation, that causing minimal comprehension difficulties for the listeners
Accuracy: communicated using correct grammar.
Complexity: communicated precisely. More grammatical forms are use

A task-based approach – a goal-oriented

Requires the group, or pair, to achieve an objective that is usually expressed by an
observable result, such as brief notes, or list, a rearrangement of jumbled items.
The result should be attainable only by interaction btw participants

Skills
Project-based learning

Feedback: Corrective, Supportive, Encouraging.

Assessment: The learner is informed how well or badly has performed
Correction: Some specific information or provided on what the learners perform.

Noticing questions: (Timmis 2005:21)

How formal/informal do you think the dialogue is?
How well do you think the speakers know each other?
What do you think they would say in a more formal context?
What would you say in a similar context in your language?
Would you like to use this kind of spoken language? Why? Why not?