Improving Own Practice (Dtlls) Essay

853 Words Jan 1st, 2012 4 Pages
DTLLS Module 2 Task 3 Improving Own Practice Sharon Baker
In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:
‘recognition that your performance can be improved is accepting that whatever does (or does not) happen in the classroom is in the hands of the teacher’ (2009, p.104)
The first way of evaluating performance may be through self-evaluation, either via a reflective journal or by writing an evaluation on a lesson plan or scheme of work. After each lesson I deliver, I write a short evaluation which has
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At Rutland Adult Learning Service, we use Learner Focus Group meetings as a way of obtaining feedback from learners about teaching and other matters in an informal group situation. A member of the RALS tutor team asks the learners questions without the tutor present and records both positive and negative comments on a feedback form . (Appendix 1) Feedback from my recent ESOL Learner Focus group was very good and I was very pleased to read that the learners all felt they were making good progress and that their needs were being met, despite the fact that it is a mixed-level workshop.
During formal Observations of Teaching and Learning (OTLs) by team leaders or managers, detailed feedback is given and areas for development can be used for target setting. In my last OTL one of my areas for development concerned some missing paperwork in the course folder and it was useful to receive such feedback. I now try to ensure that all paperwork is complete, up-to-date, signed and dated.
When working for other organisations I have often been involved in a ‘peer observation’ process and although much more informal than OTLs, this can be a very effective way of gaining feedback on one’s own performance. It works particularly well if tutors have a particular weakness they would like to address, for example unclear boardwork. By asking another tutor to observe and make notes on this particular area, the weakness can be worked on without the need for a formal

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