Luận văn teachers' and inspectors' perceptions of an effective english lesson

According io O° Leary as cited m Leshem 4 Bar-Hama, 2008, “classroom observation has occupied a prominent, role in ierms of ils use as a lool by which to jugde and subsequently promote

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST GRADUATE STUIHNES:

BY: LỄ THANH CƯỜNG

TEACHERS’ AND INSPECTORS? PERCEPTIONS OF

AN EFFECTIVE ENGLISH LESSON

NHAN THUC CUA GIÁO VIÊN VÀ THANH TRA VỀ MỘT

GIO DAY TIENG ANII IIỆU QUÁ

Minor Prugramme Thesis

BY: LỄ THANH CƯỜNG

TEACHERS’ AND INSPECTORS? PERCEPTIONS OF

AN EFFECTIVE ENGLISH LESSON

NHAN THUC CUA GIÁO VIÊN VÀ THANH TRA VE MOT

GIO DAY TIENG ANITINEU QUA

Minor Programme Thesis

Language Tcaching Mcthodology

01410 Supervisor: Lé Vin Canh, MA

HA NOI— 2010

2, Research questions caesessveseene sentatives

3 Methods of the study

4 Scope of the study

5 The design of the thesis

PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW 1.1 Effective tsaching

1.2 Teaching evaluation coi series

1.3 Observation as a tool to evaluate teaching

1.4 Criteria for evaluating lesson offectivencss

2.4.2 Taspectors” perceptions - 36 242.1 Tnspeetors" gencral perczplions of MORT's evaluation crilcria 26 3.4.2.2 Inspectors” inlerpretations of MOET”s evaluation criteria 26

3 4.2.3 Inspectors’ suggestions about criteria for an effective lesson 30

2.4.3, Convergences and divergences between teachers’ and inspectors’ perczptions

3 Limitations of the study and suggestions for fimther research 40

APPENDICES

PART A: INTRODUCTION

1 Rationale

We are living in a changing, world in which new developments are affecting every aspect of life Now is the era of global integration with “new social movements that requires special considerations” (Canagarajah, 2006, p.24) In this context English has occupied its unrivalled position of a language used as a medium of intemational communication English becomes “one of the most important means for acquiring access

to the world intclicelual and (echnical resources” and it “enables tearnors to aes

more advanced and up-to-date resources than they can in their native Janguage” (Canh, 2003, p.36) The important role of English language in the moder life highlights the need for cuikancing the quality of English Tanguage loaring and toaching More and more researchers, scholars, educational administrators and teachers are taking interest in the matter of effective Linglish teaching ‘The factors that help to promote effective teaching then have received increased attention

Classroom observation is a common practice in every school, It captures information about how teachers deliver their lessons and it is considered as the most commonly used toot not only for evaluating Leachers but also for fostering [heir profession development (Minhis, as cited in Office of Institutitional Analysis & Planning [OIAP], 2007)

According io O° Leary (as cited m Leshem 4 Bar-Hama, 2008), “classroom observation

has occupied a prominent, role in ierms of ils use as a lool by which to jugde and subsequently promote good practice” (p.261), However, it is becoming more of'a challenge

to teaching evaluation through classroom observation in the present picture of language learning and teaching ‘I'he picture now is very complicated as contextual factors such as different chjcctives, resources, support for professional development, student motivation, ete .are influential in teaching process (OLAP, 2007}, This should be taken into account when teaching evaluation is carried out

It should be noted that a number of problems arising in the practice of cvaluating teachers’ teaching have been identified by lots of researchers According to Bath (as cited

in Sawa, 1995), conventional (caching evaluation afen manifests itself as “a meaningless

rilual, or oven worse, il becomes a racwring occasion to heighten amsicly and discorforl among teachers involved” (p.2) This may emerge trom the fact that observers tend to use themselves as a standard and they observe impressionistically (Shaal, 1989) ‘this is echoed

(2008) also mention the same problem when they point out that observations tend to be subjective and are based on the observers’ own teaching approach, which can create biased results,

