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FACULTAD DE EDUCACIN
Tesistas:
Profesor gua:
Concepcin, 2014
UNIVERSIDAD DE CONCEPCIN
FACULTAD DE EDUCACIN
Tesistas:
Profesor gua:
Concepcin, 2014
Acknowledgments
iii
Abstract
words:
Classroom
practices,
seating
arrangement,
classroom
iv
Resumen
Dado que no siempre se concede acceso a investigadores para ingresar a
las escuelas y ver en la prctica que ocurre durante las clases de ingls, este estudio
tiene la intencin de indagar en este problema, revelando lo que ocurre durante
clases de ingls de cincuenta escuelas de la regin del Bo-Bo. El objetivo es
describir prcticas en el aula, analizar sus implicancias y evaluar su coherencia con
las guas del Ministerio de Educacin, as como tambin identificar el patrn de
disposicin de asientos ms usado durante las clases de ingls observadas. Para
este propsito, se utiliz como mtodo de investigacin la observacin en el aula
ejecutada por estudiantes de pedagoga realizando sus pasantasayudada por
una pauta cuyos criterios se enfocan en diversos aspectos de la enseanza que son
observables durante el inicio, desarrollo, y final de la clase. Los resultados revelan
que los profesores tienden a adherirse a prcticas tradicionales en cuanto a su
metodologa, gestin de aula, y estilos de enseanza.
Palabras clave: Prcticas en el aula, disposicin de asientos, observacin en
el aula, metodologa, manejo de aula, estilos de enseanza.
Table of Contents
Acknowledgments ................................................................................................... iii
Abstract ................................................................................................................... iv
Resumen ..................................................................................................................v
Table of Contents ................................................................................................... vi
II.3 Subjects........................................................................................................... 20
II.4 Context ............................................................................................................ 20
II.5 Instrument ....................................................................................................... 21
II.6 Data analysis ................................................................................................... 21
vii
Chapter V: Conclusions.........................................................57
References..............................................................................................................60
Appendix: Observation Checklist........................................................................... 66
viii
not necessarily highlight the contrast that this study intends to explore. Therefore,
we will consider the second definition that Richards & Schmidt propose, which
does not only address explicitly this dichotomy but also includes aspects of the first
definition: the part of a science or art that deals with general principles and
methods as opposed to practice (2010, p. 597). With regard to ELT, what are
these general principles or methods?
teachers. In this respect, some of the most known methods in language teaching
include (Nunan, 1991; Brown, 2001; Richards & Rodgers, 2001; Scrivener, 2005;
Chaves & Hernndez, 2013): the Grammar-Translation Methodwhich focuses on
analyzing the grammar rules of the language to ultimately put this knowledge in
practice through the translation of sentences from L1 (mother tongue) to L2
(second/foreign language) and vice versa; the Audio-Lingual Methodwhich aims
at the learning of the second/foreign language by means of listening activities, with
practice taking the form of drilling and repetition; Communicative Language
Teachingwhich
highlights
the
use
of
activities
that
involve
authentic
practices
(Cohen,
1990;
Schoenfeld,
2012).
On
this
issue,
Kumaravadivelu (2006) states that what the teachers actually do in the classroom
is different from what is advocated by the theorists (p. 48). In fact, classroom
oriented research conducted by Kumaravadivelu (1993a), Nunan (1987),
Thornbury (1996), and others clearly shows that even teachers who claim to follow
a particular method do not actually adhere to the basic principles associated with it.
This issue could be derived from the different learning contexts in which these
methods are applied, as some teachers might be compelled to adapt the principles
of a method to suit their students needs (in some cases deviating entirely from the
method itself). On this matter, Brown identified an important problem of what he
calls the methods syndrome (referring to the search for an ideal method):
Methods are typically top-down impositions of experts views of
teaching. The role of the individual teacher is minimized. His or her
role is to apply the method and adapt his or her teaching style to
make it conform to the method."
