Critical Pedagogy Applications in Observed Classroom Management - Essay Example

? Final Paper: Critical Pedagogy Applications in Observed room Management Within an ESL Learning Environment Ahmed Alzahrani ENGL 694: Observation of Teaching English Dr. Gloria Park December 13, 2012 Final Paper: Critical Pedagogy Applications in Observed Classroom Management Within an ESL Learning Environment I. Title of Your Paper Chapter: Critical Pedagogy Applications in Observed Classroom Management Within an ESL Learning Environment II. Epigraph: “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” --William Arthur Ward III. Introduction The focus of the current paper is to determine how classroom management influences learning in an ESL learning environment. One is interested in the topic since during the course of observing an Advanced English Grammar (ALI 345) class, one came into reckoning with the fact that the instructional style and approach, factors which are within the control of educators, could significantly impact on the behavior and actual academic performance of students within the traditional classroom setting. The discourse would initially present some insights on readings that were done on the subject of classroom management and to link these readings to what one observed within the Advanced English Grammar class. After the background literature, the discussion would proceed with outlining the course context, the student profile, and the overall observed classroom management approach. A discussion of lessons learned, as well as reflections as mentee would form a major part of the paper. IV. Background Literature The article written by Kumaravadivelu (1994) was instrumental in supporting the current topic as the author delved into strategies which could actually improve classroom management. As specifically noted, strategic framework for L2 teaching utilize macrostrategies which were differentiated to microstrategies, to wit: “macrostrategies are general plans de- rived from theoretical, empirical, and pedagogical knowledge related to L2 learning/teaching. A macrostrategy is a broad guideline, based on which teachers can generate their own situation-specific, need-based microstrategies or classroom techniques” (Kumaravadivelu, 1994, p. 32). In so doing, the information synthesized from the article could be used to evaluate the strategies used and observed in the specific classroom setting. Another article, written by Clayton (2010), the author’s design of a critical pedagogy, defined as “a set of instructional practices that focuses on the structures present in real, situated learning spaces (McLaren, 1986) in order to create egalitarian, participatory, and empowered participants, allowing them to receive language and content learning while interacting as equal partners with others” (381) was acknowledged to be useful in enhancing classroom management in the observed setting. Clayton (2010) emphasized the need to acculturate students from diverse cultural backgrounds to the culture they intend to practice the second language being learned. The method was instrumental in improving participation of culturally diverse students within the ESL learning environment. (Clayton, 2010). The critical pedagogy method was likewise acknowledged by Johnson (1999) who likewise recognized the value of this approach in empowering students through the ESL learning process by designing effective classroom management techniques. It is interesting to note that Johnson’s assertion that “although students can be more or less empowered-for example, they can be given more responsibility for their own learning, they can take part in the design of their own courses, and they can be given more meaningful and less competitive assignments-teachers still retain authority in the classroom (Oyler, 1996; cited in Johnson, 1999, p. 560). Through the classroom management techniques that were applied in the observed Advanced English Grammar (ALI 345) class, one recognized that the role, style, and application of critical pedagogy by the teacher significantly influence effectiveness on the ESL learning environment. V. The Context V.1 General Information of the Course that was Observed V.1.1 Course Name: Advanced English Grammar (ALI 345) The course description, as shown in the course syllabus of Instructor Mike O’Bryan is quoted herewith: “This course is designed to develop the abilities needed to use a variety of grammatical structures effectively and efficiently. The emphasis is on standard English in oral and written communication” (O’Bryan, 2012). V.1.2 Name of Mentor: Mike O’Bryan V.1.3 Course Objectives: (1) development of knowledge on grammatical structures; (2) understanding of nuances identified in meanings; (3) developing skills in effective use of English structures learned; and finally, (4) developing skills in identifying errors and making the necessary revisions (O'Bryan, 2012). V.1.4 Observation Dates: September 20, 2012 and October 25, 2012 V.2 Student Profile: Students were from mixed cultural orientations coming from countries such as Japan and Saudi Arabian nations. There were approximately 20 students in this class composed specifically of the following cultural orientations: 8 female students: 4 from Saudi Arabia. 