Teach English in GAoliying Zhen - Beijing

Teacher self analysis Whether you are a new teacher or experience teacher, it is always important that from time to time, you evaluate and assess your teaching skills and abilities in the classroom. For new teachers, this can be achieved in a number of ways, for example: - By observing how experienced teachers perform in a classroom setting taking notes, and adapting what you have seen, towards developing your own personal style. - Or by having an experience, teaching observer/ monitor, record your lesson. So that later, he or she can offer tips to improve your techniques. - Keeping a daily journal of your classroom experiences, and reviewing your lesson plans, is also, a very good way of monitoring and developing your individual progress. - Being flexible and creative in your teaching, keeping up to date with technology and new methods, can be very rewarding, - Feedback from students, this is normally expressed visually, by their interest or lack of interest towards your lesson. Remember that you are a teacher, not a genius with all the answers, sometimes, reflective teacher educational development is just, as important as, student development. Re:- http://www.tesolcourse.com/tesol-course-articles/self-analysis/article-01-mr.php A teacher who talks to much using little or no visual stimulation will be far less successful than the teacher who engages the students getting them actively involved in the learning experience allowing elicitation of the target language. So what has this to do with self analysis and the tesol course? The answer really is quite simple, because without some degree of reflection on their work, teachers will never be aware of how boring and ineffective their lessons are. Are they talking too much? Do they use visual stimuli? Are the learners actively involved in the process? Self analysis of the experience teacher: For the matured teacher, self analysis might not be, as frequent, as for a new teacher because, they have developed and tested, their teaching techniques over many years, to a very high degree of success, and adapting to new ideas may not always be in line with their established and often fixed routines. However, as in all walks of life, and professions, it is always important to reflect on past achievement and recognize failures in order to adapt, discover and promote new methods. This also applies for the mature teacher; regular self assessment/analysis plays a significant role, in evaluating, tweaking and adapting to new ideas and routines. Otherwise a teacher may un-knowingly fall into a negative Routine. For example: Although, some mature teachers have developed and established a set daily routine, especially if they have been, situated in one place, over a long period of time? If the reader has seen, the first part of the CD in unit 10, of this course, it is obvious that the teacher, had developed in my view, a negative routine, and the possibility to self analyze is limited. The teacher in this scenario is showing, little motivation and is probably just repeating the same lesson plan, that he taught last term and the term before that? The motivation and creativity, he one had, as a young freshman to the profession, seems to have dissolved, losing his enthusiasm and ability to teach in a professional manner, resulting in daily stagnation/burnout. ?The professional development of teachers especially takes place during their daily routines in the classrooms, which has hardly been a subject of interest within the schools (Kwakman, 1999). It seems to be appropriate to start the fight against burnout at the roots of its origin: the daily classroom practices. Collaboration is the essential foundation for school reform efforts (Curtis & Stollar?, 1996. Naturally, he or his friends/ colleagues, should have recognized this situation earlier. Had that been the case? The teacher may have been able, to re-assess and re-evaluate his situation, that in turn would reflect a more positive, approach in his teaching methods, and techniques, as seen, in the second part of the CD? Allinder (1994) showed that teachers with strong self-efficacy beliefs are more prepared to experiment with and later also to implement new educational practices. These teachers were not only better planners and organisers in matters concerning their work but they appeared to be more enthusiastic as well. Our study also suggests that teachers with strong self-efficacy beliefs show a greater readiness to adopt innovative educational practices and are less susceptible to burnout than their counterparts with weak self-efficacy beliefs?.