(Brown as cited by Richards & Renandya, 2002)
The former might explain why authors like Kumaradivelu and Richards have
referred to the concept of Post Methods era in recent years. Today, teaching has
focused on understanding the varying contexts where learning takes place and
using that knowledge to select the best approach, rather than on searching for a
method that suits all contexts. (Richards & Renandya, 2002)
most up-to-date trends in ELT. After all, teachers are the ones who ultimately are in
classrooms everyday; therefore, it is undeniable that their knowledge gained from
classroom experiences should not be relegated to a secondary role. On this
matter, Kumaradivelu (2002) indicates that teachers classroom practice is directly
or indirectly based on some theory whether or not it is explicitly articulated (p. 17)
That is to say that a theory is not the only source of teacher knowledge; as a
matter of fact, the author says that teachers can gain theoretical knowledge either
through professional education, personal experience, robust commonsense, or a
combination (p. 17). This sheds some light on why teachers have a leading role in
the so-called Post Methods era, taking responsibility for diagnosing students,
treating them with successful pedagogical techniques, and assessing the outcome
of those treatments (Richards & Renandya, 2002). Naturally, some teachers might
not be aware that theoretical knowledge could come from sources other than
teacher formation courses (Macas, 2012). Even if these sources of theoretical
knowledge are not considered formal research, they cannot be overlooked and
disregarded. As a matter of fact, Schn (1983) considers that teachers can also
provide valuable perspectives in order to address and tackle the difficulties that
teaching entails because their perspectives cannot be matched by experts who
are far removed from classroom realities (Schn as cited by Kumaravadivelu,
2003b, p.10).
Whether teachers choose to apply or adapt a particular method, or combine
elements based on their own experiences highlight how important teacher beliefs
are for language teaching. As Scrivener (2005) states, teachers beliefs regarding
the nature of language, the nature of learning, and the influence of teaching
practices in learning will determine their methodological decisions about the aims,
content, teaching techniques, activities, relation with students, and assessment. In
this respect, the distinction between theory and practice re-emerges; as a matter of
fact, no matter the current language teaching trends in or the government
expectations, teachers can still diverge from these in practice. For Richards &
Schmidt (2010), teacher belief system is comprised of ideas and theories that
teachers and learners hold about themselves, teaching, language, learning and
6
their students (p. 586). With regard to their origin, the same authors state that
beliefs come from experience, observation, training, and other sources.
Undoubtedly, it results interesting that the authors also say that beliefs are source
of teachers classroom practices. Borg has devoted a great deal of his research to
explore teacher cognitions; thus, he has addressed the importance of beliefs for
teaching and how these have been understudied (e.g. Borg, 2006; Phipps & Borg,
2009). In an interview (Birello, 2012), Borg states that in the past, teacher
education sought to find behaviors that led to effective teaching. The aim was to
program teachers to behave in those effective ways so that learning was
achievedsimilarly to the methods syndrome we briefly discussed earlier.
However, it was soon discovered that teachers own ideas, preferences, and ways
of doing things got in the way. As Borg states, teaching is much more than
behavior.
All the above leads us to one inescapable conclusion: There is no method or
teacher behavior that can ensure learning in all contexts. The efforts to look for a
universally successful formula for teaching have proven fruitless because of this
diversity of realities. For the same reason, researching classroom practices might
reveal multiple approaches to ELT. Moreover, considering that not only does
context affect classroom practices, but also teacher-related factors such as teacher
formation courses, experiences, and beliefs, it is encouraging to uncover what
happens inside EFL classrooms. Naturally, it is not a matter of asking teachers
about what they do, since as we have explored, even teachers themselves
sometimes are not aware that the methods they claim to follow and what they
actually do in class might not be consistent (Cohen, 1990; Kumaravadivelu, 1993a,
Nunan 1987, Thornbury, 1996; Schoenfeld, 2012). For us, the former might be a
reason why the gap between theory and practice has not been thoroughly
addressed within the Chilean context. In addition, a truthful comparison between
the guidelines of the Ministry of Education with regard to EFL instruction and
teachers actual classroom practices is required. In this respect, this study intends
to shed light into this issue, from the natural point of view that observation offers.
Lesson structure: How the lesson opens, develops, and closes. The
number of activities that a lesson comprises and how the teacher sets
and sequences these activities.
often they make questions, and how or why they interact with their peers.