In upper-secondary schools in Vietnam, the evaluation of teachers” teaching is carried oul on a regular basis The most imporlant sowres of information used lo the evaluation is collected by means of classroom observation which has received increased concern fom educational administrators, inspectors and teachers themselves ‘This is because criteria for svslualiơn are nol specific, and evaluation is, therefore, mare subjective and based on the evaluators’ intuition, Also, teaching evaluation in uppet-secondary school context is facing challenges on account of considerable changes in language teaching ‘The new textbooks with new guidelines on teaching have heen introduced into this educational environment in replacement of the old-fashioned ones The evaluation of tcachcrs’ performance in class, however, has not yet responded well to the change What guides inspectors’ evaluation of teachers’ performance is a sel of generat criteria for lesson evalualion regulated by the Ministry of Education and Training (MOET) These criteria for teaching evaluation have been administered for all subjects, so they potentially lack subject sensitivity element It should be noted that sensible Leaching evahialion with constructive comments front the observers can exert positive impact on teachers’ teaching skills The quality of teaching, evaluation, to a large extent, depends on teachers’ and inspectors” perceptions of what constitute effective teaching, ‘his matter has been researched in the field of language toaching, For example, Griffils (2004) considers teacher pereeptions very important as Ihey potentially influence the effectiveness of teaching process

From the reasons mentioned above, it is urgent and necessary to explore the viewpoints that teachers and inspectors hold about c1itcria for an cffective language lesson Up to now, there has been little research into this thought process in upper-secondary school context This study is intended to move toward thal goal TL is hoped thal the findings of the study will ake # positive contribution lo the improvernent in leaching cvaluation practice in high school context, which is of great significance to teacher professional growth

3 Method of the study

‘The qualitative research method was adopted for this study to explore the upper-

secondary schoot (cuchers’ and inspeclors’ poroptions of an effective losson, Specifically, semi-structured interviews with teachers and inspectors were mdartaken to collect data for analysis and discussion

4 Scope of the study

The study focuscs on discovering teachers’ and inspectors’ perecptions of an cfitetive English lesson in Hai Duong provineial upper-secondary school context Aspects explored cenler on the evalualion crileria for an effective lesson mandated by MORT,

5 The design pf the thesis

‘The study is divided into 3 parts Part A is an introduction to the research, in which mallets such as rationale, method of study and research questions are presented Part B is the development of the study in which there are 2 chapters, chapter 1 and chapter 2 Chapter 1 reviews the relevant literature on the matters of effctive teaching, teaching, evaluation, observation and criteria for lesson effectiveness ideas from the researchers in the fictd have beon discussed to creale a theoretical framework for the study Chapter 2 presents the context of the study, the participants and data collection method This is followed by the analysis of the data collected and discussion of the findings Part C provides conclusions of the study findings and the implications for language teaching, and teaching evaluation in upper-secondary school context Also, in this part, the limitations and suggestions for furlher research are inchaded

This chapter reviews the relevant literature on teaching evaluation It first discusses

whal effective teaching is, then leaching evaluation This is followed hy a discussion of the limitations of evaluating teaching solely through classroom observations Finally, criteria for evaluating teaching are reviewed

1.1, Effective teaching

Effective teaching is the topic that concems lots of researchers, educational administrators and teachers, What discussed below is the matter of effective teaching in terms of teaching malcrials, Leaching methods, class managen

mt and studont learning

outcome

Teaching materials

Teaching materials ate among the components that constitute effective teaching

Teachers nocd matcrials to carry out their instructional practiec Efftetive teaching necds good materials, Researchers are curently putting a great emphasis on the use of meaningfil materials in a kmguage class According to Siser (2008), mreaningfil talerials are the ones that are relevant to students, reflecting real life issues and problems The more meaningful materials are to students, the quicker and easier they will be teamed, In addlition lo this, the content emiberided in materials should be varied, ralural and authentic,

so that students tet they are working on tasks in seal lifs (Kusuma & Powell, 2004) Rivers (2003) also voices his favour of the use of materials that focus on the use of natural language Lle states that it is goad to provide students with practice in using the language for everyday tife communication, This is opposed to the imnalural types of drills and practice exercises which are still widely used in many teaching contexts

Leamers in different contexts vary in their leaming styles, language proficiency or Icarning needs, Rivers (2003) says that Icaming and tcaching arc shaped by student needs and objectives in particular circumstances ‘[herefore, materials should be designed to care aboul learners? particntarities They shoul! nol, be too challenging lo students in terns of linguistic knowledge bul should be inforesting cnongh to molivate tham in their learning Similarly, Martin (2005) encourages teachers to take the responsibilities of adapting

materials to suite their leamers According to him, teachers need to add, for example, extra

requires Ioachers to have good instructional skills to make

target language knowledge as well as to develop their language skills Pellino (2009) identifies four loads as barriers to meaningfal instructions, namely cognitive load, culture

zasy for students lo alain the

load, langungs load and learning load, and that il is the job of the teacher lo Towar these barriers, helping students to overcome them Approptiate techniques need to be devised to construct understanding, and reinforce their interest in their learning process Obviously, to

