Findings The collected data was coded into three themes. These themes service as the characteristics of a PLC, the project question. However, the degree of agreement varies among the participants in some themes. The emerged themes are: - Work in a team to discuss and share experiences. - Develop teachers' abilities in preparing, implementing and reflecting on their practice. - Involve students in their learning to improve their achievement. Teamwork and peer coaching The followed procedures helped the participants to discuss and share their experiences and practice. The teachers had the opportunities to sit together in four focus group sessions. These sessions aimed to enhance peer interaction and collaboration. Khaled asserted that "working with the team was good for me. I got new ideas from my colleagues. (Focus group, Nov 19, 2013). He added: Being an active member in the study group made me willing to participate in other study group. However, I hope that the school leadership facilitates conducting such study. I also hope that I participate with a larger group study even from out of the school." (Interview, Dec 17, 2013). Ghazy stated that Participating with the team organized my works. I started using written lesson plans. My classes now specified with certain objectives. The last two meetings, I prepared myself with some suggestions for my colleagues. If I get the chance to participate, I will be more effective in the study group. (Interview, Dec 18, 2013). Mohammaed recommended that The participants should get the opportunity to teach more than one lesson. The participating in the study group helped me in avoiding mistakes and improving my performance. (Interview, Dec 19, 2013). Teachers' development The pre-servic... ... middle of paper ... ...dents show good progress as they justified their answers (Interview, Dec 19, 2013). On the other hand, eight students were interviewed after the second and third research lesson implementation. In the first interview session, three out of four prefer using games. They believed that games make the lesson more exciting. The game also motivated them to participate. (Interview, Nov 27, 2013). In the second interview session, the all students agreed on the effectiveness of using games during grammar lesson. One of the students said, "I was hesitated in the first time but it was fun. I raised my hand to participate and I had the chance." Another students said, "I do not like grammar but I asked my teacher to keep using this way of teaching." When he was asked why he declared, "I prefer learning in a group. I become more excited and I find it easy to understand the rule."
According to Halter (2014), all groups go through three phases of development which includes the orientation (introductory) phase, working phase and termination phase. As facilitators, we used motivational interviewing skills such as open-ended questions so that participants could engage in the discussion and share their experiences. Reflective listening and summary were used to recap some of the points discussed by the participants after each question. The group plan was very helpful in helping us keep up with the time.
By working together there is information sharing, improve safety and quality also collaboration gives knowledge to other professionals. (Littlechild and Smith, 2013).what I have learned through working in partnership with other professionals was creating a poster related to what each professional does. Some of the professionals I did not know how exactly they work together in partnership. Example: I was not aware of how a radiology would work with a social work and the outcome of that was that Radiology develop and maintain collaborative relationship with medical colleagues and participates in regular meetings with other professionals activities to meet the needs of a service users therefore they collaborate with Social Workers. By doing a poster and delivering information I learned a lot from the other team members, shared experiences knowledge and skills with other group members. Group work made me realise how it is very important to work in multi-displinary team, the benefit of it and what others can benefit from. During the poster each of the student was from different professional however we all had the question but each had to look at it in each profession perspectives. This gave an opportunity to everyone to go and search for each professional and communicate with the rest of the group the outcome of the presentation. By doing that, we exchanged ideas learned from each other’s skills and used it into practice. I have learned about sharing information with others, learned about communication and
Overall, I feel that my focus group discussion was a success. I was able to put together a reflection of the process that covered teaching practices and conceptual framework ideas that were used by their IC’s. The teaching practice discussed was The Big Four and the Conceptual Framework consisted of the teacher’s experiences with valuing diversity, technology integration, and practicing professional ethics in the classroom.
During these observations, I will collect fieldnotes. At the end of the eight weeks, I will hold focus groups for the participating teachers. I will have questions prepared to help facilitate the conversation as needed. My plan for these focus groups is for the conversation to be more teacher directed to highlight and analyze what they find important and choose to discuss, related to the implementation in their classrooms, what they are noticing in their students, and what they are noticing in themselves and the impact on their jobs. Monique M. Hennick (as cited by Merriam & Tisdell, 2016) explains: “Perhaps the most unique characteristic of focus group research is the interactive discussion through which data are generated, which leads to a different type of data not accessible through individual interviews. During the group discussion participants share their views in light of what they have heard” (p. 114)
In addition to this, I feel that my Team building class gave me good insight into the inner workings and mechanics of how teams work. More work.
"Teaching Games for Understanding ." Teaching Games for Understanding . N.p.. Web. 16 Sep 2013. .
In order to evaluate my role within the group it is important to identify what makes a group. A group must firstly consist of more than three members, “Two members have personal relationships; with three or more there is a change in quality” of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed.
Engleberg, Isa N. and Dianna R. Wynn. Working in Groups. 6th ed. Boston: Pearson, 2012. Print.
In this instance, I will reflect on how the incident aided my learning. I will also look at how effectively I educated the patient.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
5. Group Collaborate with faculty and the entire educational community . Help from fellow help resolve situations that arise on a daily basis.
...nd understand the needs earlier. Sometimes I don’t make enough time to do this. I feel that if I took the time, researched the group and found out that if people did have learning needs within the group I could be more prepared. I do adapt things in the group but I feel that this could be improved throughout training and understanding the needs of these students and what works best for them. As mentioned above the training could help me to understand this more as I have never had to teach students in this way.
After a review of my performance in the assigned group, I have learned a great deal about myself and behavior in the team-setting situation. This is not the first experience in a team setting. Previous team setting experiences were conducted in sporting and recreational environments rather than academics. While the setting and the environments were indeed different, there were many commonalities and correlations between the team settings I previously experienced and the current academic team-setting experience for this academic course project. One of the traits that I had exhibited pertained to being co-operative.
Luu Trong Tuan, & Nguyen Thi Minh Doan. (2010). Teaching English grammar through games. Studies in Literature Language, 1(7), 61-75.
use our strengths for the groups benefit. Expanding motivation will allow us to get involved and