As it can be seen, the possible purposes for observing a lesson can be
many. Depending on the aims of researchers, these can vary and include others
not listed, such as the use of assessment techniques or the use of praising.
Researchers can focus on a broad range of observable actions or even just one; it
will all depend on the scope of the investigation. It must be noted that, just because
of the broad range of data that can be collected, we are not saying that theoretical
research is less valuable than empirical research for investigating classroom
practices; in fact, both are necessary to form a more accurate view of what occurs
within the classroom walls (Schoenfeld, 2013).
10
Video: It offers both visual and audio data which can be revisited as
Sound: This form shares many similarities with video recording, such
are easily distributable and allow in-depth analysis of many aspects, such
as classroom language. Notwithstanding, the time-consuming nature of
this method and the important loss of visual and aural cues (for example,
volume and tone of voice) are cons that need to be considered.
Naturally, there are disadvantages that all of these methods share, such as
the possibility of collecting false data due to the observed subjects overpreparation in order to give a good impression (Richards & Farrell, 2011; Wragg et
al., 1996). As one would expect, although observations can be significant tools for
collecting extensive data, these are not always as objective as they seem to be,
even if the observant is in a neutral position with respect to the teacher.
Sometimes, teaching involves aspects that cannot be observable and measurably
objective (Richards, 1998; Wragg, 1999) and this will require observers to make
judgments, which might be shaped by their personal views in relation to what
teaching practices are effective (OLeary, 2006, 2011, 2014). For example, if one of
the focuses of observation is to measure how clear the instructions that teachers
deliver are, what one observer could think is clear, another might consider obscure.
11
the main events that happen during the lesson as a whole in short
sentences, or to keep a chronological record of significant events that
occur during a certain time spanfor example, every five minutes.
the main events that happened during the lesson in a written summary. It
differs from field notes in the sense that this text is a cohesive, highly
descriptive, unit, rather than separate, short sentences.
respect, in a study about the lessons that can be learned from programs of teacher
development in Finland, Taylor (2011) suggests, in many schools the main
purpose for observation is quality assurance rather than sharing of effective
practice. This can lead to distrust, closing of classroom doors and lack of
constructive collaboration (p. 10). This is also supported by OLeary (2006, 2011,
2014), in relation to the way observation is conceived, he says that the purpose of
assessment approaches to classroom observation is not to inform or improve
current practice but simply to make a judgment of the quality of teaching and
learning being observed (2014, p. 34). On the same matter, Santiago et al (2013)
states that, compared to Chile, teacher evaluation frameworks in other countries
involve approaches which facilitate the professional dialogue around teaching
practices (p. 78), which leads to an eventual discussion between the teacher and
evaluator with relation to what was observed. In contrast, Richards & Lockhart
(1996) prefers to restrain himself from giving the role of evaluator to observers,
stating that in order for observation to be viewed as a positive rather than a
negative experience, the observer's function should be limited to that of gathering
information (p. 12). The former restates two different views of classroom
observation: either as a chance to simply judge what teachers do or as an
opportunity for professional development and research.
In spite of any hardships or misconceptions that classroom observations
might entail, they give data that could not be collected otherwise (Wragg, 1999;
Richards & Farrell, 2011). In addition, they create opportunities to compare and
contrast what teachers say they do and what they actually do in class (Cohen,
1990; Schoenfeld, 2012). As Wragg (1999) says, good classroom observation can
lie at the heart of both understanding professional practice and improving its
quality (p. 17).
Fortunately, classroom observation has gained increased acceptance
(Wragg, 1999), not only as part of assessment but also as a medium to conduct
13
just research. Opportunities like the MET project5 in New Jerseyin which 3,000
teachers volunteered to have their classes observed (Gates Foundation, 2010),
or the study carried out in Medelln on Colombian elementary EFL teachers
practices (Cadavid et al, 2004) are notable examples of how observation can help
research and, as an ultimate goal, become an opportunity to reflect on effective
teaching practices. Although these studies are from other countries, which might
compromise how relatable they are to the Chilean reality, they do serve to
construct background knowledge as to form a view of what might be found.