tach effectively, toachors ncod ta be flexible in their delivery of the

their teaching practice is not only the body of theoretical knowledge in the field of language teaching but also the reality of their classroom According to Rivers (2003) teachers should develop and strengthen their own way of proceeding in relation to the needs and individual strengths of their students in their own context It is teachers who have control over their decision making process, which vary with changing circumstances

som, What guides

Ina similar vein, Martin (2005) emphasizes the need to make changes to the lesson plan because leamars vary in learning, backgrounds and language proficieney, Teachers should modify activities and the tasks if they realize that they are far from being appropriate in the class In other words, teachers should be sensitive to their particular students, This is echoed by Sizer (2009) when he states that good teaching does not mean fixed teaching and that teachers should be flexible with changing circumstances According to him,

successful teaching does not mean all matters in the lesson are fiully covered In some particular toaching situations, the lesson delivered is still considered effective cven Ihough the teacher cannot go through all the tasks and activities intended to be dealt with

A single best method may not exist in modem language teaching environment Effective teachers know how to combine different incthods in their teaching in order to yield good learning outcome According to Ganguly (2003), effective teachers use techniques thai bast serve the learning styles of their sludents, Stndsnts nol only lear by being exposed to learning opportunities but they also need to be explicitly taught what important for them to know What can be inferred is that direct or indirect explanation is not effective on its own In fact, the combination of the two is a fair solution Rivers (2003)

ones in class Students will feel learning more rewarding if they have the opportunity to master the simple concepts first, then complex ones Towever, the final goal of every language couse is that students know how to use language they have learnt for different purposes in communication (Martin, 2005) ‘Che practice of grammar structures with isolated momings dows nol propars the learners for moaningfit use of language Tstead, language practice should be close to real communication, According to Rivers (2003), teachers should provide students with opportunity to apply thair knowledge and skills to now situations, Similarly, Marlin (2005) puts an emphasis on the nocd to yroceed from more controlled activities to less controlled ones in the class

Class management

Class management is one of the important aspects that determine the success of

teaching, What is meant by effective classroom management is that teachers are aware of their different roles in class, They should take a suitable role at each stage of the lesson and should be Nexible in what they do fo keep class activilies nol only in discipline bul also in relaxed atmosphere, According to Yan (2006), the good language teacher should realize that the language teaching does not merely go in hand with the mastery of grammar rules and expansion of vocabulary but there are also many important tools thal affect or even promote language teaching, For example, some knowledge of psychology brings about not only behaviour suecess at mastering language, but also cognitive success and increased confidence Knsuma & Powell (2004) make the same point when stating that what teachers arc orwouraged Lo do is 1a scl up a pasilive classroom envirommnent thal will support future interaction and collaboration bebween teacher and students and between students themselves It is for sure that the positive classroom environment is one of the decisive factors that contribute to satisfactory lcaming outcome Martin (2005) postulates that students will lean more easily in the environments in which anxiety is lessened and self: confidence and selGesteem can be developed Similarly, Kusuma & Powell (2004) state that students town best if thay arc in a classroom where they feel safe and confident to

attempt new tasks

Llow teachers guide their students to tackle the tasks is another aspect of good class

management, Good instmnetions help students understand about their tasks andl know what

to do Martin (2005) emphasizes that teachers should make instructions short and clear and should demonstrate rather than explaining whenever possible Besides, he highlights that the matter of leacher talking time and student talking tine should be taken into consideration Generally, teachers are advised not to talk too much, Most lessons should be student-centered, not teacher-centered Obviously, students need time to take in the knowledge and practice for language use

Teachers with good class management skill often pay attention to students of different language proficiency level in the class, Slow students need classroom activities broken into manageable parts while fast learn:

arc in favour of those with some degrees of challenge (Martin 2005) Kusuma & Powell (2004) says that effective teachers understand their students and know the standards their students are expected to achieve ‘They closely monitor each student’s achievement and provide their students with regular feedback on their performance to onhance their learning outcome To motivate students and keep them interested in the lessons, Kusuma & Powell (2004) also advise teachers to reward desired learning with praise or made by students should be rewarded because praising desired learning outcomes will be a source of encouragement for their learning

Student learning outcome

Learning outcome in learning pracess is an inlegral part of effective teaching, According to Berman (2003), teaching cannot be deemed effective unless signiticant

learning takes place and that, it is appropriate to expect student learning to be the primary

measure of teaching effectiveness ‘the Senate Committee on ‘Teaching and Learning [SCOTT] (2002) also emphasizes the importance of student learning in evahuling teachers’ quality of teaching They state that a vital job of teachers is to provide beneficial learning experience for students and promote their development as learners This view is supported by Kerby ct al (2002) when they believe that cffective teaching occurs when students gain knowledge A stady conducted by Shaw and Young (as cited in OLAP, 2007) also indicated thal excellent instructions consistently received very high ratings on the concern far sturlort learning and genning respecl far stunts, Ingvarson and Rowe (2007) have a similar view when pointing out that by successful teaching we mean that the learners actnally take in what delivered by teachers

growth (Jahangiti & Mucciolo, 2001) In school environment evaluation serves two puposes: lo improve teacher’s instructions and to provide information for persormel decisions in a school system (Gowan, 1975)