4 from Japan 12 male students : 4 from Saudi Arabia, 8 from Japan The age ranges are from 19 years old to 25 years old. V.2.1 Student Level: Advanced V.3 Observed Classroom Management Approach V.3.1 Teaching Style During the first observation, it was critically noted that Instructor Mike O’Bryan assumed a teaching style that is participative and democratic. He encouraged his students to relay to him their concerns about the subject matter and which items need to be further clarified. Since the session was spent entirely to provide students with the chance to correct the mistakes that were generated from the given examination, it was evident that the instructor’s teaching style was collaborative and deemed applicable in this particular classroom setting. He exuded qualities such as being accommodating, helpful, patient, encouraging and responsive. As initially noted, his teaching style was supportive to one of his identified course objectives which was to develop the editing skills of students through enhancing their awareness on the areas where they committed mistakes (or areas of weaknesses) and to determine the correct answers to address the errors. In the second observation, one deduced that the instructor did not utilize visual aids or instructional materials during the course of his discussion. He spoke in a somewhat soft, monotonous tone. Likewise, he was just seated all throughout the discussion. Although he encouraged the participation of his students, it was apparent that he did not attempt to call anyone to respond if no one volunteered to participate. He assumed a passive stance and the class discussion proceeded with him as the predominant lecturer throughout the entire time frame. V.3.2 Instructional Materials Used: Overhead Projector, Course Materials V.3.3 Teacher-Student Interactions: During the first observation, one noted that the teacher-student interaction was formal and structured according to the traditional classroom management scenarios where the teacher was noted to be situated in front of the classroom and relayed the results of the examinations. It was likewise observed, that despite difficulty in moving, since the instructor was physically challenged and apparently walks with a crotch. It was therefore commendable that extra efforts were made to go around the classroom and to approach each of the students separately to mentor them on the areas that required the necessary corrections and improvements. It could be noted that the effort was initiated by the instructor despite his disability when he could actually remain seated and could ask his students to approach him one at a time. During the second observation, there was lack of student participation despite the instructor’s consistent and persistent effort to solicit active response. It was likewise evident that some of the students were seen to have fallen asleep during class, came in late, talked on the cellphone amidst lecture, and remained passive and inactive. The instructor was noted to have made little or no effort to accost these students for deviant behavior, nor failed to acknowledge these behavior as misfit for an effective learning environment. V.3.4 Student-Student Interactions: General observations regarding student interactions among themselves include: (1) initial restraint and dependency on the instructor to provide information regarding the subjects that were discussed; (2) students were grouped and seated according to cultural orientations where students from Japan were seated together and students from Saudi Arabia were seen to be seated and conversing with each other; (3) different reactions and responses were observed from the first observation (predominantly restrained and eventually becoming noisy by the end of the class) and the second observation (generally silent, not responsive, inactive). In addition, even if other students have seen some of their classmates have fallen asleep during the lecture, seatmates did not make any effort to wake them or to remind them that the classroom is not supposed to be used as a place for sleeping. There was apparent disregard for authority and lack of respect for the instructor. VI. Pedagogical Incident One: Observing Classroom Management The essential functions of management include planning, organizing, directing and controlling different facets of the activities or endeavors that are being administered or governed. In the case of the class which was observed, the classroom management could be assessed in terms of the ability of the administrator (in this situation, Instructor Mike O’Bryan) to plan, organize, direct and control different aspects of the educational or learning environment to achieve the identified course objectives. From the results of the first observation, it was noted that although there was a planned schedule as provided by the instructor for this particular date (September 20), which according to the course syllabus, should have been “contrasting actions/non-actions; Ex. 5, 6 pp. 41-42. Ex. 8, p. 44” (O’Bryan, 2012, p. 2), the instructor veered from this lesson and instead opted to extensively discuss the results of the first examination. As noted in one’s Observation Report #1, “there were leeways in changing the schedule depending on