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TO ASSESS THE STUDENTS OR OURSELVES?

Journal Name:

  • Journal of Educational and Instructional Studies in the World

Publication Year:

  • 2014

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
We the teachers try to do our best to provide the greatest means for the learner groups we interact with. At times, but quite rarely, we find it easy to reach our aim but at other times we are forced to face a great challenge. In such times we, just as any human being would do, tend to put the blame on the groups we interact with: “They are not good students,” or “they do not study enough” are only a few of the sample phrases we utter and yet we discover in the end that complaining or trying to change our learner group prove to be useless. In that case I would suggest changing ourselves since it would be much easier to deal with the hundreds in particular schools. The scientific description of this approach in educational sciences is “self-reflection” which could also reasonably be termed as “self-criticism”. In line with this approach present discussion aims to provide a general outlook on self-reflection and positive results likely to arise once we adapt this perspective as a new teaching trend.
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REFERENCES

References: 

Primary Source:
The Characteristics of Reflective Feedback: Kathleen Mc Enerney et al. “Building Community through Peer Observation.” American Association for Higher Education, Forum on Faculty roles and Rewards (San Diego, CA, January 18, 1997).
Secondary Sources:
Bailey, K.M. (1990). The use of diary studies in teacher education programs. In J.C. Richards and D. Nunan (Eds), Second.
Bartlett, L. (1990). Teacher development through reflective teaching. In J.C. Richards and D. Nunan (Eds), Second Language.
Bond, D.R. Keogh and D. Walker (Eds). (1985). Reflection: Turning Experience into Learning. London: Kogan Page.
Brock, Mark N., Bartholomew Yu and Matilda Wong. (1991). “Journaling together; collaborative diary-keeping and teacher development”. Paper presented at the International Conference on Second Language Teacher Education, City Polytechnic of Hong Kong, April 1991.
Harmer, J. (2007). How to teach English? (5th ed.). Harlow: Pearson Longmann.
JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES
IN THE WORLD
August 2014, Volume: 4 Issue: 3 Article: 03 ISSN: 2146-7463
Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org
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Pak, J. (1985). Find Out How You Teach. Adelaide, Australia: National Curriculum Resource Centre.
Pollard, A & Tann, S. (1993). Reflective Teaching in the Primary School. (2nd ed.), London: Cassell.
Powell, J.P. (1985). Autobiographical learning. In Boud, et al. (pp. 41-51).
Richards, Jack C. (1990). The teacher as self-observer. In Jack C. Richards, The Language Teaching Matrix. New York: Cambridge University Press (pp. 118-143).
Richards, Jack C. and Charles Lockhart 1(994). Reflective Teaching in Second Language Classrooms: Cambridge, CUP.
Richards, J.C. and Rogers T.S. (1986). Approaches and Methods in Language Teaching: A description and analysis. Cambridge, UK: Cambridge University Press.

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