‘The practice of evaluating teaching has undergone tots of great changes over the past fow decades and cuntitucd to bơ on high agenda dus lo changes in views on language teaching and leaming (OLAP, 2007), Bailey (2002) also assumes that current changes in linguistics and language pedagogy have contributed to new developments in observation

and evaluation practices This roalit sad to snsure thal cvalnation is responsive to the teaching cultwe (the teaching styles which are generally deemed effective for that particular teaching context), the socio-cultural classroom context, the characteristics of the students, etc (Murdoch, 1998) Professionals in the field have highlighted the importance of context in teaching cvaluation According to Maldcrez, (1999), context decides the choice of materials as well as methods adopted in class Gowan (1975) and Murdoch (1998) consider that evaluation needs to be designed for the context

in which it is used, sensitive to local conditions Thus, it is necessary is to leave room for teachers to be inventive and creative with their own teaching strategies

Shulman (as cited in Sawa, 1995) insisis thal evaluation should know the subject matter, pedagogy, and classroom characteristics of the teachers being evaluated as well as take into consideration the fact that experienced and excellent teachers can devise instructional methods that theorists and researchers oan neither explain nor anticipate Similarly, SCOTT (2002) anmounccs that Ihe criteria for evaluating Loaching vary between disciplines and within disciplines and should take into aecount the level of the course, the instructors’ objective and style, and the teaching methodology employed

As for the appropriate focus of evaluation, Tsai (2008) said that teacher evaluation should identify and measure the instructional strategies, professional behaviours, and delivery of content knowledge that affects student learning, Tlowever, the focus should be oriented more towards icacher dovelapment rather than teacher avaluation (Scal, 1989) Evaluation should be carried out in such a way that it creates a beneficial impact on teachers’ teaching ‘Iherefore, a cooperative and interactive relationship between teachers

and observers should he established (I'sai, 2008) According to Murdoch (1998), a transparent and open disct

teaching will help promote teacher profassional growth This is shared by Baker and Westrup (2002) when they believe that teaching repertoir will be enriched by positive

sion of key classroom issues and the features of excellent

comments from colleagues and education supervisors, which focus on helping leachers lơ realize what needs to be brought info full play, and what needs to be improved in their performance

When considering the Tole of supervisors, Murdoch (1998) say that supervisors aro, om the one han, facilitators of professional development, and on the other hand, assessors of the quality of teachers’ work ''o establish effective supervisory relations, Gitlin and Smyth {as cited in Sawa, 1995) cmphasives thal supervisor nevds to move away from whal lermed

as the “dominant” view of teacher supervision, according to which, supervisor operates as

an “expert” with a mandate to presonbe the features of good teaching and diagnose at the weaknesses of teachers They go on to say that this approach fails to grant teachers with some degrocs of independenec on their own way to satisfy the loaning necds of their students, develop their own classroom teaching skills and take responsibility for their own professional development,

1.3 Observation as a Lool ip evaluate teaching

Classroom observation is a process by which an observer records the instructor's

teaching practices and shudent actions in class sessions, and then discuss the observations with the instructor (Malderez, 1999), The importance of observation is obvious in the development and assessment of teachers’ teaching, Observation can help us to get a picture

of edneational situations, assess the quality of educational practices and make suggestions for improvements (Maldcrez, 1999) This assertion is supported Scal (1989) when he states that observations can provide usefill feedback to teachers and can improve the overall effectiveness of the teaching and learning process

Problems of classroom phservalion

‘A number of researchers voice their opposition to the use of observation in promoting the performance of teachers They mminizin tat observation tends lo be subjective based

on the obsciver’s own leaching approach and thal observation tends to be scon as judgemental, and one more aspect of administrator “power” Therefore, it is not a means to boost teaching effectiveness (Richards, 2004) Most observations are for teacher-

evaluation purposes Consequently, teachers generally regard observation as a threat Thís

leads to tension in the

feedback meeting (Bailey, 2002)

