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GENERAL PLAN
These are the times in which I planned
to complete this A.R. project.
From the beginning of the school year until the end of September 1995
could be done the clarification of the initial idea, the reconnaissance
could take another two weeks, until the first half of October, another
two weeks will take to build a suitable general plan, that is until the
end of October, then I begin to start with the action, developing it for
a month, till the end of November and possibly implementing the action
steps on the studies done until Christmas holidays, following the scheme
here given:
WEEK ACTIVITY MONITORING DURATION COMMENTS
1 General idea No observers found
2 Reconnaissance Tape recorder all lessons
3 diary in the class
4 General plan diary Formulate planning
5 Organize resources
6 Develop action tape recorder Three times
7 diary each week
8 analitic memos*
*two t.r. 1 near me 1 behind children
9 Implement same monitoring
10 action steps
Then write case-study
To help learners to understand their role
in the classroom dynamics, I need first of all to develop an understanding
of the types of interactional strategy different activities recquire.
I can do this to some extent by placing myself in the role of the learner
and predicting the likely language and strategies which the children will
use. There are certainly factors the teacher can or cannot control, this
research has to focus on some of the more important issues of the day-to-day
management of English classrooms:
From Vale and Feunteun 1995:100
Furthermore, choose in turns different children with specific duties,
change them weekly, state clearly rules/routines of gropuing and change
of classroom settings will be powerful to me to:
- gain time;
- work simultaneously and help individually special educational needs
children;
-autonomize pupils and let them take their own resposabilities;
-avoid problems with the natural leader;
and, gathering a clear list from Vale-Feunteun 1995:94
Because I could not find an observer neither among my collegues, nor in
my head teacher, or in the support teacher, or in the parents, or an outside
observer, I decided to gain useful descriptions of what is happening in
the classroom while lessons progressing using two tape recorders put in
different places, one near me (Tape1), to record my behaviour, my speech
acts, my interactions with the children, my movements in the space, my
silences and my comments; one behind the children (Tape2), that could
capture aspects of classroom climate, noises, peer relations/interactions,
amount of English spoken and the use of mother tongue during guided or
freer activities, comments, unseen exchanges and negotiations...
Both tapes are transcripted using proper grids to analyze the number of
interactions between me and the children, between the children, the average
English spoken by me and the children in each hour relating it to the
activities, to the setting of the classroom, to the activity mode (spoken-written-TPR)
...
Syllabus Input
Method Classroom interaction Practice opportunities
Atmosphere Receptivity
From Allwright and Bailey 1991:25
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