How the presence of the observer can affect the natural development
Measures for Effective Teaching Project of the Bill & Melinda Gates Foundation
14
16
Teaching Framework6 of 2008 (Ministry of Education, 2008), there are four major
areas that describe teaching practices of effective teachers. First of all, effective
teachers demonstrate their preparation, for example through the mastery of the
subject they impart, the acknowledgement of their students characteristics, and
how they adapt content to their students needs.
Grouping and seating
Forming groupings (singles, pairs, groups, mingle, plenary)
Arranging and rearranging seating
Deciding where teacher will stand or sit
Reforming class as a whole group after activities
Activities
Sequencing activities
Setting up activities
Giving & checking instructions
Monitoring activities
Timing activities (and the lesson as a whole)
Bringing activities to an end
Authority
Gathering and holding attention
Deciding who does what (i.e. answer a question, make a decision, etc.)
Establishing or relinquishing authority as appropriate
Getting someone to do something
Critical moments
Starting the lesson
Dealing with unexpected problems
Maintaining appropriate discipline
Finishing the lesson
Tools and techniques
Using the board and other classroom equipment or aids
Using gestures to help clarity of instructions and explanations
Speaking clearly at an appropriate volume and speed
Use of silence
Grading complexity of language
Grading quantity of language
Working with people
Spreading your attention evenly and appropriately.
Using intuition to gauge what students are feeling.
Eliciting honest feedback from students
Really listening to students
TABLE 1. Classroom management skills
17
18
FIGURE A. Concept map on key concepts of Chapter I illustrating how observation can be
ultimately used for collecting information on classroom practices of different nature.
19
2.
3.
To identify the physical organization of the ESL classroom and evaluate its
correspondence to the learning objectives proposed.
II.3 Subjects
Fifty-five teachers from the Province of Concepcin in Chile. They were
mentor teachers of student teachers from the University of Concepcin. They work
on public, semi-private and private schools. All of them have at least two years of
professional experience.
II.4 Context
This study was conducted in line with the internships performed by fourthyear student teachers from the English Teaching Program, who took the course
Diseo del Sistema Instruccional para la Enseanza del Ingls como Lengua
Extranjera. Student teachers went to their selected teaching center weekly in order
20
to observe EFL lessons during the first semester of the year. They had to comply
with an overall of 24 chronological hours in their schools to meet the requirements
of the course.
The aim was to approach students to real English Teaching experiences, as
a form of mentoring. It must be noted that students did not intervene during the
lessons, unless asked by their mentor teacher. At the end of the observations,
student teachers, in pairs, wrote a report in which they compared and contrasted
the strategies and routines used by the teachers they observed. Later, these
experiences were put into practice through micro-teaching workshops, in which
student teachers planned and executed short lessons in front of their peers.
II.5 Instrument
The instrument given to student teachers was a checklist (see Appendix).
This checklist had already been used, perfected, and updated in keeping with the
projects FONDECYT 1060622related to University Teachers beliefs and
practicesand FONIDE 91, 2008related to Teachers Cognitions and Practices.
The checklist was divided into three parts, which correspond to the typical
three stages of a lesson: Beginning, development, and closing. Each part had
different criteria that described classroom routines, classroom management skills,
use of teaching aids, methodological strategies, among other aspects involved in
the execution of a lesson. Under each criterion, observers had diverse options and
could just tick what fitted most what they observed.
Even though observers attended their respective teaching centers during a
period of 24 chronological hoursin which they witnessed multiple EFL lessons,
they were given only two checklists. Observers had free will to choose any of these
lessons for applying the instrument.
Region, this study collected all the checklists in order to form a general view of the
current situation. The data was depicted in graphs and described briefly, which
help to note which methodological, managerial, or routine practices are executed
moreor lessfrequently. The amount of information collected was large;
therefore, only the most relevant and striking findings were analyzed. Because
observational data can be hard to interpret due to the different contexts where the
observations took place, there is plenty of room for speculation in an attempt to
explain why the subjects behaved in the ways they did. It is hoped that this study is
a start for further, more focused, research to address the reasons why certain
classroom practices are more common than others.
