The Qualification Work is preliminary discussed in the English Department.Protocol No. 12 issued on May 12, 2014

MINISTRY OF HIGHER AND SECONDARY SPECIAL

EDUCATION OF THE REPUBLIC OF UZBEKISTAN

 

ТЕRMEZ STATE UNIVERSITY

ENGLISH PHILOLOGY DEPARTMENT

 

 

FINAL

QUALIFICATION PAPER

 

on the theme

«CLASSROOM INVESTIGATION AND MANAGEMENT»

 

 

	DONE BY: 4th course student of the English department Makhmudova Z.E________
	SUPERVISOR:Hasanova K.B.  ____________

 

The Qualification Work is preliminary discussed  in the English Department.Protocol  No. 12 issued on  May 12, 2014.

 

 

 

TERMEZ - 2014

 

CONTENTS:

 

 

INTRODUCTION….………….………………….…………….………………...3

CHAPTER I. CLASSROOM INVESTIGATION AND  OBSERVATION…..9

1.1. The Importance of Classroom investigation…..………………………………9

1.2. Types of investigation and skills ……………………………....……………13

1.3  Classroom observation and involvement ……………………………..……..20

CHAPTER II.CLASSROOM MANAGEMENT …………………………….26

 

2.1. Classroom Management and Motivation ………………………………..…..26

2.2.Classroom Management Skills and Strategies  ………………………………45

2.2. How to be a good teacher….………….…………….……………….…… …55

2.3 Ways of practice classroom management…………………………………….60

CONCLUSIONS….………….…………….………….…………….…………. 63

REFERENCES….………….………….………….…………….………….…... 65

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

 

The President of the Republic of Uzbekistan I.A.Karimov has noted the fоllowing words:“Achieving our goals, building new democratic society, the future of the reform will depend on the available intellectual capability, cultural and spiritual values. The fore, one of our priorities is to improve the educational level of the population, upbringing of the younger generation to be able to implement the concept of the national renaissance.”1

After the Decree No.1875 of the President of Uzbekistan, named “About measures of improving foreign language learning system” issued on December 10, 2012  many changes took place in  foreign language teaching system,after that teaching foreign language became more important and significant. Increasing globalization has created a large need for people in the workforce who can communicate in multiple languages. The uses of common languages are in areas such as trade, tourism, international relations, technology, media, and science.

In today’s global world, the importance of English cannot be denied and ignored since English is the most common language spoken everywhere. With the help of developing technology, English has been playing a major role in many sectors including medicine, engineering, and education, which, in my opinion, is the most important arena where English is needed. Particularly, as a developing country, Uzbekistan needs to make use of this world-wide spoken language in order to prove its international power. This can merely be based on the efficiency of tertiary education.

Consequently, English should be the medium of instruction at universities in Uzbekistan for the following three reasons: finding a high-quality job, communicating with the international world, and accessing scientific sources in the student’s major field. First reason for why English should be the medium of instruction at universities in Turkey is that it helps students find a high quality jobs for students to find. In business life, the most important common language is obviously English. In addition to this, especially, high-quality jobs need good understanding ability and speaking in English.

Therefore, companies can easily open out to other countries, and these companies generally employ graduates whose English is fluent and orderly. For example, the student who is graduated from a university which takes English as a major language will find a better or high-quality job than other students who don’t know English adequately. In other words, the student who knows English is able to be more efficient in his job because he can use the information from foreign sources and web sites. He can prepare his assignments and tasks with the help of this information.

Therefore, undoubtedly, his managers would like his effort or prepared projects. In addition, many high-quality jobs are related with international communication and world-wide data sharing. University graduates who are in a international company and business are needed to communicate with foreign workers.

For instance, if their managers want them to share the company’s data, they are expected to know English. Moreover, they will even have to go business trip for their company. Absolutely, all of these depend on speaking English as a result, new graduates have to know English in order to get a high-quality job, and the others, who don’t know English, may have lack of communication and be paid less money.

Teaching English as a second language is an important task that produces a number of powerful rewards. First, there is the feeling of pride that as a teacher you have made a difference in the life of a student. Second is the contribution you have made the international community by minting a new speaker of the English language, one who can now communicate across cultures and worldwide in the lingua franca of the modern age. Teaching English as a second language is a noble calling, empowering students to take their places in the global community and become active participants in the global conversation.