the urgency of the subject matter” (Alzahrani, 2012, p. 4). As it was specifically noted in the course syllabus that the schedule provided was tentative, it enabled the instructor to control (a function of classroom management) and revise the initial plans that were previously designed. VII. Pedagogical Incident Two: Observing Classroom Management During the second observation, it was evident that there is a need to improve classroom management techniques to encourage the students to participate and be active in the discussion. Critical pedagogy, as noted by Johnson (1999), includes not only the concepts of politics and power in education; but more so, should integrate concepts of conformity to ethical and moral standards. From what one observed during the second observation, the perceived ineffective classroom management style which allowed students to remain passive to the point of being indifferent when students fall asleep is a form of violating the ethical and moral codes of conduct. As noted by Johnson (1999), “what distinguishes humans and their social interactions are not primarily economic or political relations but the questions of good and bad, right or wrong, which, though they include matters of power, can never be reduced to these alone” (p. 561). One could interpret inability to establish appropriate ground rules that allows students to do just about anything in the classroom setting undermine the achievement of the purpose set to be attained. VIII. Discussion of Lessons Learned [Teacher Learning] From the results of observations 1 and 2 and specifically focusing on classroom management, the following lessons were learned from the experience: (1) As noted in the summarized Observation Report #1: “educators need to adjust the lessons according to schedule to cater to the academic needs and level of performance of the students. As shown, it was evident that the students still need more time to understand the concept of present perfect progressive tense of the verb. Therefore, Mr. O’Bryan accorded them with the chance to improve on the grades that were initially noted, which also complies with achieving his identified course objective of developing editing skills” (Alzahrani, 2012, p. 5). The relevant part that was observed was the instructor’s ability to discern the preparedness of the students to proceed with future lessons. Since the given examinations enabled him to gauge the level of competencies and understanding of the students from the past lessons that were discussed, the dismal results accorded him to revise the planned discussion of the next lesson; and instead, to focus on identifying the weaknesses and the errors committed. Likewise, the exercise provide the students with opportunities to improve on their academic performance. (2) The instructional style that was manifested in the second observation which was assuming a static stance and maintaining a monotonous lecture approach without the assistance of any instructional material was conducive to sleeping and was ineffective in encouraging students to participate and respond to the discussion; (3) The apparent lack of classroom protocols or a set of code of discipline regarding observing punctuality, listening attentively, avoiding private discussions, avoiding sleeping or conversing on the cellular phone, contributes to ineffective classroom management. It could be noted, however, that the course syllabus contained course requirements, to wit: “1.You are expected to attend every class and to participate in all class activities and discussions. Missed classes will affect your grade. Check your orientation materials for the specific policy” (O’Bryan, 2012, p. 1). Likewise, it was specifically indicated that class participation is allotted 100 points which is an integral part of the students’ grade. However, the observed results apparently failed to inculcate the expected responsive and participative behavior from the students. (4) Ensuring an effective classroom management in a class filled with students from diverse cultural orientations is challenging in terms of identifying the unique and specific needs of each student; and at the same time, trying to apply a teaching style that would cater to the perceived general academic demands of the whole class. It could be noted that from the students’ profile of twenty students, a total of 8 or 40% was from Saudi Arabia and the other 60% was from Japan. Application of a particular teaching style that caters to the academic needs of these culturally diverse students should stem from being culturally competent and aware of their teaching preferences, including the use of instructional materials that addresses the contemporary needs of today’s generation. Since all of these students belong to the 19 to 25 age group, the instructor could use instructional materials that uses technological applications (video, PowerPoint Presentations, internet assisted examples, and even the use of social networking sites) to improve classroom management approach and technique. IX. Mentor and Mentee Reflections [Professional Development] There were a set of questions prepared by the mentee for the mentor which likewise provided a wealth of information regarding enabling the mentee to understand