Critical Incident

My Critical Incident Report

     This incident occurred three  or four  years ago, I do not remember exactly.   There were about 36 students in the classroom and it was by the end of the year, September or October, perhaps.   The group was a really nice one, we had a nice relationship; they were very respectful and hardworking and there had no been any serious incidents before.  

     It was the first period of class and I do not remember the reason (maybe I had to examine some students) but I was not in the classroom so I gave the Preceptora some activities to do while I was out of the classroom and I told her the students had to hand in an assignment.   I asked her to collect them as soon as she entered the classroom since students were used to doing their homework in class and I did not accept that.  Before  I went into the classroom, she told me she had had some  problems with a boy who had refused to give her the assignment because he had not finished it.   The moment I entered the classroom, this boy approached me and wanted to hand in his task,  which I rejected.   Although I tried to explain the reason, he started to get furious little by little.   Soon he was out of control so I explained I was not going to speak to him until he calmed down and I ordered him to leave the classroom, to which he refused, of course.   In that moment, I thought he was going to hit me but fortunately, he  hit the table.  He kept on shouting and I kept on telling him to leave the classroom.   Eventually he did and I had to face the remaining group.   I apologized to them and they told me it was always the same with him and that they were tired of his attitude.   After that, I wrote an act and asked for a meeting with his parents since he could not change his point of view and understand he was wrong.

     After that incident I had some meetings with the headmaster, the director of studies and some other teachers since the problem with this student did not end.   I felt I needed extra support to cope with the situation. I suppose the reason for this could be understood by following Hoffman- Kipp (2003) who states that: “teachers function as resources for one another, providing each other with guidance and assistance on which to build new ideas” (p. 5). 

What I learnt from that experience is that you have to stay as cool as possible in that kind of situations; no matter how difficult they are for you.  I really believe we teach with our acts and I felt if I changed my viewpoint it would be easier but I would teach him that if you shout and become violent you may get what you want, which is totally incorrect.

References

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis.

            Theory into Practice.

Journal Entry

Critical Incidents: a tool for reflexive teachers

     Being able to reflect on their own practice has become a relevant tool for teachers.   Yet some questions arise, such as can they really benefit from critical incidents (CI)?   Does sharing with peers let them improve their own practice? To what extend do CI allow change in private practice?

     CI are being used at the Teacher Training for Secondary School Natural Science Teachers in  Zaragoza  as part of the learning process for the future educators.   This implementation is explained by Gonzales (2003)

     Conseguir un perfil de profesor que pueda sumir responsabilidades, hace necesario pensar en una formación continua del profesor, en una doble vertiente: como aprendiz, seleccionando, elaborando y organizando la información que ha de aprender, y como enseñante, planificando su acción docente, de manera que ofrezca a sus futuros alumnos, una guía de cómo utilizar los procedimientos de aprendizaje acorde con lo que ha asumido como aprendiz. 

     What is being pursued by this practice is to give teachers tools to have at hand when inserting in the educational system.    They are thought to help face difficult situations and it is significant that this is aimed at through reflection, together with bringing some real world into the classroom.

     CI are just one of the types or personal narratives which can promote professional development.   Therefore, the earlier future educators are trained in this technique, the more benefits they will have in their way to become professionals.

References

Fernández González J., Elortegui Escartin N., & Medina Pérez M.,  (2003). Los incidentes críticos en la

formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Universitaria de Formación de Profesorado, año/vol. 17, número 001 Universidad de Zaragoza. Zaragoza, España.   Retrived October 2011 from http://graduateseminar1.wikispaces.com/file/view/Griffin,+Using+Critical+Incidents.pdf

Kennedy, R. L. & Wyrick, A.M., (1995). Teaching as reflective practice. Tennesse: The University of

Tennessee

Book Critique

A book critique on Task Based Learning.  A fruitful  procedure

A Framework for Task- Based Learning by Jane Willis (1998) is a non- fictional book. It is  designed not only for teachers who want to go deeper in the world of task-based learning, but also for those who are just beginning to work with this approach.