Today’s English language learners are a diverse collection of immigrants, businesspeople, students, and artists who share a dedication to the English language and a love of learning. Teaching English as a second language to these students is an honor and a privilege, one that we as educators share with all of those who strive to give student the tools they need to take on new enterprises and reach for their dreams. The gift of a second language is a window onto a new world, bringing into focus a wealth of conversation, information, and understanding that would otherwise be forever closed to the students who seek to learn a new language. We therefore look forward every day to giving our students the tools to succeed in all their dreams. Have you ever wondered what it would take to start teaching English as a foreign language? For native English speakers, there are often many opportunities for traveling overseas and teaching English language arts to students in another country. You may be wondering if you have to already know another language when teaching English to others, but some of the best English lessons are often the result of a teacher who only knows English and therefore forces the students to speak in English to communicate.

This method of teaching where you force your students to only speak English is known as the direct method or the natural method of teaching a foreign language, and focuses heavily on correct pronunciation and gaining conversational skills.

The first skill you will need to master to start successfully teaching English as a foreign language is the ability to use body gestures and signs effectively. Many students find that they learn a new language better when they are forced to speak only English in the classroom. By refusing to use your student's native language, you force them to learn English by first using your body language and gestures to teach them new words, and then using what they've learned to build even more knowledge. This pattern of learning closely mimics the way babies and infants learn a language, and therefore this method of teaching often 'sticks' better than using rote memorization of English words. Another important strategy when teaching English is to have your students practice common phrases until they feel completely comfortable with those phrases. This technique is often used with diplomats and allows the student to focus heavily on correct pronunciation and accent.

For example, teaching the English equivalent of common greetings, questions, and idioms can go a far way towards teaching English language arts. It's important when teaching any language to focus on the most useful and common phrases first, so your students are able to start conversing right away. There are hundreds of English teaching guides that will help you choose what sorts of phrases and words to focus on first.

The present graduate qualification named «Teaching and presenting vocabulary  in upper classes »is also belong to this group of works and devoted to study the vocabulary development activities in teaching English in upper classes of secondary schools.

What makes a good teacher? Well, that probably depends on the subject matter and the level of the students. However, some teachers can make even the most boring material seem interesting (and alternately, some teachers can make interesting materials boring). Some of it has to do with personality and charisma, but part of a teacher's effectiveness is due to his/her knowledge and application of good teaching practices. These teaching practices range from setting goals for the class to making effective presentations to listening to students questions.

Effective teaching begins prior to the teacher entering the classroom. Teachers must formulate their goals and think about how they will achieve them before facing the students. Once in the classroom, the teacher must be able to apply a number of different methods of teaching to reach students with different learning styles. In order to encourage critical thinking and real life application, students must be pushed to think outside the box. This means teachers need to be able to create an environment for this to occur.

The work consists of 2 main chapters, introduction, conclusion parts respectively and the list of used literatures. the first chapter introduces the peculiarities of teaching in classrooms and methods of investigate to learners.

The second chapter of the work introduces how to manage the classroom. Strategies and techniques for it. At the end of the work there given  conclusion part, where general ideas about classroom management and investigation.

The actuality of the work: During the preparation of this qualification work we looked through different scientific and practical works devoted to  language teaching methods. At present language teaching methods are developing fast. New teaching methods, strategies and techniques appear in educational life.

Teachers and their individual teaching styles cover the spectrum. Some are strict, some are lenient, some are funny, and some don’t hang around long enough to develop a style at all…you get the picture. The “burnout rate” for new teachers is shocking.

Many simply cannot handle the demands of the job, so after the first year or two, they find another profession. The ones who are still teaching after four or five years are most likely doing something right. They’ve found a way to manage their classes, and they’ve been able to keep the administrators happy enough to decide to renew their yearly contracts.

Every teacher goes about teaching a little differently. There is not, nor should there be, a “cookie cutter mold” for effective educators. Students benefit greatly from experiencing a variety of teaching styles.

My graduate qualification work is also dedicated to study the properties of classroom investigation and management learners.

The aim of the work is study the methods of investigate and peculiarities of management in teaching .

