PDA Stage 4

Reflection and Action Stage 4

Word count: 686
Date of submission:
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Reflection on Development in Beliefs and Practices:

Throughout this course, some of my classroom practices have

changed. Not because my beliefs are changed, but because I had
the chance to try, experiment and re-evaluate my practices. In my
PDA2 I highlighted my need to use different teaching
methodologies for the benefit of my learners. I used to apply the
communicative approach from a controller-teacher point of view.
My active performance and high sensitivity to learners needs made
my class interesting for students, but they used to rely on me
through the whole lesson. They were not challenged or directed
towards practicing autonomy.
I was observed before LSA3 by other teachers, and they stated that
my TTT time was reduced and learners autonomy was addressed.
In my experimental practice I chose Task-based Teaching for my
research. This approach helped me change from teacher-centered
lesson. TBL was noted by (Nunan D. 2004) as an approach which
encourages learners-centered approach. Also it was a big help
towards my students autonomy, as TBL is known as one of good
approaches that increase learners independence and enhance
their autonomy.
Feedback is another main development area for me. In my LSA2, I
stated that I am using Feedback, but I am not providing variety of
feedback. In my LSA3, I tried to provide different types of feedback
like peer-assessment, self-assessment, whole class feedback rather
than individual feedback, written and oral feedback. I used to have

PDA Stage 4

feedback through teacher only and to individuals rather than

whole-class.
Evaluation of steps taken:

I believe that trying different teachers roles was very helpful. As

adopting the controller role in my lessons was very tiring for me,
and limited my students learning opportunities. Trying the
facilitator role through task-based teaching approach has raised my
learners opportunities of learning. My enthusiasm about trying
different teaching methodologies has been raised, as well. This
variety of approaches has also allowed me to teach more analytical
than mechanical lessons.
TBL approach, as an extension of the communicative approach,
allowed me to have this communicative atmosphere which I am
always keen on. Also, it allowed my students to feel more
independent to decide on their learning outcomes.
Concerning feedback variety, I feel comfortable to try these
different types of feedback than before. I know now how to react
and when to react according the stage of lesson, the activity, the
type of mistake, the particular student who made the mistake
(Harmer 2007). This awareness of different feedback techniques
helped also my students, as it provoked their independence and
allowed them chances to work more confidently. The use of peer
and group correction made collaborative work more enjoyable for
learners, as learners learn from each other more than learning form
their teachers, sometimes.
Future Actions:

When I tried the Task-based teaching, I was not sure about it;
especially it is a reversed copy of my most-used approach (PPP).
The task-based approach is almost the PPP approach upside-down.
I was a little bit hesitated to try it, but after I saw its effect on my
students, I decided to pursue my research about it. Also, I think it is
a good idea to try applying this approach in different skills lessons. I
tried task-based speaking lesson, and I think it could be effective
with other skills. Also, I decided to continue my research about

PDA Stage 4

other different teaching methodologies and approaches to increase

learners benefit (e.g. Dogma, Silent methods, Text-based etc).
Through the course, I used to observe other teachers, and I learnt a
lot form their teaching style, their reactions, and their behaviors
inside their classrooms. In the future, I hope I can have a
continuous peer-observation plan, as I found out that peerobservation provides a very a lot research opportunities. It is a very
good chance to notice different classroom interactions while you
are not a part of them.

Bibliography:
Nunan D. (2004) Task Based Language Teaching, Cambridge
University Press.
Harmer J. The Practice of English Language Teaching. Pearson
Longman.