In Search of Excellence

As language teachers, we are always looking for the answer/s to effective and efficient language teaching/learning. Perhaps too often we expect them to come from applied linguists; teacher trainers; the latest 'method' and too seldom do we tap the most immediate, powerful, and relevant source, i.e., our learners and ourselves. Sounds easy? It is certainly very accessible but the crux lies in how to do it!

'Becoming Reflective Students and Teachers' by Scott G.Paris and Linda R. Ayres may well hold the key. Although not specifically targetted at ELT, it has much to offer the profession and its practitioners. The quote "I am not a teacher, only a fellow traveller of whom you asked the way. I pointed ahead - ahead of myself as well as you." (George Bernard Shaw) aptly sets the tone of this book on reflective learning both for students and teachers. Its overall aim is to help learners (in this case children), teachers and other stakeholders, such as parents, to develop insights into their learning, to reflect on their efforts and achievements, and to take responsibility for their educational success. It does this by discussing the following in a comprehensive introduction and six detailed chapters:- 

• Understanding self-regulated learning 
• Understanding learner-centred principles of assessment
• Promoting students' reflections through classroom activities
• Strengthening home-school connections
• Becoming reflective teachers
• Learning, developing and becoming

There is also an appendix of 12 psychological principles pertaining to the learner and the learning process which is best read prior to the book's main content.

Of particular interest is the use of portfolios, journals, self-portraits and letters as well as of peer, teacher-student, and student-parent/student-parent-teacher conferences. There are helpful attitude inventories, self-perception and reflection forms, and home-school activities which involve all stakeholders in the learning outcomes.

In a profession where attitudes and practice have progressed steadily in taking account of the importance of learner-centredness, it often stops short, indeed remains quite traditional, when it comes to assessment. Paris' and Ayres' following 12 principles provide sound guidance in this area.

Finally, the chapter on becoming a reflective teacher encourages a process of self-evaluation and reflection using professional journals, conferences, workshops and portfolios.

Scott G. Paris and Linda R. Ayres (1999) Becoming Reflective Students and Teachers With Portfolios and Authentic Assessment. American Psychological Association. ISBN 1 55798 252 X.

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