Suggestions for improving observation practice

room, and tension between teachers and observers during

According to Sheal (1989), TILT classroom observations nowadays have put an

emphasis on the need to hold more developmental than judgemental view in classroom

observation ‘fhe main purpose of observation is not to grade teachers’ teaching, but to work wilh the Icachers to explore and idonlify the car-bc-improved points as well as the positive aspects in a class, thereby promoting their critical thinking and professional growth Following are suggestions on observation that have been made by a mmmber of researchers:

- Focus should be oriented more towards teacher-development rather than teacher avaluation Usefull feedback should be provided to teachers so that the overall effectiveness

of the teaching and learning process can be improved

- Classroom observers should be trained in their ability to cvaluatc teachers’

performance (Sheal, 1989)

~ Voice of those observed should be heard (Wajaryb, 2001)

- A cooperative and interactive relationship between teachers and observers should be

established

- Teachers are encouraged ta make the allernatives ax lors as they lead to effective teaching (Tsai, 2008)

1.4 Criteria for evaluating lesson effectiveness

‘The criteria for evaluating lesson effectiveness have been discussed by lots of researeliers in language leaching Martin (2005) focuses on teachers’ instructional methods, their mastery of subject matter knowledge and their classroom management skill when measuring lesson effectiveness According ta him, a lesson is considered as effective

if teachers:

- strive to motivate and engage all their students in learning

- acknowledge individual differences and devise a range of practice activilies and

presentation stralegics {o suit their abilitics and learning styles

- use a range of pedagogies in teaching,

- encourage student responsibility

1

- have mastery of their teaching content

- provide 4 safe cnvironment in which students arc

ncouraged to take part in every

learning activity with comfort

- monitor progress and provide feedback for students to make progress in their learning

- build positive relationships between teachers and students

In a similar vain, Davies and Pearse (2000) focus on the teachers’ knowledge of language, their cormund of practical English, students’ necds and thair practice for language use, According to them, successful teachers usually:

- have a practical command of English, not just a knowledge of grammar nes

- think mostly in terms of learner practice, not teacher explanations

- find time for really communicative activities, not just practice of language forms

- focus their teaching on learners’ needs, not just on “finishing the syllabus or course book”

According to Kerby et al (2002), in order to yield successfull lessons, teachers have to show some qualilies, They should:

- have the ability to motivate and inspire students in diverse ways

- prepare students for the role of life-long learners

~ be farniliar with rnultiple instructional techniques

~ use effective visual aids

- incorporate means of generating interest in the classroom,

- avoid interrupting the students, acknowledge stadents with appropriate feedback

Several rescarchets have Lrought forward the crilcria for an ciTective lesson basert om student-centered approach, According to this approach, students take a central role in learning process Thus, a lesson is deemed effective when teachers focus on Ìearners and their Jeaming Chickering and Gamson (1989) cmphasize what teachers necd to do to better students’ learning outcome ‘their criteria for an effective lesson mostly focus on learners Teachers’ per formance is measured by their aliility to

+ cneourage sludenls

- encourage co-operation among students

- encourage active leaming

- give prompt feedback

- respect diverse talents and ways of learning

Ur (1996) also provides some criteria which mosily focus on student leaming The ctitoria are as follows:

- The class seemed to be learning the material well

- ‘The leamers were engaging with the foreign language throughout

~ The learners were attentive all the time

- The learners enjoyed the lesson, were motivated

~ ‘The leamers were active all the time

- The lesson went according to plan

- The language was uscd communicatively throughout

Doff (1988) suggests a set of criteria for evaluating lesson effectiveness in the forms of questions [lis criteria focus on the aim and procedures of the lesson, teacher's instruction and class management skill, their teaching manner, their use of visual aids and student learning:

=Is the aim of the lesson clzar?

- Does the teacher write clearly on the board?

- Do students participate actively in the lesson?

- Does the teacher do a vanety of activities?

~ Are (he stages of the lesson clear?

- Does the teacher have clear pronunciation?

- Does the teachar use visuals appropriately?

~ Does the teacher speak naturally?

- Does the teacher encourage students to ask questions’?

~ Does the leacher encourage real use of language?

~ Doos the leacher soem interssted in the lessen?

