DTLLS Module 2 Task 3 Improving Own PracticeSharon Baker In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests: ‘recognition that your performance can be improved is accepting that whatever does (or does not) happen in the classroom is in the hands of the teacher’ (2009, p. 04) The first way of evaluating performance may be through self-evaluation, either via a reflective journal or by writing an evaluation on a lesson plan or scheme of work. After each lesson I deliver, I write a short evaluation which has notes on how the lesson went and what could be done differently if I were to deliver the same session again.
By doing this immediately after the lesson, important details can be recorded for future reference. In my co-teaching of PTLLS, we evaluate each lesson together and make notes on lesson plans which are taken into account when planning the next course.This works very well as it gives a very detailed picture of events by having ‘another pair of eyes’ in the classroom. My learners’ ILPs serve as a very effective way of gaining feedback on the teaching and learning process and if the ILP is used as a two-way communication tool between teacher and learner, it can work to help teachers gain a better understanding of how learners feel about the lesson and course as a whole but also help the learner to get feedback on their own learning. In a recent ILP, one of my learners noted that he would like to use the computer more to do written work in class.This kind of constructive feedback was easily acted upon and made me realise that I had been neglecting the ILT side of my planning.
Learner feedback forms are often used to assess the quality of teaching and learning within an organisation and areas for development from such learner feedback should be acted upon, particularly if the learners share similar views about any changes needed. At Rutland Adult Learning Service, we use Learner Focus Group meetings as a way of obtaining feedback from learners about teaching and other matters in an informal group situation.A member of the RALS tutor team asks the learners questions without the tutor present and records both positive and negative comments on a feedback form . (Appendix 1) Feedback from my recent ESOL Learner Focus group was very good and I was very pleased to read that the learners all felt they were making good progress and that their needs were being met, despite the fact that it is a mixed-level workshop. During formal Observations of Teaching and Learning (OTLs) by team leaders or managers, detailed feedback is given and areas for development can be used for target setting.In my last OTL one of my areas for development concerned some missing paperwork in the course folder and it was useful to receive such feedback.
I now try to ensure that all paperwork is complete, up-to-date, signed and dated. When working for other organisations I have often been involved in a ‘peer observation’ process and although much more informal than OTLs, this can be a very effective way of gaining feedback on one’s own performance. It works particularly well if tutors have a particular weakness they would like to address, for example unclear boardwork.By asking another tutor to observe and make notes on this particular area, the weakness can be worked on without the need for a formal observation. Feedback from external bodies such as Ofsted is particularly useful as it gives a guide as to the effectiveness of your teaching not only within your organisation but against national standards. In a recent observation I received a ‘good’ grade but found the feedback on areas for development particularly useful.
I am now aware that I need to have a stronger procedure in place for dealing with latecomers and that I need to provide even greater differentiation in difficulty level of tasks for entry level learners. Awarding bodies also provide very useful feedback on the assessment procedures used. In a recent EV visit it was noted that ESOL assessors needed to annotate learners’ work more carefully. This feedback was noted and better practice can be incorporated into future assessment work.Teaching and learning is a two-way process and as teachers we can gain an extraordinary amount by listening to feedback from others, by evaluating our own performance regularly and by reflecting on our own practice.
We should see areas for development not as negative features of our own teaching but as an opportunity to make teaching even more effective. It is particularly important to listen to our learners – their voice must be heard and their comments taken account of at all levels in an organisation. 817 words References WILSON, L. (2009) Practical Teaching.
A guide to PTLLS & DTLLS. Delmar, Cengage Learning, Hampshire UK.
