This is a presentation showing the effects of the whole reflective process on student teachers' teaching and learning process.

1. Action Research
By
Cheok Mei Lick
IPGK Perempuan Melayu
Melaka

2. Title
The Effects of Reflective
Framework on the Teaching
and Learning Process among
the TESL Bachelor of
Teaching Preparatory Course
Students

3. Introduction
I wanted students to be aware of
 factors that were involved in their
teaching and learning process
 the relationship between teaching
and learning
 their future roles

4. Key words
• Reflection
• Reflective practitioner
• Mindful teachers
• Journaling
• Metaphors

5. Focus of the Study
Raise awareness as to the
factors that were relevant and
specific only to themselves
 factors are aspects involved in their
teaching and learning process
• encouraging
• hindering

6. Focus of the Study
I wanted to know if this
framework is effective to
influence change in my students
perceptions, thus change some
of their actions.

7. Research Questions
 How does the reflective framework
help my students be aware of the
factors that both help and hinder
them in their teaching and learning
process?
 How reflective process help them in
forming their future identity as a
teacher?

8. Subjects in the Study
 First semester students of a
three-semester Bachelor of
Teaching Preparatory Course
 Journal writing is done every
week after their 2 hours class

9. Template of the Journal
Influences Positive/Enhancing Negative/Inhibiting Jane’s
Factors Factors Comments
1. Personal
[me-student]
2. Teaching
[you – lecturer]
3. Friends
4. Situation

10. Journal explained
The template answers the 4 questions
below:
1. How did I learn?
2. How was I taught?
3. How did I interact with the other
students?
4. How did the surroundings enhance
or inhibit my learning process?

11. Intervention Plan
 Action research plan is based
on Kurt Lewin’s (1946) model
 Hoban’s (2000) reflective
framework which I adapted for
use.

12. Action Research Model
Planning
Reflecting Acting
Observing

13. Hoban’s reflective Framework
• brainstorming
• discussion
Awareness • explicate modelling [think aloud]
• examples
Analyse • study factors that either enhance/inhibit their learning
• identify key factors for all the 4 factors
Synthesis • deepening of reflection
• identify a metaphor to show the relationship between the 4
Theorising factors
• small theories 't' formed
• new knowledge into existing ones
• stimulate reframing
Action • new actions taken

14. Awareness
 Brainstorm and discuss with
the students about the
teaching and learning process
 Model how I reflect through
think aloud

15. Analyse Stage
 Write their experiences in
class by studying what
inhibited or enhanced their
teaching and learning process

16. Synthesis Stage
 Students will collate and
identify key factors for each of
the 4 factors ; personal,
teaching, peer and situational

17. Theorising
 Students will produce a
metaphor in order to explain
how they view the relationship
between teaching and
learning

18. Action
 Deduced implications for their
future role
 Students established frames
and routines before the
reflection process may be
reframed now.
 Lead to professional and
personal change

19. Findings and Discussion
 15 weeks journal entries
collated
 Metaphors

20. Student 1:Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors try to understand in detail exhausted
do more practice lazy to revise & complete
motivate myself homework
2. Teaching factors gave meaningful advice none
elaborated with examples
inspires
3. Peer factors cooperative & helpful none
not selfish
4. Situational none nervous as today we have
factors a test

21. Student 1: Metaphor

22. Student 2: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors learn more lazy to do revision and homework
do more practice exhausted
motivate oneself keep making same mistakes when
using song is interesting making new sentences
2. Teaching factors advice & encouragement class cancelled last minute
keep reminding to check our was scolded
grammar too strict and serious
teach and explain more
extra notes and exercises
uploaded online
3. Peer factors cooperative misunderstanding during discussion
4. Situational factors video clip shown made us realised nervous during test
about life too many assignments to be
having test submitted at the same time
active feedback session
Comfortable lab

23. Student 2: Metaphor

24. Student 3: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors study strategy worked negative thoughts about the past
video shown in class inspired her lazy to revise
test motivated her to study and revise her too much sleep
work love to procrastinate
realized she needed to improve her grammar the more she learns the more confused she is
do self-reflection after teacher’s
encouragement and also scolding in class
more confident when having to do
presentation in class
2. Teaching factors good choice of video teacher too serious in class made her afraid
inspired by teacher’s motivational words to ask question
attempt a task immediately after the input needed more time for ISL tasks
prefer input from the teacher and not from her task was set without clear explanation
friends kept repeating the same words when scolding
realized other methods of teaching grammar
teacher’s notes and explanation helpful
3. Peer factors discussion was helpful noisy when doing ISL tasks
healthy competition
help each other to improve
4. Situational factors air-conditioned room was good going home after class
prefer the computer lab than her classroom classroom was hot
using songs in class brought fun into the not enough time to discuss after class with
classroom the teacher
no LCD in class
problem with her speaker
tensed when being scolded

25. Student 3: Metaphor

26. Student 4: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors never give up till she can exhausted
understand not confident
read up before class
concentrates in class
presentation made her more
confident
2. Teaching factors clear explanation task on a song lyric was not
check and correct suitable
continuous tasks
notes given
motivational talks
presentation using mind map was
helpful
3. Peer factors continue discussion after class none
encourage one another
4. Situational factors conducive no LCD in the classroom
online tasks helpful no speaker in the classroom

27. Student 4: Metaphor

28. Student 5: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors tries to understand her content cannot understand what was
having to present helped her taught
understand better confused
2. Teaching factors tasks set helped her understand scolded by teacher
better
clear explanation
notes given
stressed importance of grammar
3. Peer factors peers helped explained further noisy and distract her at
did online tasks together times
4. Situational factors comfortable no internet connection

29. Student 5: Metaphor

30. Student 6: Collated Journals
Influences Positive/Enhancing factors Negative/Inhibiting factors
1. Personal factors do as much grammar confused with the tree diagram
exercises as she can not enough time
learn to select suitable video afraid to ask questions
for teaching
2. Teaching factors likes the online learning mode
coursework helped improved
her understanding
notes given
clear explanation
kept reminding to work hard
3. Peer factors cooperative & helpful most are weak in grammar
4. Situational None submission all coursework at the
factors same time

31. Student 6: Metaphor

32. My Reflection
Insights from students’ Implications for my self-study of teaching
journals
Students find me too serious Try to smile more and be more pleasant in class. Be
and moody at times. consistent with my attitude in class.
Students do not like last Try to remember to inform students earlier of any changes
minute change.
Students learn better when I Try to teach them first and followed by discussion of tasks.
explained. Do away with individual presentations in a grammar class.
Students afraid to ask me Try to be more tolerant of whatever questions posed and
questions. again smile more.
Students like the use of mind- Try to come up with different activity each time you enter
map and varied activities class.
when learning grammar.
Students worried of being Try not to scold students. If I do need to scold then do not
scolded. They are embarrass them. Be more careful.
embarrassed.

33. Implications for Me
 Every experience is
interpreted differently by
every student.
 A mirror of my teaching.

34. Conclusion
John Dewey (1933)