Investigate is important element for effective teaching and classroom management. Your grading and discipline guidelines should be as objective as possible. Students can easily understand which ones are your favorites. It’s natural to like some students more than others, but this should never influence grades, rules, or classroom policies.

Practical  aims Teaching is as much about learning what works for students (and you know some of this:  you were once a student) as it is about learning what works for you. I’m not saying you should never leave your comfort zone, but I am saying that following the latest education fad isn’t going to make you a good teacher. Figuring out your style and working your lessons into a form that suits you and your style

The objects of the work:

• To discuss the peculiarities of investigation and management.to give information aboutt classroom investigation and management.

• to give information about different activities for investigate pupils. the main activities directed to vocabulary teaching

• to discuss how motivated learners

• to give information how to be a good teacher

The methods of the work include the comparative methods, the method of component analyses and the translation method.

The novelty of the work:  in this graduate qualification work for the first time we discussed the classroom investigation and their peculiarities, methods and types .

The scientific significance of the work  is that the work aims to study the new methods of classroom research and management in teaching English, analyses the character of activities  for developing  students. 

The practical significance of the work is that the work can be used as the methodical aid to English teachers who teach EFL.

It also contains good material for the teachers of language higher institutions, schools and colleges and could be as well appreciated by any person interested in the course of Methods of teaching English. It will also be helpful for students and future specialists.

CHAPTER 1 CLASSROOM INVESTIGATION AND OBSERVATION

 

1. Importance of investigation

 

Methodology is the systematic, theoretical analysis of the methods applied to a field of study, or the theoretical analysis of the body of methods and principles associated with a branch of knowledge. It, typically, encompasses concepts such as paradigm, theoretical model, phases and quantitative or qualitative techniques.

A methodology does not set out to provide solutions but offers the theoretical underpinning for understanding which method, set of methods or so called “best practices” can be applied to a specific case.

It has been defined also as follows:

1. "the analysis of the principles of methods, rules, and postulates employed by a discipline";

2. "the systematic study of methods that are, can be, or have been applied within a discipline";

3. "the study or description of methods".[5.P.16]

Generally speaking, methodology does not describe specific methods, even though much attention is given to the nature and kinds of processes to be followed in a particular procedure or in attaining an objective. When proper to a study of methodology, such processes constitute a constructive generic framework; thus they may be broken down in sub-processes, combined, or their sequence changed.  In recent years, the word methodology has become a "pretentious substitute for the word method". 

There are distinctions between methodology and methods; methodology is the research strategy that outlines the way one goes about undertaking a research project, whereas methods identify means or modes of data collection.[6.P.23] 

Many recent uses of the word methodology mistakenly treat it a synonym for method or body of methods. Doing this shifts it away from its true epistemological meaning and reduces it to being the procedure itself, the set of tools or the instruments that should have been its outcome. A methodology is the design process for carrying out research or the development of a procedure and is not in itself an instrument for doing those things. Using it as a synonym for method or set of methods, leads to misinterpretation and undermines the proper analysis that should go into designing research.[5, P.22].

Methodology  is  a  branch  of  pedagogy  which  dealing  with  peculiarities  of  teaching  a  certain  subject.[22, P.12].

Methodology  of  Foreign Languages Teaching  is  a  body  of  scientifically  tested  theory  concerning  the  teaching  of  foreign  languages  in  school  and  other  education  institutions [20, P.17].

Methodology  is  a  system  of  principles  and  ways  of  organization  and  construction  of  theoretical  and  practical  activity  as  well  as   teaching  about  this  system [2, P.14].

Methodology  is  a  science  which  studies  aims, contents, means, principles, techniques  and  methods  of  a  system  of  instruction  and  education [3, P.15].

Methodology  is  a  branch  of  didactics  which  relates a linguistic  theory  to  pedagogical  principles  and  techniques. The scholars’ve considered the relation of methodology of  FLT to other sciences.  

The  objective of the present research    is    integrating  some aspects    of knowledge  of  English,  didactics, psychology,  linguistics  to  formulate  basic  professional  and  pedagogical  habits  and  skills. In  G. Rogova’s  opinion, methodology  covers  three  main  points:

• aims  of  TEFL(Teaching English as a Foreign Language);

• content  of  TEFL;

• methods ( supplement 2), principles  and  techniques  of  TEFL.

