Reflective Classroom Practice for Effective Classroom Instruction

Nalliveettil George Mathew

Abstract


Improving English language skills of learners is a strenuous task because of the variations in culture, background and learning styles. This strenuous task is further aggravated when English teachers realizes the proficiency level of students is far too low that his/her expectation. In most of the ESL and EFL context, English teachers rely on mid-term test to evaluate the proficiency level of the students. Blame game follows when there are too many failures in the classroom. Teachers blame the students for giving least importance to English language which resulted in low scores while the students blame the teacher for making the exam tough. The college/university management considers failure of students as a failure of the teachers in the classroom teaching.
The information presented in this paper is an alarming wakeup call and a reminder for the teachers to be constant self-evaluators of their classroom teaching rather than waiting for the results of a test to understand the students’ progress in classroom. This paper gives insights to the struggling teachers to succeed through reflective teaching practices.

Full Text: PDF DOI: 10.5539/ies.v5n3p205

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This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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