The document of the ELTTP project, which was implemented fiom 1998 to 2002 with the objectives of improving teachers’ teaching skills, goes into much detail when bringing

| As for Teaching the lesson, the teacher is expected ta

- start the lesson clearly and provide clear stages to the lesson

~ use the lesson plan appropriately with appropriate timing of the activities

2 4 good balance of Rnglish and Vietnamese

| In terms of Management and Control of the class, the teacher should

- monitor the class, maintain eye contact with the class and respond to students

~ usc a varicty of work arrangement

- elicit from the students; make sure his voice level is loud enough

1 As for studenis learning and involvement, teacher's performance is measured for his ability to

- establish a rapport with the students, involve them in every activity of the lesson and keep them interested

- maintain a good balance of teacher talking time and student talking time

- consider the feelings of the students, encourage them with their Jearning and praise for theit effort

+ As for Teacher's manner are Use of English, the teacher is highty appreciated when he:

~ seems relaxed and confident

~ is flcxible to suit a particular situation

- gives a good model of English

ẽ sh naturally, e.g can answer studants (unexpected) questions

1.5 Summary

In summary, effective teaching depends on a mumber of significant elements such as teaching materials, teaching methods, classroom management and student learning

outcome ‘I'he evaluation of teaching by means of classroom observation should take these

inlo account To

teachers well, the premium focus of observation and evahiation should be on teacher professional growth A cooperative relationship between observers and teachers are expected with their working together for the improvement in teachers” podigogioal practice The reviews of crileria for evaluating leaching indicate (hat Ihe focal points are mostly on teachers’ knowledge and their instruction and management skills, the use of teaching aids and student leaming ‘Teachers ars supposed to master instructional skills, to Inve good knowledge of pedagagics, to adapt good teaching manner and la be able to create active leaming atmosphere in class, What also emphasized are their Hexibility of using the instructional methods; their monitoring the students’ progress and

their interes! mm motivaling students {6 Ica

by the Department of Rducation and Training (DORT) to act as reprosonlalives of the Department with a job to examine and evaluate the pedagogical work of teachers

‘The evaluation of teachers’ lessons is carried out according to the evaluation criteria

x Tiandaled by MOET Thís sct of criteria has been

subjects in secondary school context for a long time The criteria consist of five main

aspects of the lesson to be ganged that include Teaching content, Teaching methods, Teaching aids, Class management and Learning ouleome Rach main axpecl consists of some more criteria (See Appendix 3)

Observing and evaluating teacher performance is a hard and complicated work (William, 1989; Richards, 2004) In Vicinamn’s upper-secondary schools, Ihe practice is

getting more and more challenging due to the changes in language teaching and learning,

especially the changes in curriculum and textbooks which entail new guidelines on

teaching methods In addition, as ther

is only a single sot of criloria uscd for sssossing, lessons of various subjects, it is open to question whether the teachers’ understanding of the oriteria is congruent with that of the observers ‘This should be taken into account as divergences in interpretation of the criteria potentially lead to disagreement between observers and teachers

2.2 The participants

There are lwo groups of parlicipanis in this study: the Leachers and the inspectors who

evaluate teachers’ teaching

Six teachers, three males and three famales, have taken part voluntarily in the senti- siructured interviews These leachers vary in lerms of age, brining backgrounds and teaching experience Their age ranges fiom 27 to 49 with one teacher over 40, one below

30 and four from 30 to 35 The teacher who has the most teaching experience of all has taught English for 15 years ‘he teacher who has the least teaching experience has taught English for only four ycars, They leach in a number of schools in thz province including public and private schools As for trammng backgrounds, two of the teachers have full-time university degrees in foreign language teaching, and the other four have part-time university degrees AI of tham have attended training sessions in relation to the implementation of new English curriculum and textbooks organized by DOE Apart ftom thal, they have little opportunity for inservice (raining courses [or professional growth

There are lwo inspectors lakiny part in the study Those inspectors, who aro above 50, have much experience in language teaching, Both of them have full-time university degrees in foreign language teaching ‘hey have worked as provincial educational

imspectors for more than 15 years 1lowever, they have hardly any chance to be trained in the matter of teaching evalualion, Whal they have in hands arc some written documents on general regulations on teacher evaluation and the criteria for evaluating teaching issued by MOLT

2.3 Method of data collection

Interviews have been used by a lot of researchers as an efitetive research method which allows for gaining insights into one’s thinking about an issue concerned in this

study, sermi+strucinrad intsrviews have boon conducted to explore toachers” and inspectors? perceptions of an effective lesson, The questions focus on the aspects of the lesson prescribed in MOBT’s evaluation criteria, which have been used as guidelines for cvalualing leachors? toavhing in sceedary schools far years, The questions are aimed al uncovering the general views teachers and inspectors hold about the evaluation criteria, their interpretation of the criteria and their suggestions for criteria for an effective lesson

‘The teachers and the inspectors were informed of the focus of the interviews in advance, which gave thom some time for preparation The talks were conducted in Vietnamese to help the teachers and the inspectors express their viewpoints at ease he contents of the inlerviews were then transcribed and analyzed

2

Data were mainly analysed according to 10 evaluation criteria prescribed by MOET

Data analysis

These crileria are summarized as follows:

