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What Teachers Do Next

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Aladdin Halwani

on 30 October 2013

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Transcript of What Teachers Do Next

E. Being Well

What Teachers Do Next
Main Idea
Teacher Development
BRAINSTORM
ELEMENTS
copy and paste as needed and take advantage of an infinite canvas!
What can teachers backed with years of experience do next? Teaching can and should be a permanent process of change and growth. Here is what teachers can do:
C. Developing with Others
D. Moving Outwards and Sideways
A. Reflection Paths:
1. Keeping Journals
2
. Positive and Negative
3. Recording ourselves
4. Professional Literature
B. Action Research

B1. Action Research Cycles
B2 Gathering Data
- Observation Tasks
- Interviews
- Questionnaires
- Breaking Rules
and Changing Environments
C1 Cooperative/Collaborative Development
C2 Peer Teaching/Peer Observation
C3 Teachers' Groups
C4 Teachers' Associations
C5 The Virtual Community
D1 Learning by Learning
D2 Supplementing Teaching
D3 More Training
E1 Physical Well-Being
E2 Voice
A. Be a reflective teacher.
B. Do action research.
C. Develop with others.
D. Move outwards and sideways.
E. Maintain well-being.
A teacher should
1. Keeping Journals

A. Reflection Paths:
1. Keeping Journals
2. Positive and Nagative
3. Recording ourselves
4. Professional Literature
Showing Professional Priorities

A. Reflection Paths:
1. Keeping Journals
2.

Positive and Negative

3. Recording Ourselves
4. Professional Literature
A. Reflection Paths:
1. Keeping Journals
2. Positive and Negative
3. Recording ourselves
4. Professional Literature
OFID Newsletter-English
http://www.qu.edu.qa/offices/ofid/newsletter/ofid_eng/html/


B2. Gathering Data
- Observation Tasks
- Interviews
- Questionnaires
- Breaking Rules and
Changing Environments
B2. Gathering Data
-
Observation Tasks
- Interviews
- Questionnaires
- Breaking Rules and
Changing Environments
- Gathering Data
- Observation Tasks

- Interviews
- Questionnaires
- Breaking Rules and
Changing Environments
B2. Gathering Data
- Observation Tasks
- Interviews

- Questionnaires
- Breaking Rules and
Changing Environments
- Gathering Data
- Observation Tasks
- Interviews
- Questionnaires

- Breaking Rules and
Changing Environments
C. Developing with Others
C2 Peer Teaching/Peer Observation
C1 Cooperative/Collaborative Development
C3 Teachers' Groups
C4 Teachers' Associations
C5 The Virtual Community
D. Moving Outwards and Sideways
D1 Learning by Learning
D2 Supplementing Teaching
D3 More Training
D. Moving Outwards and Sideways
D1 Learning by Learning
D2 Supplementing Teaching
D3 More Training
Being Well

1. Physical Well Being
2. Voice
C. Develping with Others
C1 Cooperative/Collaborative Development
C2 Peer Teaching/Peer Observation
C3 Teachers' Groups
C4 Teachers' Associations
C5 The virtual Community
C. Developing with Others

C1 Cooperatrive/Collaborative Development
C2 Peer Teaching/ Peer Observation
C3 Teachers' Groups
C4 Teachers' Associations
C5 The Virtual Community
C Developing with Others
C1 Cooperative/Collaborative Development
C2 Peer Observation
C3 Teachers' Groups
C4 Teachers' Associations
C5 The Virtual Community
After involving students in classroom activities and making them my research partners, engagement in the classroom was at an all-time high.








In line with the university objectives and FPDE mission, faculty are invited to attend or present at international, as well as local conferences.
Financial support for these conferences is governed by the university policy.

International and Local Conferences


Templer ( 2004) 'A journal is the best interactive mirror'
Lindsay Miller (2004) suggests six stages in journal keeping
Here is a teacher (Louise) who has just seen a film of herself teaching:
'Um, it was quite a shock the first time, um, because I think you tend to focus on all the negative things, rather than on any of the positives, but it was interesting to see how the students would see you'. ( Harmer, 2011:412)
Action Research at Qatar University
Link: http://www.qnrf.org/funding_programs/urep/
On peer observation of an institutional scheme, Cosh wrote, ' Teachers will still feel nervous about being observed and implicit judgements being made about their teaching.' (Cosh, 1999:25)
B. Action Research
Forms of Action Research:

1. Action Research
2. Action Research Inquiry
3. Case Study
. Action Research
Forms of Action Research
1. Action Research

2. Action Research Inquiry
3. Case Study

Action Research Inquiry:
Julian Edge (1999) describes a process where a teacher, feeling unhappy about what she is doing, sets out on her own course of action to see how she might change things for the better.
Case Studies
Michael Wallace (2000) points out that case studies should have
1. special significance for the teacher concerned.
2. sufficient evidence to draw conclusions from.
3. the potential for having an impact on the teacher's practice.
John Fanselow ( 1987) suggested that one way of developing is to break our own rules and see what happens.
Full transcript