professional perspectives on classroom management from the point of view of the mentor. The questions and responses are attached as Appendix A. In reflecting on the responses of one’s mentor, one hereby summarizes the relevant points that contributed to the classroom management style that was exhibited and observed: (1) Trying to harness the interests of students in appreciating the importance of studying Advanced English Grammar (ALI 345), not merely to familiarize and gain competencies in grammar; but also to be able to use the English language proficiently. In one’s personal interpretation, an instructor would be able to effectively stir students’ interest on the subject matter through initially undertaking an assessment of their teaching styles and preferences. At the onset, during the orientation, an instructor could lay the ground rules in classroom management, including adherence to expected behavior (listening intently, participating, no sleeping, no using of cellphones during classes, observing punctuality). Likewise, expectations from the course could be solicited, including preferences in applying teaching styles and the preferred use of instructional materials. This was actually recognized and corroborated by Instructor Mike O’Bryan in his response to the third question. Due to the diversity in cultural backgrounds, the educator should make it a point to determine which learning styles would be preferred to encourage a symbiotic relationship that would benefit the students and assist in achieving the course objectives. (2) The issue of motivating students has been acknowledged as a crucial element in classroom management. Just like in business organizations where motivation has been regarded as an integral part of a manager’s responsibilities, the educator in the classroom setting would only be able to motivate students from diverse cultural backgrounds if learning preferences were initially solicited and appropriately relayed. The first step to motivating students is being able to effectively discern the needs and drives that would encourage them to exhibit active and positive response in learning a second language. As such, in traditional classroom settings, motivational strategies could include using interactive approaches such as group activities, use of visual instructional approaches (overhead projector to present course modules in PowerPoint Presentation format, use latest audio-visual clips), class grammar contests where rewards such as extra points or academic credits and exemption from examinations could be given. (3) From a review of the course syllabus that contains course requirements, one observed that emphasis on class participation was minimal. Although it was explicitly noted that students are expected to participate in discussions and class activities, that fact that there were minimal number of students who actually actively participate in class discussions is indicative of insufficient motivating factor or an understood link that establishes enough weight to encourage expected response. A review of the course grade indicates that participation is given a grading scale of 100 points out of the total of 1000 points (which is just 10%). By realigning the grading scale to increase the number of points to be given to participating students and to make the students understand the repercussions of non-participation could be a strategy worth exploring. (4) The instructor identified two factors he considers in applying the teaching style to use: (1) finding ways to get students interested in grammar; and (2) convincing them that simply because they may have studied grammar in the past, doesn't mean that they can use it proficiently (see response to question 1: Appendix A). The second factor is deemed easy from the educators’ perspective because this aspect is within his or her control. However, the challenging part is finding ways to get culturally diverse students to be interested in grammar. This is where focus and additional studies must be pursued since until contemporary times, despite various researches and studies have been made with the aim of motivating students within the ESL learning environment to develop innate drive and desire to learn grammar, there still exists challenges in this particular endeavor. The challenge of finding ways to motivate students seem to be more prominent in culturally diverse settings and could be an indication that motivational factors need to be catered to distinct and unique academic needs of these students. As such, the tasks in improving classroom management within the ESL learning environment continue to be subject to current and future trends, as well as outcomes and results from observation of teaching English courses. X. Class Discussion Questions and Activities 1. Given the wealth of motivational strategies that educators could use in improving classroom management, as students of ESL, what motivational strategies are deemed most effective in situations where students come from extremely diverse and different cultural backgrounds? Justify the response. 