But  it  becomes  evident  that  the  three  components  do  not  constitute  the  whole  teaching/learning  process. The  activities  of  learners  and  teachers, their  interaction (symmetrical  or  asymmetrical) and  the  role  of  instruction  materials  are  the  outstanding  constituents. The  task  of  methodology  is  to  integrate  the  relationships  among  them  and  to  draft  requirements  for  each  of  them.

Teaching  a  subject  is  viewed  here  not  simply  as  the  delivery  of  prescribed  formulate, imparting  a  certain  amount  of  knowledge, but  also  developing  habits  and  skills, but  also  as  activity.[19, P.33].

Children vary enormously in their concerns and needs. We can help all students feel safe and be successful learners when we understand their concerns and figure out how to meet their needs.

Often children who have behavioral challenges lose control when certain "triggers" occur. If we're aware of a child's triggers, we can prepare the child for an upcoming challenge. I helped Melanie feel prepared and thus calm by saying, for example, "We're going to be writing about our hopes for school this year. I remember you told me that you like recess. What do you hope to play during recess?" With Frankie, one-on-one coaching and role-playing potentially difficult social situations gave him some strategies for dealing with his frustration when others disagreed with him. Knowing students is also core to forming a trusting student-teacher relationship with them, which is a major factor in students being engaged in school. The sad fact is that some children, especially those with behavior challenges, go through year after year of school without a positive relationship with a teacher.[18, P.46].

We need to find what's likeable in each student, especially the ones who may be hard to like immediately, because they're the ones who need a trusting relationship the most. I watch and listen to the child closely so I can see things from that child's point of view. Relationship-building can pay big dividends in the child's improved behavior and schoolwork.

I can then help the shy children and the excluded children become a part of the group. Misbehavior and lack of academic success often grow from an unmet need to belong.

To teach students effectively, I also need to understand their learning styles, their academic strengths and weaknesses. It's especially important to unravel this puzzle when the child is struggling. So often, children misbehave because they don't feel academically successful. If we can figure out how to help children succeed academically, their behavior will often improve.

In addition to careful observation, what are other ways to learn about students?

I start getting to know students before school even starts. I read over their records. I talk with their former teachers. I learn which strategies worked and which didn't with children who struggle socially or academically. Chloe needed a brisk walk around the classroom before the day began. Pete stayed focused if he got to record comments on the white board during lessons.

Families are a rich source of information. Before school starts I send home a questionnaire asking simple questions like "What does your child like to do at home?" and "What are your hopes for your child this year?" This tells me who loves to play outside, whose parents aren't home much, which families report struggles over routines. Knowing all this will help with problem-solving when a child is, for example, having difficulty completing homework or learning classroom routines.

 

 

2. Types of investigation and skills

 

Scientists use different methods of investigation in different circumstances. These methods include (in no particular order) fair testing, identifying and classifying, modelling, pattern seeking, and researching.

Research has shown that science teaching is dominated by fair testing. The principles of fair testing are important, but may not always enable students to understand ideas or concepts, answer their questions, or understand how scientists work and the nature of science.[7,P.48].

The aim of this section is to broaden your understanding of the different types of investigations you can use with your students. The activities provided on this website also provide examples of these types of investigations.

Fair testing

Fair testing finds relationships between factors (variables). A single variable is changed while keeping other variables the same. Any differences are said to be the result of the changed variable.

This method is most easily suited to technology investigations, for example, ‘Which paper towel can soak up the greatest volume of water?’, and physical sciences, for example, ‘Will the reaction go faster if a more concentrated acid is used?’ Fair testing is particularly well suited to investigations that record measurements.

This method will not work well where investigations:

• need to be done in the field

• are monitoring change over time

• need to examine a whole system, not just isolated parts.

       Identifying and classifying

Identifying and classifying involves sorting objects or events into groups or categories. Clear systems (criteria) must be developed and used. Keys are often used as criteria to carry out a classifying process, for example, identifying and naming plants.

If the criteria are changed the groupings that result may be quite different and can lead to new scientific discoveries. For example, living things were initially divided into two kingdoms – plants and animals. When micro-organisms were discovered and studied, changes were made to the classification system and the number of kingdoms. A five kingdom classification system is now commonly accepted.

