paulina liżewska, paweł kamiński viewpoints on using the epostl in elt departments
TRANSCRIPT
no r.no maybe r.yes yesI can understand the requirements set in national and local curricula. - 2 10 18 11
I can evaluate and select meaningful speaking and interactional activities to encourage learners of differing abilities to participate.
- - 10 19 12
I can design and select different activities in order to practiseand develop different listening strategies (listening for gist, specific information etc.)
- - 6 20 15
I can apply appropriate ways of reading a text in class (e.g. aloud, silently, in groups etc.). - - 5 23 13
I can introduce, and help students to deal with, new or unknown items of grammar in a variety of ways (teacher presentation, awareness-raising, discovery etc.).
- 3 9 16 13
I can evaluate and select a variety of activities which help learners to learn vocabulary. - - 5 20 16
I can evaluate and select activities which enhance the learners’ intercultural awareness. - 6 13 18 4
no r.no maybe r.yes yesI can identify and evaluate a range of coursebooks/materials appropriate for the age, interests and the language level of the learners. 1 3 14 14 9
I can design learning materials and activities appropriate for my learners. - 1 7 19 14
I can plan specific learning objectives for individual lessons and/or for a period of teaching. - 2 9 22 8
I can structure lesson plans and/or plan for periods of teaching in a coherent and varied sequence of content. - 1 3 23 14
I can be flexible when working from a lesson plan and respond to learner interests as the lesson progresses. - 2 6 17 16
I can encourage learner participation whenever possible.- 2 14 13 12
no r.no maybe r.yes yesI can take on different roles according to the needs of the learners and requirements of the activity (resource person, mediator, supervisor etc.). 1 1 12 15 11
I can evaluate and select a variety of activities which help learners to identify and reflect on individual learning processes and learning styles. 1 4 12 18 6
I can evaluate and select tasks most suited to be carried out by learners at home. - - 10 21 10
I can evaluate and select valid assessment procedures (tests, portfolios, self-assessment etc.) appropriate to learning aims and objectives. - 6 17 14 4
• “There is nothing particularly difficult in answering
questionnaires.”
• “I am aware of my skills as a teacher, and I am able to
say what I can do and what I have to work on.”
• “The task itself was easy, but there might be some
things I don’t know or see in myself.”
Quotes
• “I have too little experience to evaluate myself
so specifically.”
• “Hard to say, as we are forced to do certain
activities by a teacher.”
• “I haven’t had enough teaching practice to
answer all these questions.”
Quotes
Conclusions
• Students have most problems with:– Assesing appropriate procedures (tests, portfolios etc.)– Personal approach towards pupils– Assesing appropriate materials
• Because they did not have related course yet
• Most students are either well prepared or self-confident
• They have no problem with more theoretical tasks, e.g. designing lesson plan, or other practiced in schools
Quotes
• “If you don’t like teaching, you will be a bad
teacher no matter how well you are trained.”
• “Inborn qualities are helpful, but there are many
rules to be learned.”
• “One can be trained as a teacher, know various
techniques, ways of teaching, but it is not
possible to acquire love for teaching.”
Quotes
• “There is too much to read, prepare and learn, and
there’s not much time to think about teaching itself.”
• “Sometimes we have to look at our actions from a
different perspective.”
• “Problems are impossibly idealized and often have
nothing in common with real lessons, pupils and
problems.”
Conclusions
• Being self-reflective is not easy– Students might have had time to reflect, but they
might have not realized that– It is a process
• Nobody knows about EPOSTL or even a portfolio method of self-evaluation– Although it would be useful
Personal note
• We need to vanquish our vanity, try to be objective, look from different perspectives
• Self-reflection is a first step to become a better teacher
• There is a need to highlight reflection during teaching courses