6/17/2020 Disciplina: Prática Pedagógica Geral (EXAME ESPECIAL)

Prática Pedagógica Geral (EXAME

ESPECIAL)
Painel do utilizador / As minhas disciplinas / ing.ppg.ee.2020.1

preparation for Exam

Good morning everyone on this preparation Module!!!

My name is Pedro Abudremane Sumila, Master in English Language teaching. I will be

working with you during these weeks of exam preparation. Please be committed on what you
are aiming for.

- You are supposed to read carefully the notes and start reading further on some aspects you
feel like having more details. Just in case of some doubts we can interact via forums.

Good luck!!!

General Teaching Practice Module/Exam

General Teaching Practice Module (PPG)

Main objectives: Trainees are intended to be able to :

- Explain the Concept of reflective teaching and its importance;

- Explain the approach to classroom investigation;

- Change classroom practices in order to improve your teaching;

- Develop your critical analysis and teaching capacity, and;

- Develop your observation capacity.

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NotesApproach to Classroom Investigation in

Language
Topic-1: Approach to Classroom Investigation in Language

Activity one: (do it for yourself and discuss with a colleague when possible)

a) Have you ever stopped to think about or discuss with your colleague a lesson you have just
taught?

b) Was it because there was a problem that occurred during the lesson?

c) Did you do anything after the reflection or discussion?

Congratulations if you have done it successful!!! Now read the following: You most probably
have done this and most likely this may have happened unconsciously. So, the main objective of
these questions is to take you into the spirit of the key issues of this lesson, and hopefully, bring
about the idea of investigating your classroom and reflecting about the lessons you teach. According
to Richards (1996: 67) “much can be learned about teaching through self-inquiry (…) rather than
drawing (…) an external source of knowledge as an impetus for change or development”. In the very
case of Mozambican teachers it is sometimes quite difficult to have an option about your teaching
from an outsider because most of you are you own in their schools with no other teachers your
resource to in case of uncertainty or difficulty and the other people within the school can be of very
little help or no help at all because they are not informed about English language teaching.
Therefore, it is essential for your professional development to gain self-observation capacity through
critical reflection of your teaching.

Many years of teaching on your own may not bring any tangible changes in the classroom. Change
in classroom practices and teacher development as well as the improvement of quality of teaching is
very likely to occur when teachers think about what happens in the language classroom. This
thinking exercise has to be done in a systematic and cyclical manner. In this way, you will be
starting to investigate the classroom and engaging in reflective teaching.

Task- two: Try to spend some minutes discussing and investigating what you think is meant by
systematic, cyclical and reflective teaching.

_________________________________________________________________________________
.

Congratulations!!! You probably have said that “systematic” means methodological or organized.
For “cyclical” you may have said it means reoccurring or repeated and finally, for “reflective
teaching” you may have said that it means thinking about or analyzing your teaching including
everything that happens in the lesson. As you can see, the thinking that is being talked about here is
not supposed to be done randomly. Instead, it is supposed to be done in an organized, consistent
and continuous way with the only objective of changing classroom practices and, therefore,
improving the quality of teaching and assistance that is provided to students. This improvement of
the standards will enable the students to achieve their learning goals. In addition, this thinking can
be regarded as an essential tool for professional development that begins in the classroom.

As has been said in previous paragraphs this investigation process needs to be done in an
organized manner so that significant results can be achieved. For this to happen, you may need to
start the process by asking yourself specific questions regarding issues that arise in your classroom
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during the teaching and learning process. These questions will give your inquiry some kind of
consistency and a direction.

Task-3: (do it for yourself) Try to write down some specific questions that you can ask yourself about
your teaching, as the starting point of your reflection or investigation process.

_________________________________________________________________________________
.

Feedback on the previous task

Good!! You may have come up with an extensive set of questions, which perhaps include the
following key questions: What am I teaching? What was the main goal of the lesson? What
teaching procedures did I use? Was my teaching effective, why? What problems did I
encounter and how did I deal with them? How can I do it better?...

The attempts to find answers to these questions will be the starting point of the investigation
process and it is very likely that it will trigger a deeper understanding of your teaching.
Therefore, teachers who engage in this kind of reflection about their own teaching will be in
better position to evaluate the degree of their professional development accurately and they
will be definitely be able to find out what aspects of their teaching need improvement.

