Exit Cards for reflective teaching in the eap classroom  

Oleh:

Talaue, Franklin G.

Jenis: Article from Proceeding
Dalam koleksi: Seventh Conference on English Studies ( CONEST 7), Jakarta, 26-27 November 2010, page 103-106.
Topik: reflective teaching; learning styles and strategies; curriculum relevance; exit cards; EAP classroom
Fulltext: page 19.pdf (123.07KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 CES 7 Non-tandon: tidak ada Tandon: 1

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Isi artikel

As teachers do their duties inside the classroom day in and day out, they may be constantly burdened by the questions “Did I do well in class today?” “Was the lesson memorable?” “Was the lesson relevant and useful?” Unless teachers venture out and speak to students in whatever form it is, they can only speculate about their effectiveness in the classroom. More often than not, teachers do a lot of self- reflection as they move in and out of the classroom, but assessing their effectiveness does not only dwell on mere personal reflection but also on how students perceive them in class and make sense of what they are taught. Finding out what students think about their teachers from aspects like classroom management to teaching style is an important tool to assess teaching effectiveness. In order to do this, this paper proposes the use of exit cards to solicit feedback from students on teaching aspects that are considered important to achieve optimum effectiveness in the EAP classroom.

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