22
100%
64%
57%
Check attendance
57%
33%
4%
The lesson objective is expressed The lesson objective is written on Media is used to show the lesson
orally
the board
objective
23
54%
31%
10%
8%
6%
Provide
Provide
Show an
Make a
Provide a text
examples of
grammar
example of concept map about previous
previous
exercises
previous
on previous contents for
contents
about previous contents using
contents
students to
contents
media
translate
24
motivate students (25%). The least preferred strategies are providing material for
translation (11%) and presenting dialogues using media (9%).
43%
41%
40%
35%
34%
33%
25%
11%
Model
Ask open
Show a
Ask for
questions grammatical opinions
rule
Do
Ask closed
grammar questions
exercises
Show
pictures
9%
Provide
Present a
material for dialogue
students to using media
translate
49%
48%
By grammatical contents
By topic
18%
15%
By communicative
function
By language skills
21%
3%
11%
Ask students to form lines
63%
45%
43%
39%
34%
26%
11%
Address
Ask
Present a
Provide a Play jokes Ask opinions Present a
students questions to topic that is grammatical related to the about the topic using
calling them the whole interesting
exercise
topic
topic
multimedia
by their
group
for students
names
Provide a
text for
students to
translate
26
53%
50%
11%
24%
Provide an
exercise from the
book for students
to solve
Provide a
grammar
exercise
23%
21%
Provide
Provide a text for Ask opinions
Ask students to
resources using
students to
about the topic analyze the topic
multimedia
translate
III.2.5 Instructions
Based on the observers appreciation, during 70% of the observations,
teachers are able to give clear and simple instructions in English. In 30% of the
lessons the instructions are somewhat obscure or complex for students. This may
indicate that the main problems in Chilean ESL lessons are not related to teachers
competences but to the methodology used to develop language competence.
No; 30%
Yes;
70%
FIGURE 9. Instructions
27
48%
26%
19%
Provide grammar
exercises
18%
Provide dialogues for
students to practice
28
35%
24%
6%
Use audio
61%
51%
40%
Formal Authority
Personal Model
Facilitator
26%
26%
Delegator
Expert
29
69%
43%
24%
Exposure to grammar exercises,
translation exercises or gap-fill
exercises
Exposure to communicative
situations. Teacher creates
situations of information exchange,
negotiation and interaction
38%
24%
21%
Teach memorization and repetition Teach cognitive and compensation Teach metacognitive strategies,
strategies
strategies
affective strategies and social
strategies
66%
48%
30%
III.2.12 Monitoring
Monitoring is one of the most valuable skills that a teacher must develop. It
is important to spread our attention evenly among all the students as to personalize
instruction or make the lesson more dynamic. The most common form of
monitoring is checking students individual work (70% of the lessons). Other forms
of monitoring include walking among students to make sure that they are
31
communicating in the target language (35%) and making sure that students repeat
and practice conversations (35%).
70%
35%
35%
Check individual work by checking Monitor to make sure that students Monitor work centrally and actively,
exercises
are communicating in the target making sure students repeat and
language. Walk among them,
practice conversations
supporting their work
54%
43%
29%
Correct lexical or grammatical Correct mistakes that interfere with
mistakes, do not pay attention to communication of what they want
pronunciation mistakes
to express
Emphasize pronunciation
mistakes, correct immediately
when a word is incorrectly
pronounced
III.2.14 Praising
Most of the time, praising takes the form of an approving comment such as
Good job or Very good when a student has done well, rather than a gesture or
any other cue that reflects approval. In this respect, most teachers use expressions
such as Very Good or Good job when students solve grammar exercises (80%
32
80%
54%
43%
III.2.15 Discipline
Teachers may deal with disruption and repeated misbehavior in a number of
ways. Some teachers are reactive, coping with these problems in the heat of the
moment. Others have established routines to deal with different scenarios. On this
point, during most of the observations, teachers use consistent routines to handle
bad behavior (81% of the observed lessons).
No
19%
Yes
81%
FIGURE 19. Does the teacher show a routine to control discipline and correct bad
behavior?
this aspect, in most of the observed lessons there is coherence between lesson
activities and the proposed objectives (86% of the observations).