If this inquiry process is seen as an ongoing process and a routine part of teaching, it will
empower teachers and make them feel more confident in trying out different teaching
alternatives as well as enable them to make precise evaluation of the impact on teaching. In
other words, this critical reflection will help the teachers to make a clear and accurate picture of
what really happens in the classroom and be able to measure the gap between what has been
taught and what learners have actually learned. As Cross in Richards (1996) asserts the
process of reflection can be regarded as “…the study by class teachers of the impact of their
teaching on students in their classrooms. The basic premise of classroom research is that
teachers should use their classroom as laboratories to study the learning process as it applies
to particular disciplines: teachers should become skilful, systematic observers of how the
students in their classroom learn”.

Classroom Investigation Tools (Teaching

successfully)
1.1 Classroom Investigation Tools

According to Richards (1996) in his book “Reflective Teaching in Second Language Classroom”
investigative tools are to improve teachers’ strategies so that they can become more systematic
and effective. These are: teaching journals, lesson reports, observations and action research.

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1.1.1 Teaching Journals – These are written or recorded accounts of teaching experiences,
which serve two main purposes: record ideas or events for later reflection and trigger insights about
teaching since writing can also be seen as a discovery process. What would normally happen in a
“teaching journal” is that the teacher would provide a detailed description of the teaching activity or
event, including the concerns that were noticed during the lesson. In addition, the teacher would also
outline alternative procedures for future reference.

1.1.2 Lesson Reports – These are written accounts of the relevant features of the lesson,
which would allow the teacher to monitor what happened during a lesson in terms of time spent on
different parts of the lesson as well as the effectiveness of the lesson as whole. What distinguishes a
“lesson report” from a “lesson plan” is that while a lesson plan gives a description of what the
teacher intends to do in a given lesson, a lesson report gives a description of what actually
happened during the lesson from the teacher’s perspective. Another possible way of lesson
reporting is through responding to questions that would draw teacher’s attention to the main features
of the lesson. Here are some question examples on lesson reporting: What were the main goals of
the lesson? What did learners actually learn in the lesson? What teaching methodology or
techniques did I use? Were they effective? Why? What problems was I confronted with and how did I
deal with them? What were the most effective parts of my lesson? Why? What were the least
effective parts? Why? What would I have to do differently if I taught this lesson again? As can be
seen, the questions above can yield relevant information about the main features of the lesson that
can help you to monitor your teaching. Let’s now turn to another classroom investigation tool:
Survey or Questionnaires – These are generally based on questionnaires or surveys administered
to students or any other relevant people in order to gather as much information as possible
regarding particular aspects of teaching or learning. Surveys and questionnaires seem to be
effective ways of gathering information about effective dimensions of teaching and learning, which
includes beliefs, attitudes, motivation and preferences.

1.1.3 Observation – This is about observing a cooperating teacher’s class or peer observation:
this can be done by a teacher visiting a colleague’s class in order to observe different aspects of
teaching and share experiences. Unfortunately, there is a generalized bias about observation with
the result that not many teachers do seem to be very comfortable with it because they usually
associate it with evaluation rather than an occasion for sharing experiences. Therefore, in order to
minimize this kind of bias, observation should be limited to being an information gathering tool, a
single moment for sharing classroom experiences, rather than being used as an evaluation
instrument for teachers. In order for the observation to yield desirable results it should not be done
for its own sake or randomly. Instead, it should be organized with a specific focus so that the
observer knows exactly what to look for. In fact, when we observe a lesson we are interested in all
teaching and learning events that occur during the lesson such as classroom management, time
management, and delivery, the suitability of the activities, student’s engagement and performance,
teacher/student rapport and so on. Generally, the observer should have an observation
instrument/sheet containing specific aspects of the lesson or teaching to focus his/her attention on.
After the observation has taken place there should be a post-observation session, where both
teachers meet and the observer reports on the information he collected during the lesson and
discusses it with the class teacher. One important aspect here is that both teachers should think of
possible alternatives to improve the weakness.

1.1.4 Action Research – Action research can be defined as teacher-initiated classroom

investigation with the main purpose of deepening teacher’s perception of many aspects inherent to
teaching and learning process. In this deep understanding that may help the teacher to bring about
innovation regarding classroom practices. It is made of an “action plan” which comprises four main

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steps: planning, action, observation and reflection. The first thing that needs to be done in “action
research” is the selection of an issue or concern noticed in the classroom so that it can be examined
in detail. The next step is the selection of suitable data collecting tool, which is followed by the
actually collection of information, analysis of the information, and then decision on where and what
kind of changes need to be operated. After changes have been operated, it is necessary to device
an action plan so that the problem can be solved. Once the action plan has been implemented, the
last step is the evaluation of the effects that result from the introduced changes. Since this is a
cyclical activity the teacher may start from the first step again, if necessary. The other thing to
consider here is that each group of students or class is different, such that what may seem to be
effective in one class may prove to be ineffective with a different group. Therefore, you as a teacher
need to keep an eye to all classroom occurrences.