   Modeling

A model can be used to help students understand how a process works, or to explain ideas or a concept. More than one model can be used to explain different aspects of the same concept, for example, there are several models that help describe the structure of the atom.

Some models are already produced, for example, a model heart or diagram. Others will need to be set up, for example, using flour to model impact craters on the Moon.

Electronic models can show sequences and processes, and some can be found on the Internet, for example, Day and Night: Views from the SouthernHemisphere and Open Heart.

Pattern seeking

This method involves observing and recording natural events, or carrying out experiments where the variables can’t easily be controlled.

In pattern seeking, it is still important to note and record variables. The investigator needs to try to identify patterns that result from these variables.

This method is well suited to system sciences like geology, astronomy, ecology, or meteorology.

Once a pattern has been observed this may lead to other investigations in an effort to try to explain why a particular pattern occurs, and to a classifying and identifying system.

Pattern seeking can also help us create models to explain observations, for example, to explain the phases of the Moon.

Researching

Researching involves gathering and analysing other people’s opinions or scientific findings in order to answer a question or to provide background information to help explain observed events.

Research can also show how scientists’ ideas have changed over time as new evidence has been found.

Students need to practice each stage in the research process.

Stage 1: Focusing and planning 
Questions relevant to the direction of the research are generated.

Stage 2: Sourcing information 
Appropriate resources must be found. Using a range of different sources of information helps ensure the ideas are those commonly accepted.

Stage 3: Analysis 
The information needs to be organised and then analysed to ensure that valid conclusions can be drawn.

Stage 4: Reporting 
Finally the research must be reported. This can be done in various ways – for example a demonstration, a poster, a video or a report.

Students who want to find out things as a scientist, will want to conduct a hands-on investigative experiment. While scientists study a whole area of science, each experiment is focused on learning just one thing at a time. This is essential if the results are to be trusted by the entire science community.

In an investigation, students:

• Ask a testable question

• Research the topic

• Make a hypothesis about the outcome based on the research or their own knowledge

• Design the investigation

• Conduct the investigation

• Collect Data

• Make sense of the data and draw a conclusion

• Present their findings for peer review

What is a Testable Question?

The key to a good and manageable investigation is to choose a topic of interest, then ask what is called a “testable question.” Testable questions are those that can be answered through hands-on investigation by the student. The key difference between a general interest science question and a testable question is that testable questions are always about changing one thing to see what the effect is on another thing.

Here are some examples of broader science questions and testable questions:

 

Easy Testable Questions (recommended for elementary level)
Broad Questions (lead to science reports)	Testable questions (lead to investigations)
How do plants grow?	What amount of water is best to grow tomatoes? or What type of soil is best to grow petunias? or What amount of sunlight is best to grow daffodils?
What makes something sink or float?	How well do different materials sink or float in water?
How do rockets work?	How does changing the shape of a rocket’s fins change its flight?
How does the sun heat up water?	Does the sun heat salt water and fresh water at the same rate?
What happens when something freezes?	Do different liquids freeze at the same rate?
What makes cars move?	How does the surface on which a car moves affect how fast it goes?
How do batteries work?	Which type of battery lasts the longest?
What makes a magnet attract things?	Does temperature have an effect on a magnet’s strength?
Why does ice melt?	What is the best insulator to keep ice from melting?

More Complex Testable Questions (recommended for middle school level)
Broad Questions (lead to reports)	Testable questions (lead to investigations)
How do lubricants work?	Which combination of lubricants will work best on a bicycle wheel?
What can affect animal behaviors?	What is the effect of a low-level electrical field on the movement of fruit flies?
What happens when water expands as it freezes?	How much force is needed to keep water from expanding as it freezes?
What is soap?	Which detergent removes stains the best?
What is bread mold?	What conditions keep bread mold from growing on bread?
What do birds eat?	What type of food and feeder will attract the most cardinals?