Not
coherent
14%
Coherent
86%
FIGURE20. Coherence between lesson activities and the lesson objectives proposed
III.2.17 Interaction
Interaction, either teacher-student or student-student, is a fundamental part
of an ESL lesson. It is only by interacting that English can be learned. In 61% of
observed lessons, communication is related to grammar or translation exercises. In
contrast, in only 25% of the lessons, dialogues and radio conversations are the
focus of communication.
61%
25%
Teacher-student interaction and/or student-student Teacher-student interaction and/or student-student
interaction in relation to grammar exercises or
interaction in relation to dialogues or radio
translation exercises
conversations
talk. Observations in which teachers talk for around 30 minutes are infrequent
(10%) and so are those in which the teacher talks for 40 minutes (only 5% of the
observed lessons).
44%
29%
10 minutes long
20 minutes long
10%
5%
0%
30 minutes long
40 minutes long
50 minutes long
41%
23%
20 to 30 minutes long
18%
30 or more minutes long
35
small but still significant part of the observations, students do not assume an active
role (34%).
No
34%
Yes
66%
III.2.21 Contents
Every teacher usually emphasizes certain contents or skills, based on his or
her beliefs of what is important or necessary. The observed teachers tend to focus
on grammar (75% of the observations) and vocabulary (68%). In contrast, a
considerably smaller number of teachers emphasize pronunciation (23% of the
lessons), compared to the aforementioned contents. These figures show that
grammar-oriented teaching is still the favored approach.
75%
68%
23%
Grammar
Vocabulary
Pronunciation
31%
26%
26%
24%
Writing
Listening
Speaking
Reading
36
No
44%
Yes
54%
Yes
69%
FIGURE 28. Does the teacher speak English the whole lesson?
44%
24%
21%
11%
Restricted
Natural
Fluent
Not natural
38
Lesson structure
Types of activities
Teaching strategies
Student interaction
From the large amount of information, two major analyses have been
produced, dealing with the three research questions that derive from the objectives
of this study. Therefore, not all data (e.g. graphs) have been referred to during the
analyses.
the least frequent when necessary. It must be stressed that while we attempt to
identify the reasons that could explain these occurrences, neither causality nor
correlation should be assumed from these possible explanations.
39
Greeting
Taking attendance
41
importance that teachers give to grammar and the consequential effects of the
leading role of grammar in the ELT lessons are not only limited to the selection of
activities and the use of materials. In fact, it was found that it affects a diverse
range of lesson components7:
Motivational strategies
Conducted activities
Interaction
Praising
Error correction
Even though some of these components might be present in more than one stage, they are more
likely to be present during the development stage because it accounts for most of the time of
lessons.
43
44
with regard to these exercises. This could affect the lesson structure, because if
students are not really motivated, it could mean that they will not do the exercises.
The former might translate into spending more time during the development of the
lesson, which in turn could determine whether the lesson has a closure or not. In
fact, this could be an explanation to the important percentage of observations (up
to 44%) in which no form of closure was perceived, evidenced by FIGURE 26.
The presence of grammar exercises during the beginning and development
of the lesson, evidenced by FIGURE 3, FIGURE 8 and FIGURE 10, illustrates how easy
is to incorporate this type of exercises into practically any lesson stage. This does
nothing but confirming that teachers use grammar as an organizational criterion of
the lesson structure. It is possible that this happens because they are
straightforward and do not require more contextualization or preparation like
projects or tasks.
On FIGURE 3 it is observable that providing grammar exercises is a significant
occurrence when recalling prior knowledgeon 31% of the lessons, this practice
was observed. In terms of lesson structure, prior knowledge can be recalled at the
beginning, if the aim is to create a logical sequence between lessons. In addition,
recalling can also be used at any stage of the lesson if an activity requires prior
knowledge to be executed or understood, or if teachers want to clarify their
explanation by looking at what is already mastered by students. The preference for
grammar exercises to recall prior knowledge might be linked to the fact that by
solving this type of exercises students are expected to demonstrate that they have
mastered a content by applying what they should know. In turn, checking these
exercises is not time-consuming because the answers they require are usually
shortsometimes, completing with one word or selecting an option is enough to
solve them. As a result, teachers can quickly assess whether to continue with the
program or spend more lessons practicing the structure depending on the
performance of students.