As it seems, if the teacher is equipped with all that has been said in this topic, he/she will be in a
better position to do self-observation and grow professionally. As Richards and Nunan (1990) argue
that experience needs to be blended with critical reflection to give more impetus for professional
growth, because experience on its own is not enough for teacher to develop professionally.

Topic –two: The Institution and Planning (Curriculum,

syllabus and lesson plan)
Topic –two: The Institution and Planning (Curriculum, syllabus and lesson plan)

2.1 Planning, Textbooks and syllabus

According to Harmer (1991:256-258) & Nunan (1988:28-37) the overall decisions about planning in
education is taken by higher authorities. Of course it will be necessary for a large institution to know
that the same kind of teaching is taking in all its classes at the same level, previous decisions about
the exact syllabus and the textbook to be used can often tie teachers to a style of teaching and to
the content of the classes if language teachers are not careful because of the sequence which is
observed in these instruments. Many institutions present the syllabus in terms of the main textbook
to be used; by a certain date teachers are expected to have covered a certain number of contents in
the book. At the same time teachers are often provided with a list of supplementary material and
activities that are available. So, here there is a need of having discerning teachers who can move
around the available materials selecting what they want to use and discarding parts of units that
seem to them to be appropriate. It is true that most teachers are under considerable pressure both
because they are obliged to complete the syllabus and because they teach a number of classes.
They are also influenced by the attitude of the institution where they teach, their colleagues and the
students who sometimes see the textbook not just as the provider of the syllabus but also as a
program of study and activities that has to be closely followed. However, there are two major
reasons why such an attitude may not be in the best interests of either students or teachers: first,
teachers who over-use a textbook and thus repeatedly follow the sequence in each unit may become
boring over a period of time for they will find themselves teaching the same type of activities in the
same order again and again. In a such situation, even with good textbooks, students may find the
study of English becoming routine and thus less and less motivating and monotonous. It means
good planning involves a variety of teaching methods, techniques and activities. One of the reasons

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of worrying about textbooks is that they are not written for your class. Each group of students is
potentially different from any other. Another worry is that whether the textbook has a balance of skills
and activities appropriate to your class.

From the above ideas it is worth to say that in planning there is a need of applying two main
principles which are variety and flexibility. “Variety” means involving students in a number of
different types of activities and where possible introducing them to a wide selection of materials
(interesting planning, teaching and learning). While “flexibility” comes into play when dealing with the
plan in the classroom, for any number of reasons what the teacher has planned may not be
appropriate for that class on that particular day. The flexible teacher will be able to change the plan
in such a situation.

The Job of Teaching

2.2 What teachers should know in the job of teaching?

Before teachers can start to consider planning their classes they need to know a considerable
amount about three main areas: the job of teaching, the institution and the students.

2.2.1 The Job of teaching

Here there are six areas of necessary knowledge namely the language for the level; the skills
for the level; the learning aids available for the level; stages and techniques in teaching; the
repertoire of activities; classroom management skills; (ibid:260-261- read further for details).

2.2.2 The Institution

Teachers need to know a lot about the institution in so far as it is involved with their teaching.
The following five areas of knowledge are crucial: time, length and frequency; Physical
conditions of the institution (school); syllabus; exams and restrictions (ibid:261-262- read
further for details).

2.2.3 The students

- who the students are (age, sex, social background, occupation, what the students bring to the
class- motivation, educational background, knowledge, interest, what the students need
(ibid:263-265-read further for details).

2.2.4 Lesson Planning (Pre-plan and the plan)

2.2.4.1 The pre-plan

Before teachers writing down the exact contents of such a plan, they need to think about what
they are going to do in a general way so that their decisions are taken on the basis of sound
reasoning. The decisions are based on teachers’ knowledge regarding “students” and the

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“syllabus”. Thus, these decisions cover four main areas namely activities, language skill,
language type, and subject and content.

2.2.4.2 The plan

Lesson plan is the teachers guide used along the lesson. And according to Harmer (1991:268)
it has five major components namely description of the class, recent work, objectives, contents
and additional possibilities (read further on these five components and models of lesson plans
pp.268-274).

2.2.5 Teacher’s roles

According to Harmer (1991:235-249) & Mutiru, Mwangi and Schlette (1995:25-37) teachers
play different roles in their classes: a teacher can act as “an authority in his/her discipline;
planner and manager of time; an academic guide to students; an adviser and counselor;
a researcher and consultant”.