Criterion 1: Subject matter knowledge is accurate and scientific

Criterion 2: Subject matter knowledge is systematic and adequate; teaching, points are made clear

Criterion 3: Subject matter knowledge is related to real life and oducational

Criterion 4: Teaching methods are appropriate to the subject and lesson types

Criterion 5: Teaching methods are well combined in teaching and learning activities

Criterion 6: Teaching aids arc used cfifetively and appropriately

Criterton 7; There is good use of the board; lesson plan is appropriate

Criterion 8: Teaching procerhres are carried ont flexibly; lime is allocated appropriately for the activities,

Criterion 9; Teacher organizes and guides active leaming, the activities are

appropriate to lesson types and particular students: students are rnotivated

Criterion 10: Most students understand the lesson, master the teaching poinis and

now how Lo apply what has beer learnt fo new silualions

2.4.1, Teachers’ perceptions

2.4,.L1 Teachers’ general perceptions of MOE 1’s evaluation criterta

Generally, the teachers agreed Ibal the criteria covered important aspects of a Jessor and helped to onentate teachers’ perforrnance towards effective teaching Regarding the

value of the current oriteria for evaluating teaching, ‘Teacher 1 said in the interview that,

I think the criteria can orientate teachers’ work Teachers can base on thent to prepare

their lesson better

In a similar vein, Teacher 2 believed that the current criteria were appropriate to the evaluation of leaching Tnglish

‘The criteria address necessary aspects of a lesson, appropriate to the English subject

as well as other subjects Teachers can rely on the criteria to adjust their teaching, for

the better 1 Uhink Lhe lesson wall be successful if Une requirements in he coileia are

met

However, most of the teachers interviewed stated that some criteria were not explicit

enough and that there need to be appropriate indicators of some criteria when used to

assess an English lesson For example, Teacher 6 and Teacher 4 stated (hat,

‘The criteria need to be elaborated For the criteria to be appropriate to the evaluation

of an Linglish lesson, some criteria should be added such as teacher's Mexitilily in teaching, activities or teacher and student interaction in the lesson (Teacher 6)

The criteria need to be concrete so that they can help teachers understand about the

requirements for a good lesson (Teacher 4)

2.4.1.2 Teachers’ interpretation ot MOET’s evaluation criteria

Criterion 1: Subject matter knowledge is accurate and scientific

‘The teachers shared common ground when stating that subject matter knowledge

delivered by teachers must be le:

ly, grammalically and phonetically accurate Thoy hightighted that toachers’ presenlation of the grammer points or vacabnlary in the Tesson should be perfectly accurate, However, errors made in their classroom language may be overlooked, For example, Teacher 4 believed that,

19

Aeenrate subject malter knowleđge means the acctraoy of prarmmar, promimeiztion

inteachet”s speech and waiting, It’s very important because students only make right sentences when teacher presents accurate grammar or vocabulary

This was echoed by Teacher 2 that,

Teachers need Lo give accurale language knowledge such as pronunciation, grammar and vocabulary However, if teachers give wrong pronunciation of a word when they are speaking, this shouldn't be treated ae thoir inaccuracy of language knowledge Criterion 2: Subject matter knowledge is systematic and adequate: teaching points are

made clear

Some of the teachers made the point that the delivery of systematic knowledge meant the activilies or tasks in ths lesson were arranged in the order of difficulty Pasy tasks were dealt with before more difficult ones were tackled (Teacher2, Teacher 3) Besides, a systematic lesson could be understood as the filll prescribed stages of the lesson being followed ‘his was elaborated by ‘Teacher 1 below

‘There are three stages in the skill lessom: pre-stage, while-stage and post-stage In the langnage focus lesson, the lessom is divided into three phases: Presentation Practice and Production, In order for a lesson to ve systematically adequate in erms of subject snalter knowledge, I hind Lcachers should follow all stages in their lessons Teacher 5 also understood this criterion as the coverage of everything in the textbook She said,

1 kink when the teacher has covered all the activilies prescribed for a lesson, if can

be understood that knowledge content is systematically delivered

Classroom teachers are supposed to deliver adequate content to the students However, according to some teachers interviewed, this does not mean all the matters in a lesson are

thoroughly dealt with Teachers can make some adjustments to the tasks fo suit their

students’ strengths (Leacher 2, ‘Teacher 3, ‘Teacher 6) Giving explanation for this, ‘Teacher