From FIGURE 8 it becomes noticeable that the tendency of using grammar
exercises grows. In this case, these exercises were used on 50% of observed
45
46
47
Clarification (e.g. students can address any problem they had and
They can also tell them how they can improve; in turn, students can
make suggestions to make future lessons better)
In this respect, it is important to highlight that our findings suggest that by
the end of the majority of the observed lessons, some form of closure was
perceived (as the ones listed above)on 54% of the lessons, as represented by
FIGURE 26. In spite of this, an equally important number of teachers do not perform
any of the actions listed above, implying that the closing stage is not presenton
up to 44% of the lessons, this was the case.
Additionally, among the focuses of observation, an item related to assessment is
present. As FIGURE 27 illustrates, on 59% of the lessons teachers use different
assessment techniques. There is no data related to the nature of these techniques;
therefore, it is not possible to ascertain whether rubrics, checklists, or even tests
are used to assess students performance. Nonetheless, there is still a high
percentage of observed teachers that do not use different types of assessment.
The former could be explained by various reasons: It is possible that lack of time
might determine the absence of this process; similarly, some teachers might not be
fully acquainted with different assessment techniques; in addition, designing or
adapting assessment instruments might be regarded as time-consuming and
complex, and therefore discarded as an option. Naturally, some teachers might not
use assessment for purposes other than grading; that is, summative assessment.
Therefore, formative assessment might be relegated to a secondary role, if
considered at all.
49
work individually, in pairs or larger groups. Sometimes, the former involves the
teacher changing the seating arrangement of the classroom to benefit the smooth
performance of the activities. In contrast, seating arrangement could also be the
effect of teachers own beliefs related to their role in the classroom (Lotfy, 2012).
Whatever the reason, this practice enables teachers to change the focus of lesson,
add variety to the interaction among students, favor teachers monitoring, improve
traffic patterns and break the predictability of sitting in the same spot every class
(Denton, 1992; Scrivener, 2005). Given the aforementioned possibilities that
changing the seating arrangement offers, this skill is undoubtedly a valuable tool
for any EFL teacher.
Among the possible ways of gathering information on this matter, Richards
proposes the use of seating charts, which help collect information not only related
to the arrangement of desks but also on interaction patterns. For the purposes of
this study, observers were asked to gather information on seating arrangement by
drawing the classroom layout, as well as report on changes made by the teacher
with regard to grouping during the course of the lesson. FIGURE 30 depicts that the
preferred arrangement of desks is rows, pointing out that teachers favor what is
considered as a traditional seating arrangement. One of the causes behind this
decision could be the form-focused approach teachers preferas the analysis of
50
if
teachers
arrange
students
in
groups,
where
face-to-face
51
52
looking at the descriptions that the author gives for teaching styles, it can be
noticed that these are more teacher-centered than the others.
For example, teachers who are categorized as Formal Authority are aware
of the power that being a teacher entails; therefore, they might tend to avoid
relinquishing control to students. This could translate into lower opportunities for
students to negotiate and decide on commonly accepted rules, to set their own
learning goals, or to provide feedback for improving the subject.
Expert
Possesses knowledge and expertise that students need. Strives to
maintain status as an expert among students by displaying detailed
knowledge and by challenging students to enhance their competence.
Concerned with transmitting information and ensuring that students are
well prepared.
Formal Authority
Possesses status among students because of knowledge and role as a
faculty member. Concerned with providing positive and negative feedback,
establishing learning goals, expectations, and rules of conduct for
students. Concerned with the correct, acceptable, and standard ways to
do things and with providing students with the structure they need to learn.
Personal Model
Believes in teaching by personal example and establishes a prototype
for how to think and behave. Oversees, guides, and directs by showing
how to do things, and encouraging students to observe and then to
emulate the instructors approach.
