What is self

1. What is Self-Directed Growth
• Itis a lifelong process. It's a way for people to assess their skills and
qualities, consider their aims in life and set goals in order to realise and
maximise their potential.
A step-by-step process thatwill help you identify what it is you really want,
what’s preventing you from getting it, and how to break through any barriers
to take action and transformyour lifeforever. (Anthony Robbins
Factors of Self-Directed Growth
• Knowledge
• Skills
• Attitude
• Competency
Actions for Self-Directed Growth
• Self-DirectedLearning (SDL):
– In self-directed learning (SDL), the individual takes the initiative
and the responsibility for what occurs. Individuals select, manage,
and assess their own learning activities, which can be pursued at
any time, in any place, through any means, at any age. In schools,
teachers can work toward SDL a stage at a time.
• Collaborative Learning:
– The term "collaborativelearning" refers to an instruction method
in which learners at various performancelevels work together in
small groups toward a common goal. The learners are responsible
for one another's learning as well as their own. Thus, the success
of one learner helps other students to be successful.
Actions for Self-Directed Growth
• ReflectivePractices:
– Reflective practice is, in its simplest form, thinking about or
reflecting on what you do. Itis closely linked to the concept of
learning fromexperience, in that you think about whatyou did,
and whathappened, and decide from that what you would do
differently next time.
• Experiential Learning:
Experiential learning is the process of learning through experience, and is
more specifically defined as "learning through reflection on
doing". Experiential learning is distinctfrom rote or didactic learning, in which
the learner plays a comparatively passiverole
Self-Directed Learning

2. • A particular attitude towardlearning, one inwhich.. The learner is
preparedtotake responsibility for his own learning.
BROCKETand HIEMSTRA (1991)
• Self-Planned learning
• Self-Teaching
• Autonomous Learning
• IndependentStudy
• Distance Education
Self-Directed Professional Development
• When a person engages in self-directed learning, he or she(1) selects
the topic, (2) decides when to start exploring, and (3) when to stop.
Starting self-directed learning is related to a need.
• Training Programs
• Seminars
• Workshops
• Activities
• Conferences
STRATEGIES for SELF-DIRECTED Professional Development
• Contribute to main Goal
• Allow learner to become more self-directed
• Expand the Role of Teacher
• Make them Problem-Oriented
• Take Specific Actions for Learner
• Involvementof many Aspects of Learner
• SupportLearner (Directly/Indirectly)
• Are not Always observable
• Are often Conscious
• Can be taught
• Are flexible
• Are Influenced by variety of Factors.
SELF-Monitoring
• Self-monitoring, or thecapacity to observe(or measure) and evaluate
one's behavior is an importantcomponent of executive functioning in
human behavior.
• Activities in which information about one’s teaching is documented or
recorded in order to self-monitoring of language teaching.
– Lesson Reports
– Audio-Recording a Lesson
– Video-Recording a Lesson
Journal Writing

3. • An ongoing written account of observations, reflections, and other
thoughts about teaching, usually in the form of notebook, book, or
electronic mode, which serves a sourceof discussion, reflection, or
evaluation.
• A journalis a written record of your thoughts, experiences, and
observations. You can write in your journaldaily, or only when you feel
the urge.
Goals and Benefits of Journal Writing
• Discovering Meaning.
• Caring for self.
• Making connections.
• Installing values.
• Gaining perspectives.
• Reflecting Professionalroles.
• Critical thinking skills.
• Developing Affectiveskills.
• Improving skills.
Analyzing Critical Incidents
The term critical incident refers to a communication situation, which the
participants (or one participant) consider as problematic and confusing, even
amusing. Critical incidents are occasions that stay in mind. Typically, critical
incidents consists of examples of cultural clash events - situations where
unexpected behavior occurs - with suggestions on how to solvethese
situations.
Critical incidents gives us any type of lessonwhichis relatedto.
• Interpretation of an event.
• Value judgment.
• Significance meaning of the incident.
Critical incidents arises questionswhichare:
• What Happened?
Why ItHappened?
Teaching Portfolios
• Portfolios serve as tools for reflection, a way to thoughtfully
document teaching practices and progress toward goals.
Portfolio entries can inform professional growth plans.
• Richard and Farrell (2005) defined as:
“A collection of documents and other items that provides
information about different aspects of teacher’s work”.

4. A portfolio is a valuable aid in professional development for three
important reasons which are:
• Level of personal investment
• Preparation of portfolio
• Discipline-based pedagogy
Broadly, the habit of keeping teaching portfolios empowers teachers
with reflective strategies to help understand themselves as learners.
• Kerr (1999)
He said that “portfolio documents your growth in three areas:
• Developing self-awareness
• Managing emotions
• Building relationships
Action RESEARCH
• studies carried out in the course of an activity or occupation,
typically in the field of education, to improve the methods and
approach of those involved.
Action Research Goals/Benefits:
• Improve the teaching
• Improve learning environment
Enabling teachers growth
Phases of Action Research
Research phases are:
• Exploring
• Identifying
• Planning
• Collecting Data
• Analysis
• Hypnotizing
• Observing
• Reporting
• Writing
• Presenting