6 voiced his difficulties when teaching the new tex! book

It is impractical Lo expect teachers to cover all the things prescribed in a 45-minute

lesson, especially when there are long and difficult tasks The important thing is that

the leaching poinls are well4ouched Once Ute Leaching pointy are made clear to

students, the jab of teachers should be appreciated

He went on to put an emphasis on the lesson teaching points:

‘The teachers in this study shared a view that teachers in class needed to relate teaching

content to real life, which made it cormprchensible to sludents Tn this 01 _ stulents? ability

to use language for communication purpose would be developed This was elaborated by

three teachers in the interview below

Teachers need lo creale # silualion which is close to students’ life, This helps

studenls apply whal they have lear Lo real life, (Teacher 2)

‘Teachers’ presentation of knowledge in the lesson is not enough It is necessary for

them to help students to relate that knowledge to real life (Teacher 3)

‘Teachers can create real situations in class, or in students’ life What associated with

students’ real Tife will aid their comprehension and boost their application of

Knowledge ('eacher 6)

Criterion 4: Teaching methods are approprialc to the subjecl and lesson Lypes

As tor the matter of appropriate teaching methods, the teachers interviewed interpreted this differently For example, Teacher 2 said,

Appropriate ancthod is the good combination of a range of methods in teaching

activities For example, teachers use a range of methods to correct students work or

to elicit ideas from them

Howover, according lo Teacher 6, the use of appropriate methods depended on a number of

factors

To decide what method to take, teacher first needs to identity the main points of the lesson and [he studenls’ language proficiency ively Studesus of differen levels need

different methods so that they can understand teacher’s instructions take in lesson

content effectively, and knaw how to pnt the knowledge into practice Appropriate methods are those which are appropriate to each kind of students

Teavher | also mentioned the language lovel of sludcmls when discussing appropriate

methods According to him, appropriate methods were those used by teachers to assist

students in mastering the forms of the language in the lesson Ile gave an example of this

as follows:

‘Ina speaking lesson when students can not be confident enough to speak, teacher can

guide them to write full sentonces, so that they look at them and repeat until the form was memorized

Besides, the teachers also agreed that what method to be used in a lesson depended on the type of lesson Far example, Teacher 6 said,

Askill lesson must follow 3 stages: pre-stage, while-stage and post-stage In the skill

Tesson the teacher's activities shoutd focus on the development of students’ Tanguage

Criterion 5: Teaching methods are well combined in teaching and leaming activities

‘The teachers in this study considered it necessary to use mixed methods in teaching activities Interestingly, they interpreted thơ mixcd methods as the ngờ of wark arrangement: pair work, group work or individual (Teacher 2, Teacher 3); the use of different methods of eliciting when presenting vocabulary (Teacher 2); the use of translation method in reading Jesson in which Icachers help students to (ranslale comprehension questions into Vietnamese (Teacher 6) From the teachers’ opinions, it can

be inferred that the reality of the class with mixed-ability students has exerted a strong impact on their views on

methods which they are familiar with and which they think appropriate to their students’ abilities

c

structional methods used in the class They tended to prefer the

lerion 6: Teaching aids are used effectively and appropriately

The teachers were all in favour of the use of teaching aids in teaching activities, According to them, teaching aids should be used appropriately ‘Teaching aids should help chen to save fime for explanation, should be easy to prepare and ean be recycled The

teachers pul an emphasis on the necd to use leaching aids in teaching; however, they also

emphasized that the use should not be abused:

Based ou cach Lype of lesson or cach aclivily, teachers can decide what kind of

teaching aid is appropriate For example, in presenting vocabulary to students,

pictures can be used as appropriate teaching aids (Teacher 2)

Criterion 7: ‘There is good use of the board; lesson plan is appropriate

What agreed upon was thal good use of the board contributed to a welLorganized lesson The board was used to present the ontline of the lesson, which helped to focus students on what they were learning in the lesson Teacher 4 and Teacher 6 gave out their opinions of these criteria as follows:

In my opinion, appropriate use of the board means the key knowledge content of the

lesson should he onttined on the board This shows what knowledge in the lesson has

been delivered to sturtents (Teacher 4)

Appropriate use of the board shaws clearly the steps of the lesson Everything

wnitten on the board must be neat and clear so that students can write down easily

‘The headings as well as the activities of the lesson written shouldn't be confusing (Teacher 6)

As for lesson plan, what received attention fiom the teachers were the objectives of the lesson, the procedures and teacher's and students’ activities Below are some ways in which teachers understood appropriate lesson plan

In the appropriale lesson plan, whal should be idenlified are the objectives of the lesson, the leaching wids, the tcucher’s activities and studenls’ aetivitics Whal’s more, how the aclivilios axe carried out in the lesson should be anade clear (Teacher

a particular situation in class.