 

 

 

Individual students may be better suited to learning in a particular way, using

distinctive modes for thinking, relating and creating. The notion of students having

particular learning styles has implications for teaching strategies. Because preferredmodes of input and output vary from one individual to another, it is critical thatteachers use a range of teaching strategies to effectively meet the needs of individuallearners. Sound health instruction should incorporate a variety of teaching methodsintended to complement the learning styles of children. This should lead to younglearners who are both intrinsically and extrinsically motivated to inquire, infer, andinterpret; to think reflectively, critically and creatively; and in the final analysis to makeuse of the knowledge and skills they have gained by becoming effective decisionmakers.[11, P.19].

Сlassrooms investigation as something that can only happen ‘inaddition’ to teaching and learning, something that can only be done after the needs of studentshave been met. Understood in this way, classroom investigations are intrusions on teachingand learning in an already crowded curriculum. This module promotes a different view. Itseeks to develop the idea that classroom investigation can be an ongoing ‘stance’ that enablesus to gather valuable information about teaching and learning practice that may otherwise gounnoticed. This information can in turn inform how we understand and develop interculturallanguage teaching and learning for our students.[20,P.52].

The ideas of experiment and investigation are central to science but problematic for students and some teachers especially if they do not understand or identify with the question being asked. The graduate work  explores some examples frequently used in science classrooms and looks at 'fair testing', the control of variables. The importance of being clear about the purpose and planning of practical work is stressed.

Some of the recent research and development projects in this area are introduced.Investigations are the ultimate aim of children's practical work in school, and all trainee teachers should undertake an investigation, and attempt to assess their success as part of the process of coming to terms with what we are asking pupils to do in school.

It is vital that pupils/students do not see the purpose of an investigation as being to gain high marks in an assessment.- clearly an assessment should be serious, but the marks ore an outcome of how the investigation is done and communicated not why an investigation is done.

 

 

 

 

 

 

 

 

 

 

 

3. Classroom observation

Observation is an important part of learning how to teach. Much of what beginner teachers need to be aware of can not be learned solely in the university class. Therefore classroom observation presents an opportunity to see real-life teachers in real-life teaching situations. In their reflections, many of our teacher friends mention their observations and how these observations influence the way they plan and teach. Teachers are forever reflecting and making decisions, and when they see someone else in action, in as much as they are seeing someone else, they are almost simultaneously seeing themselves. This means that observation is important at every stage of a teacher’s career. In this section we will discuss the importance and value of observation, not only for student teachers, but for ALL teachers

A classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or other learning environment. Typically conducted by fellow teachers, administrators, or instructional specialists, classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom management and instructional techniques. School administrators also regularly observe teachers as an extension of formal job-performance evaluations. .[36, P.78].

Classroom observation describes the practice of sitting in on another teacher’s class to observe, learn and reflect. Various aspects of the class can be examined, such as routines, use of time, schedule, participation, teaching strategies, management strategies, learner interest, and much more. A teacher will naturally look for support on an issue that is difficult for him or her, but it is often a great method of being exposed to a new and different approach to teaching. 

Observation is important at every stage of a teacher’s career. In areas of Asia, professional development has for a very long time included what is known as demonstration lessons; a master teacher, who has perhaps prepared students with some new strategies, invites many local teachers into their classroom to observe, and following the lesson a question and answer period takes place. All of the teachers involved, regardless of whether they are master teachers or beginning teachers, have the opportunity to dialogue together and learn from one another. This is a more recent trend in North America; schools are now trying to create opportunities for teachers to observe other teachers in their subject area, either in their own school or in other schools.For a teacher at the beginning of their career, there are some general issues that the teacher would need to observe and identify.  The focus would be on general pedagogic knowledge, which includes issues such as classroom management, differentiation and instructional strategies.

However, with training and experience teachers would need to progress to focus on other issues, which can be categorized as Pedagogic Content Knowledge (PCK). In this case, the teachers would focus on the overlap between pedagogic knowledge and content knowledge and specifically with an interest in what takes place in an SL classroom.For example, it would be difficult to imagine an SL classroom without pair work activities. In other classes and other subjects one might observe group work activities; however, due to the linguistic content, there would be significant differences between the interactive exercises. In other subjects group work or pair work might be optional; but in a language classroom they are absolutely necessary. Furthermore, beginner SL learners require much more structure in an activity than beginners in other courses, because the structure increases the likelihood of success.