 It is organized in three parts: the first one is called Starting points.   In it Willis (1998) provides a rationale for task- based learning (TBL)  through a deep analysis of teachers’ beliefs and assumptions about language learning.   The second part is  Task based Learning, which deals with the different aspects that should be taken into account when designing or working with tasks.  It is arranged into general view, pre- task phrase, managing learning task and summary.  The last part is Implementing task- based learning. It is divided into TBL for beginners and young learners and Adopting TBL: some practical issues, which cover different aspects connected to TBL.  

An outstanding aspect of the book under analysis is that of its theoretical background stated in the first part.  It clearly defines the teachers role when dealing with second language learning, including  how to handle error correction, teaching grammar versus being communicative and analyzing differences among the various kinds of students.  It also proposes four conditions for language learning, that is to say, exposure, use of language, motivation and instruction which seem to be of great help in the development of task learning.

This book also provides an extensive characterization of  tasks: “activities where a target language is used by the learner for a communicative purpose (goal) in order to achieve and outcome” (Willis, p. 27).  It also focuses on  the teachers role when developing tasks and planning lessons.   This  process consists of:  a pre- task phrase (involving preparation, topic identification, task instruction and time) together with  managing learner talk, running from turn-talking, mixed level classes and controlling large classes to balancing target  and first language.  Finally, Willis includes a wide range of task examples especially designed for beginners and young learners that could surely enrich any teacher practice in the classroom.

This book is a complete piece of work, which  provides easy- to- carry examples together with theoretical background.   In addition, it is organized in a coherent and consistent way, which makes it simple to follow.   Therefore, it is recommended  not only for educators  beginning to work with tasks but also for  those who want to go deeper into this field.

References

Willis, J. (1998). A framework for Task- Based learning. England: Longman.

Discourse Communities

A view on Discourse community

     A discourse community (DC) can be defined as “a knowledge community, a social mechanism that holds people together, and which emerges from them with certain values, aims, expectations and language-using practices” (Pintos and Crimi, 2010, p13).   Following Swales (1990) there are six basic criteria which characterize a DC. They are as follows: common goals, participatory mechanisms, information exchange, community-specific genres, highly specialized terminology and high general level of expertise.   Our aim is to support this idea from different points of view.   

     One of the most relevant aspects Swales (1990) proposes is that of participatory mechanisms understood as a way to provide information and feedback.   This idea could be  supported by that presented by Hoffman (2003) of teacher reflection.   It is understood as “ a process that is embedded in every day activities situated in school cultures that are social in nature , where interactions with others are an important medium in which reflection occurs”(p 3).    Hoffman also highlights the concept that following this practice “teachers function as resources for one another, providing each other with guidance and assistance on which to build new ideas” (p 5), which clearly reinforces the belief of teachers working as a cohort group.   Perhaps, the most relevant aspect is that “we are using the notion of reflection as a metacognitive mechanism that teachers can use to regulate their own practice before, during and after teaching” (p 5),  Since teaching involves working with so many people in many different situations, teachers must reflect on their practice as a group so as to obtain the best achievements.    In order to do so, Wenzlaff’s (2004) contribution might be very helpful.   He declares that “a collaborative culture comprised of teachers from different levels of schooling and content areas, as well as different district contexts, can help teachers to broaden their perspectives about teaching and learning an educational system” (p 9).   This idea clearly supplements the concept of participatory mechanism together with information exchange introduced at the very beginning.   Wenzlaff concludes that “a discourse community cannot exist in the absence of a collaborative culture and an environment that supports risk-taking” (p 9).

     In conclusion, discourse community is a concept that enriches the teaching process by turning this practice into a reflexive and collaborative one, where the members benefic not only by reflection but also by  social interaction.

References

Pintos, V., & Crimi, Y., (2010). Unit 1: Building up a community of teachers and prospective researchers. Retrieved September 2011, from http: //caece.campusuniversidad.com.ar/mod/resource/view.php?id=11392

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice.

Wenzlaff, T. L., & Wieseman, K. C., (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly.

Swales, J. M. (1990).  Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.