2.2.5.1 Teacher as an authority in his or her discipline

Teachers put themselves on the “firing line” whenever they go for their lessons. Students will
either shoot them down or acclaim them. Students continually assess their teachers informally,
and the amount of confidence they have in them depends on a large extent on the perceived
level of their competence in the subject they teach. Broadly speaking, students rate very high
lecturers who know their ‘stuff’. When a particular course/subject is assigned to a teacher,
there is no excuse whatsoever for a teacher to give students but the best. Not only do the
students expect that from a teacher but in a way they also demand it. Studies show that in
some cases, lecturers fail to perform efficiently because of one or all of the following: lack of
adequate preparation, poor delivery techniques, pitching the lecture above or below the level of
students and insensitivity to the expectations of students.

2.2.5.2 The teacher as planner and manager of time

Teachers must plan their days, weeks, and the entire academic year so that they can
accomplish all their work: Teachers need time to: prepare their lectures, give their lectures,
supervising students carrying out research, carry out their own research, grade the
assignments they have given to their students, set and mark their examination/test papers,
attend departmental meetings and conferences, attend and serve on committees to which they
are elected or appointed. All these tasks have to be undertaken along with teachers other
commitments at home and in the community. In planning teachers’ time, they have to take into
consideration the relative importance of the tasks, the sequence in which they should be done
and teachers own capacity to cope up with them.

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2.2.5.3 Teacher as an academic guide to students

Many students will register to take the courses teachers offer because they need them as
requirements for earning a degree and also because they think that they can cope with the
work involved. As a teacher you also assume that your students can follow the courses you
give. However, you may find that when you give your pre-planned mid-course test, some
students perform below your expectations. What do you do in such situation? One easy way
out is just to record the marks and conclude that the below average performers are not capable
or did not pay attention to your lectures. In either case, you should hold a conference with the
class a s whole and later, individually with those students who have performed below
expectations. This will take some time but if, as was suggested, you plan to accommodate
such conferences, and then there will be no problem. So, having identified the main problem,
the teacher can go on advising, giving further tasks/ tests and guiding those students having
some problems on the task (s).

2.2.5.4 Teacher as an adviser and counselor

In most institutions of higher learning, there is usually a Department of clinical Psychology and/
or a Department of Guidance and counseling. The staff in such Departments is usually
professionals. They normally organize clinics for students who need some counseling. Despite
this, many students will also come to the teacher for adviser on personal matters (teacher as
parents).

2.2.5.5 Teacher as a Researcher

In many instances, the ultimate goal of carrying out a research is to publish in learned journals.
Being published constitutes a vital criterion for promotion. There three indicators of the
efficiency of a University teacher (Research, publication and promotion). So, University
teachers need to carry out researches which involve local students in order to find out solutions
to some teaching or learning problems.

2.2.5.6 Teacher as Consultant

The establishment of a University in a community is looked upon as a blessing in many

respects. Not only does a local University provide immediate employment for middle-level
manpower, but it also acts as a reservoir from which experts can be drawn for local and
national activities. The experts are expected to render high skill service to the community. Thus
university lecturers are being invited to: give public lectures on academic topics; chair functions
organized in the community; carry out researches on relevant issues in the community;
participate in local politics; act as role models and assist with extension work.

3. Task: Read further on Curriculum, Syllabus- (design, procedures, activities), Teaching

methods, theories, approaches and principles.

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Doubts on General teaching Practice Module

Normal Exam (on 27th/07/2020 from 8:00 to 10:00

o'clock)
In this week you are sitting for the normal examination. It is on 27th/07/2020 from 8:00 to 10:00
o'clock

Attention!!! Once again, you should read and try to understand all the contents and concepts given
on general teaching Practice Module.

Resit Exam (03/08/2020 from 8:00 to 10:00 o'clock)

In this week you are sitting for the last call examination. (Remember it is your last chance) do
your best.

Good Luck!!!!

Bibliography:

Harmer, J. (1991) The Practice of English Language Teaching. London: Longman.

Harmer, J. (1993) The Practice of English Language Teaching. London: Longman.

Mutiru, B. Mwangi, A. and Schlette, R. (1995) Teach Your Best: A Handbook for University
Lecturers. FranKfurt (German):University of Kassel.

Nunan, D. (2000) Language Teaching Methodology: Textbook for Teachers. London:

Longman.

Nunan, D. (1988) Syllabus Designing: A Scheme for Teachers Education. Oxford: OUP.

Richards & Nunan (1990) Reflective Teaching in Second Language Classroom.

Cambridge: CUP.

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Nome de utilizador: JOAO JOAQUIM ANTONIO ALFANDEGA (Sair)

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