2. As students of ESL, do you think that at any point during the course, you could relay suggestions or recommendations for the instructor to change the applied classroom management style? Why or why not? 3. How do you think contemporary use of technological applications could be integrated in classroom management to enhance instructional approach and increase participation from ESL learners? Please explain your response. 4. Is there a need for instructors of ESL classes to be culturally adept at catering teaching styles to the preferences of culturally diverse students? Or should culturally diverse students adapt to the teaching style applied by the instructor in a traditional ESL classroom setting? Why or why not? XI. Further Readings Teacher Resources: Boling, Erica C.; Beatty, Jeanine.(2010). “Cognitive Apprenticeship in Computer-Mediated Feedback: Creating a Classroom Environment to Increase Feedback and Learning”. Journal of Educational Computing Research. Vol. 43 Issue 1, 47-65. Lopez, Omar S. (2009). “The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology.” In Computers & Education. 54(4):901-915 Melor Md Yunus; Wan Safuraa Wan Osman; Noriah Mohd Ishak. (2011). “Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom.” In 3rd World Conference on Educational Sciences - 2011, Procedia - Social and Behavioral Sciences. 15:2637-2641 Omar, Halizah; Embi, Mohamed Amin; Yunus, Melor Md. (2012). “ESL Learner' Interaction in an Online Discussion via Facebook.” Asian Social Science. Vol. 8 Issue 11, 67-7. XII. Acknowledgement One wishes to extend one’s sincerest gratitude and appreciation to Dr. Gloria Park for including one’s observation experience as part of her book chapters; as well as providing the academic guidance and support to make this endeavor possible. Likewise, sincerest thanks are likewise accorded to one’s mentor and instructor, Mr. Mike O’Bryan for his unselfish time and effort in accommodating me, as mentee during the course. The wealth of valuable information provided from his responses to the designed questions enabled one to present the needed reflections and integrate these within the discourse. XIII. References Alzahrani, A. (2012). Observation Report #1: General Description. Clayton, J. (2010). Diversity, Social Consciousness, and EFL: Transformative Practice and Language Teacher Research. TESOL Journal, Vol. 1, No. 3, 379-388. Johnson, B. (1999). Putting Critical Pedagogy in Its Place: A Personal Account. TESOL Quarterly, Vol. 33, No. 3, 557-565. Kumaravadivelu, B. (1994). (E)merging Strategies for Second/Foreign Language Teaching. TESOL Quarterly, Vol. 28, No. 1, pp. 27-48. McLaren, P. (1986). Schooling as a ritual performance. London: England: Routledge. O'Bryan, M. (2012). Course Syllabus for ALI 345: Advanced English Grammar. Retrieved from American Language Institute: https://dl.dropbox.com/u/64202416/ALI%20345%20Fall%2012%20%281%29.docx Oyler, C. (1996). Making room for students: Sharing teacher authority in Room 104. New York: Teachers College Press. XIV. Brief Biography of Author I graduated in 2006 with a Bachelor of Arts in English degree from the Jeddah Teachers' College in Saudi Arabia. I worked as an English teacher for three years in middle school. I am currently pursuing my Master’s Degree level in the USA; where my first year in the program included courses such as Introduction to TESOL, TESL/TEFL Methodology, American English Grammar, Materials and Media, Cross-Cultural Communication, and Introduction to Research in TESOL. XV. Appendix A Mentee: What factors have contributed to applying the particular teaching style you use? Mentor: Most students tend to view studying grammar as a chore. Consequently, they may have a negative attitude toward it. Some students come to ALI thinking that because they have studied grammar in the past, they 'know' it already. So two factors I have to take into consideration are finding ways to get students interested in grammar and convincing them that simply because they may have studied grammar in the past, doesn't mean that they can use it proficiently. Studying language and using it can be two very different operations. Mentee: Are there differences in terms of choosing and using a particular teaching style in a traditional classroom setting in terms of teaching students from predominately the same cultural background such as yours and from teaching students from a wide array of cultural orientations? Mentor: There is one issue in this regard that can pose difficulties. In classrooms where the students all have the same cultural and first language background, getting them to engage in meaningful communication in the second language can be problematic. They can be resistant to using the second language. So the instructor has to motivate the students, perhaps more so than in other situations. Mentee: In what ways can classroom teachers adapt their teaching to meet the needs of students? Mentor: First, the teacher can survey the students to find out what their needs are. This is particularly useful in a situation such as ALI in which sudents come from a number of different countries with a variety of backgrounds and purposes. The teacher can then choose or create materials which reflect the students perceived needs. In a situation such as ALI, the teacher should also make use of the language environment by having the students’ complete activities which require them to interact with native speakers. Read More