Classroom observation can often help expose teachers to new methods of teaching that might not have occurred to them beforehand. It may be threatening to be subject to peer observation since teachers might feel territorial and defensive in their classroom and protective of their resources and ideas. However, when it is done in a considerate and respectful fashion, observation can be beneficial for both the observing teacher and the teacher being observed. Below are some benefits of observation in the classroom. One of the main challenges for observation is knowing what to look for. Some teacher education programs offer checklists for observation but it is often difficult to find specific checklists for subject areas, such as second language teaching. Some specific things that one can look for when observing include how the teacher structures an activity; what the actual instructions are and whether they are given in English or the target language; if the teacher use synonyms for those basic instructions, or uses the same words, and what were those words; does the teacher give some visual cues to accompany those instructions; are the instructions divided into three or four steps with a visual icon visible on the board.

These observations can be made because you are observing a more experienced teacher of second languages, or a teacher who is far more aware of what it takes to structure a classroom for the success of second language learners. Classroom observations may be called learning walks, teacher observations, walkthroughs, and many other things, and they may be conducted for shorter or longer periods of time—from a few minutes to a full class period or school day. Educators may also use a wide variety of classroom-observation methods—some may be nationally utilized models developed by educational experts, while others may be homegrown processes created by the educators using them. In many cases, observation notes are recorded using common templates or guidelines that describe what observers should be looking for or what the observed teacher would like feedback on.

Increasingly, educators are conducting and recording classroom observations using digital and online technologies—such as smart phones, tablets, and subscription-based online systems—that can provide educators with observational functionality and data analytics that would not be possible if paper-based processes were used. While classroom observations are conducted for a wide variety of purposes, they are perhaps most commonly associated with job-performance evaluations conducted by school administrators and with professional learning communities—groups of teachers who work together to improve their instructional skills.

Classroom observations may be conducted by teachers in the same content area or grade level—in these cases, teachers share students or similar expertise—or they may be conducted by teachers across academic disciplines—in this case, the goal may be to observe and learn from the varied instructional practices used in different types of classes.

It should also be noted that many educators make a strict delineation between observations made for the purposes of helping a teacher improve, and those conducted for the purposes of job-performance evaluation. Some educators may object to the use, or other terms associated with non-administrative observations, when referencing evaluative observations by school administrators.[10,P .21]

            Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators.

Since teachers often work in relative isolation from their colleagues—e.g., they may create courses and lessons on their own, or teach behind the closed doors of a classroom without much feedback from colleagues—teaching styles, educational philosophies, and academic expectations often vary widely from class to class, as does the effectiveness of lessons and instructional techniques. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school.

            Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons:

• Principals may not use consistent, evidence-based evaluation criteria.

• Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques.

• Job-performance observations are typically prescheduled, which means that teachers can prepare in advance and alter their methods, and that the quality of teaching on the observed day may not be representative of a teacher’s normal practice.

• The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality.

• Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring.

            Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools. For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons.[36, P.56].

 

 

 

 

 

 

 

 

 

 

Summary of the chapter

In this chapter I write about investigation types and their importance for classroom audience . The ideas of experiment and investigation are central to science but problematic for students and some teachers especially if they do not understand or identify with the question being asked.

This work explores some examples frequently used in science classrooms and looks at 'fair testing', the control of variables. The importance of being clear about the purpose and planning of practical work is stressed. Some of the recent research and development projects in this area are introduced.

Our students need to realize that children do not come to science as 'blank slates to be written on' or as ‘empty vessels to be filled’. They have ideas about why things happen. These naïve ideas are likely to differ from the accepted scientific view, and may remain uninfluenced, if our teaching ignores them and/or the students do not actively and intellectually become involved in the investigation itself.

The first part of this unit, ideas and evidence, explored the nature of the scientific process, summed up by ideas and evidence, or guesswork and check work.

Although scientific ideas are products of our imagination (or at least the imagination of scientists who thought them up), they do have to stand up to rigorous testing.

The second part of these unit investigative skills examines how we can help intending teachers to cope with the experimental and investigative side to science, and covers, amongst others, the idea of making fair tests.

 

 

 

 

 

CHAPTER II. CLASSROOM MANAGEMENT

 

2.1. Classroom Management and Motivation

Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was "negative student attitudes and discipline".