Facilitator
Emphasizes the personal nature of teacher-student interactions. Guides
and directs students by asking questions, exploring options, suggesting
alternatives, and encouraging them to develop in students the capacity for
independent action, initiative, and responsibility. Works with students on
projects in a consultative fashion and tries to provide as much support and
encouragement as possible.
Delegator
Concerned with developing students capacity to function in an
autonomous fashion. Students work independently on projects or as part
of autonomous teams. The teacher is available at the request of students
as a resource person.
TABLE 2. Grashas teaching styles inventory (1996)
53
54
FIGURE 30. Physical organization of the majority of observed classrooms (up to 70%)
working on their own. On this matter, teachers might find difficulties when
rearranging seating because of this diversity, which could restrain them from
attempting to introduce changes.
In the same way, students preferences could also discourage some
teachers from organizing the classroom differently. Each student might have a first
choice with regard to where to sit, and this is related to how comfortable they feel.
On this matter, Lotfys study on seating arrangement and classroom participation
concluded that students care for where and how they feel comfortable (p. 66).
The former prompts teachers to digress from assumptions like disruptive students
sit at the back or the opposite, participative students sit at the front, since it could
be just a matter of predilection.
For example, some students might feel exposed when working on a semicircle fashion. Similarly, using non-traditional seating arrangements such as semicircles or group clusters
Another factor that should be considered is learners special needs. Visual
impairment or auditory problems need to be taken into account when deciding
where students will sit.
56
certain arrangements might not work as expected, even if they suit the activities,
which is why some teachers might avoid using them.
Secondly, while some schools have an English classroom, others do not.
How does this concern seating arrangement? The answer lies in the fact that EFL
teachers often have to share the room with colleagues, which might restrain them
from rearranging the classroom in order to avoid causing inconveniences. In
addition, it must be considered that form teachers might have their own policies
with regard to seating arrangements due to behavioral problems affecting the class
or personal preferences.
Lastly, school regulations might also be a reason why teachers are not.
classroom managers who reorganize seating. Some schools could have quite rigid
policies with regard to the use of classrooms. In some cases, changing seating
arrangement might not be discouraged in order to avoid disturbing adjoining
classrooms. Similarly, policies related to emergencies such as fires and
earthquakes might also prevent teachers from working in environments where
there are no aisles (e.g. circles or semi-circles).
As it can be seen, reasons why teachers could avoid introducing changes to
the organization of the EFL classroom can be many. Having briefly addressed
some of them, it is valid to ask which factor is the most influential when thinking of
rearranging seating. Although further research is needed to find the answer, it is
undeniable that teachers take a great deal of responsibility for what happens inside
the classroom. As Scrivener (2005, p.87) suggests even in the most immovable of
fixed seating, it is often possible to be creative in some way.
57
Chapter V: Conclusions
The opportunity that this study offered to look at what happens once
classroom doors was indeed thought-provoking. Although multiple conclusions
could be drawn from the large amount of information collected, we will only
address the issues that deal with the main objectives of this study.
With regard to classroom practices, it was found that in most lessons
grammar plays a crucial role, influencing not only the activities teacher select and
conduct and the type of interaction they elicit, but also the ways teachers make
students recall prior knowledge, catch and hold students attention, motivate
students, ask questions, and correct and/or praise students based on their
responses or performance.
When we laid the theoretical foundations of this study, it was stated that the
appropriateness of a method depends on context and that teachers are the ones
who ultimately deal with students and know better what they need. However, for
us, it is a bit discouraging that teachers still prefer form-focused approaches, which
based on our short experiences as student-teachers, could not be very motivating
for young learners. Although focusing on grammar every once in a while during a
lesson is necessary to address communication breakdowns, in our opinion,
grammar should not be what drives an entire lesson. Teachers should make an
effort to challenge students to use the language in authentic, real-life contexts,
rather than prompting them to mechanically apply rules that they might not even
fully understand. All in all, there should be a balance between accuracy and
fluency.
The above mentioned implies that there is no coherence between teachers
classroom practices and the guidelines proposed by the Ministry of Education. It is
evident that the Communicative Language Teaching policy that the government
intends to introduce has not had an impact on actual classroom practices.
58
59
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