Class One, Lesson 5 (28.02.2011)

Lesson Five was based on teaching composition: paragraph writing. After the input on how to write a paragraph, students formed groups. They then sat in their groups, brainstormed the topic, and developed the topic. I monitored them while they were writing. After the paragraph writing was over, students exchanged them to check each other’s written work. (See Appendix 5 for video description of class one, lesson 5)

I was able to manage the class well. I gave a clear explanation about the topic. I also tried to elicit the answers from the students regarding paragraph writing and brainstorming in order to encourage student participation. The explanation of the activity was clear. I encourage students who completed their drafts on time. During the activity, I instructed few groups individually to brainstorm on paper. ‘Teacher-student’ interaction was active. Students were enthusiastic throughout the class, and they especially enjoyed the activity drill for pronunciation.

The role of group leaders was active as well. They accommodated the late comers, assisted me in distributing the blank sheets, and motivated their classmates for active participation in the class.

Observation notes and interview analysis outcomes for Class One, Lesson 5

1. Instructions were clear.

2. ‘Teacher-student’ interaction was active.

3. The late comers kept joining the class and became part of the class work. 4. The group leaders were instructing their members to do their tasks. 5. The teacher helped and monitored the students.

Apart from the lessons discussed here, I took four more classes. After all the lessons were done, I interviewed a group of five students to know the overall impact of the new teaching over their learning. In the following section, I present their responses - organized thematically - and my interpretation of their responses. The responses help in understanding the impact of the new teaching.

Table 10. The interview comments of students from the English department

Difference between these classes and traditional classes:

Getting more opportunity to participate in activities than in traditional classes.

Role of group leader:

Cooperative Motivating

Helping in maintaining discipline

Giving feedback and assessing written and speaking task

Impact on learning behaviour:

Cooperation increased. Students became creative

Learning becomes more important than cramming Sense of competition developed

Improvement in communication skills

Peer assessment and self-assessment:

Peer assessment is better than self-assessment. Students come to know about their weaknesses

Student may mark but teacher should double check the assignments. Summative assignments should not be assessed by peers.

Students get continuous feedback on their performance. They come to know about their level of language proficiency).

Teacher's role:

Facilitator Encouraging.

Giving attention to every student. Friendly

Interactive Cooperative

Advantages of group learning:

Students do not get bored. Builds confidence of students Reduces shyness

Decreases fear of speaking Increases attention on the work

Increases interaction among the classmates Interest in learning increases

Learn discipline organization, and team work

Disadvantages of group learning method:

Syllabus is covered slowly Students speak in L1 frequently Digression from the topic

Lack of contribution from some students in group assignments Complaints of non-cooperation from group members

Biasness and lack of trust for peer assessment

Time consuming in arranging groups and seating arrangements Noise in the class

Over-demanding from slow learners

Students’ responses show that the new teaching had contributed in giving opportunity to them for improving not only language skills, but it also improved their learning behaviour. It was not possible to measure the improvement in their learning of language skills for individual students as their number was high. It was also not possible due to the focus of

the study which was on their learning behaviour rather than achievement; however, it was observed that their interest in the classroom activities increased and it improved through the process of dialogues with each other and with me. They also learnt to cooperate with each other. It also generated an environment of healthy competition. The new teaching also helped them in taking active part in learning by discussing teaching methods with me outside the class. I believe that everyone should be given equal opportunity of learning regardless of one’s learning abilities, and I feel that I have been successful in doing so. There is a lot room for improvement still. Like the traditional classes, the new teaching was also dominated by the ‘intelligent students’; however, backbenchers were also given the equal opportunity to share the learning process. It will take more time before all students learn to share learning and participating equally well. As improvement is an on-going process, it requires more lessons of this kind for continuous improvement.

The comments of observer on her experience in English department

[Students of English Department were given feedback frequently. Students were not only willing to participate but they improved a lot and they were happy and comfortable with the idea of self and peer- assessment because teacher rechecked their copies (assignments) as well. The changes in the teaching were made to suit the demands of students.

Overall the results were positive and at last students did peer- assessment and self- assessment in a better way and they also focused on the positive points. They became clear about the idea of positive feedback.] Dated: 4-26- 2011

I will discuss the new teaching in more detail in the succeeding chapters. In the next section, I present teaching in Biochemistry class.