The danger is clear, with all these things to do it’s easy to prioritise the wrong thing. I want use these reflections to ensure that my teaching is as learner-centred as it can be. To do this I would need to ensure:
- I have clear information about each individual in the class, their needs, abilities, difficulties and motivation.
- I am able to assess students’ progress with material we cover in class and respond to difficulties that arise.
- I am able to relate the individual classes to the students’ broader curriculum and progress.
- I have techniques that are time efficient, ensure that student engagement in work is maximised and students understand the relevance of their studies.
- That I have time to focus on the key content that I am teaching so I have good knowledge of the subject and can envisage student difficulties. I tend to find that time spent selecting materials can reduce the time available to familiarise myself with content
- Students have ways to feedback to me about their developing needs or progress.
One of the largest difficulties that can obstruct a student-centred curriculum is the system of continuous enrolment that is used in most private language schools. To overcome this problem I will need have a materials and techniques to ensure I can obtain information about students’ needs swiftly. Continuous enrolment also necessitates that activities need to be planned to ensure a comfortable learning atmosphere for all learners.
I will be able to measure success in achieving these aims with a number of potential tools. Students already complete questionnaires at the end of their studies at the school. Asking students targeted questions about their learning experience will give qualitative information on how learner-focused classes were. We are also currently piloting a student learner diary in the school. This will give information about how the learners see their progress on an on going basis. I hope this learning diary project will offer new insights into the needs to students in the school.
Ben Beaumont responded:
The problems of a fast-moving language school operating with continuing enrolment do pose a number of difficulties, and as a senior teacher I imagine that you’re always under pressure to support and assist teamers with the great variety of problems they encounter. Because of this, finding time to reflect as you’d hope to must be one of your biggest difficulties.
You’re right about students’ needs; getting information is key. As well as asking targeted questions, you can give new learners a ‘tick box’ handout for homework. This can list areas you’re going to cover in your sessions (or perhaps what’s next in the course book) so you can see what they’re interested in. If you have some ‘none-course-book’ time you could devote it to ‘other’ points mentioned in the tick-box handout.
The learner diary sounds useful, as well as innovative for your context. Reviewing how effective these have been with both teachers and students will be crucial in how you take it forward, if indeed you do.
Considering these points, I’d recommend the following ILP targets (which you should feel free to adapt):
Considering these points, I’d recommend the following ILP targets (which you should feel free to adapt):
1.Create a 15-minute space each day where you either, a) reflect on the day or b) consider items for the discussion board/course. Do this by identifying a regular slot each day when you can ‘grab back’ 15 minutes and go to a quiet space, e.g. the library. Time scale: by November.
2.Trial a ‘tick-box’ handout for needs analysis of learners’ needs. Do this by identifying main points in your week’s/month’s work and collating this into a handout for new learners or to be given out at the end of the week. Timescale: By December.
3. Review effectiveness of learner diaries. Do this by collecting ideas and points of view from learner and teacher focus groups or other suitable means. Timescale: By end of December.
David Foster responded:
Three good targets, thanks.
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