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True Thinking or Cosy Chats? Reflective Talk in Language Teacher Education. Fiona Farr University of Limerick. Overview. Theoretical discussion The LTE context Spoken and on-line corpus data: what they tell us The problem of interpretation Where to next: shape up or ship out?.
University of Limerick
Face to Face
TP Feedback: Tutors 63.57% STs 36.43%
Group Dis: Mentor 19.9% STs 80.1%
Chat: Mentor 25.75% STs 74.25%
Discussion Fora: Mentor 10.15% STs 89.85%
Face to Face
TP Feedback: 70.45 turns per 1000 words – highly interactive
Group Dis: 73 turns per 1000 words – highly interactive
Chat: 12.5 turns per 1000 words – mixture of monologic and interactive
Discussion Fora: 62 turns per 1000 words – highly interactive
In the top 10 most frequent words in each of the following differentiated categories:
Emotional states: comfortable, sympathetic, positive, happy, sense of belonging, successful, at ease, self assured
guilty, frustrated, pressure, stressed, apprehensive, bad, left out
I feel I will be able to….
I feel I should offer….
I needto (29 occurrences):
work, think, tailor, prepare, plan, look, take, increase, include, give, explain, evaluate, do, discipline, cover, comply, be, ask, improve, allow
Introduction: emotional state and some descriptive narrative
“At the end of week 5 I feel I am really becoming at ease standing in front of my classes and I feel much less stressed and on edge than I did during the first few weeks.”
“I want to reflect on a number of things. Firstly I know I need to increase my with-it-ness in class in relation to my time management. The second point for reflection is around the topic of classroom management. And the last topic for on-going reflection is the danger of complacency creeping into my planning and preparation for class disguised as a positive feeling of ease with my colleagues/students.”
“Time Management: It tends to be something that still slips by without me noticing… I tend not to be too concerned with it.…. However this is something easily remedied. I need to discipline myself to look more often at my watch and be aware of my point in the lesson at any given time. It is nonetheless important to me as a well-timed lesson that does not feel rushed and is brought to conclusion in an orderly manner speaks volumes for a teacher’s professionalism.”
Emotional state, some descriptive narrative, more emotions and short vague future-oriented action plans
“The past few days have been rather tiring and quite challenging. However, I am beginning to feel more comfortable in the school and I think that I have met all of the other staff members now…I was overjoyed that my first day had gone so well and welcomed the last class of the day with enthusiasm….
“Perhaps in my next few classes when they are used to seeing me as their new teacher I can use different stages in order to prepare them to work effectively together.”
Narrative description of each individual lesson in sequential order, followed by retrospective action orientation.
“A few students found the verbs difficult and so maybe tuned out. I should have pre-taught the verbs necessary to complete the letter alone. Using the pictures also, a good knowledge of verbs was needed and so I told each group some verbs that could help them. I think I should have kept the pictures more simple and somehow connected the verbs from the letter with that of the pictures. This would have kept it simpler and more would have been retained.”
Interpretation (What is the message? What does this mean?):
Evaluation (Is this an appropriate and acceptable way to convey the message? How would you feel if this was said to you?):
Interpretation dependent on:
- student attributes/personality
- student learning styles (internally referenced)
- student evaluation of the quality of the lesson
- relationship with the tutor
- teaching experience
- emotional involvement