دورية أكاديمية
Avoiding the Blank Stare: Teacher Training with the Gradual Release of Responsibility in Mind
| العنوان: | Avoiding the Blank Stare: Teacher Training with the Gradual Release of Responsibility in Mind |
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| اللغة: | English |
| المؤلفون: | Clark, Sandra |
| المصدر: | English Teaching Forum. 2014 52(2):28-35. |
| الإتاحة: | US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://www.forum.state.gov |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2014 |
| Intended Audience: | Teachers |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Descriptors: | Learner Engagement, Attention, Teaching Methods, Models, Educational Strategies, Teacher Education, English (Second Language), Foreign Countries, Language Teachers |
| مصطلحات جغرافية: | Brazil, United States |
| تدمد: | 1559-663X |
| مستخلص: | Most teachers have experienced the "blank stare" when after teaching a lesson implementing all their best strategies using their best language-learning English and at the moment of releasing responsibility--that is, moving from the teacher's responsibility to prepare students for the task to their responsibility to carry it out--the students are confused. Interestingly, in this moment it is not only the students who are puzzled. Often the teacher's confusion mirrors the students'. The teacher wonders, "What wasn't clear about my instructions, and how do I reteach when I have already given it my best shot?" For insight into solving the problem of the blank stare, the Gradual Release of Responsibility (GRR) model (Pearson and Gallagher 1983) provides teachers with a structure that can be used to strengthen classroom lessons. In this article, the author introduces the GRR model in the EFL context, with an emphasis on training teachers in communicative language teaching (CLT) strategies. First she defines the four steps of the GRR using a standard EFL grammatical topic--the contrast between the gerund and the infinitive--to compare the nature of traditional lessons with those guided by the GRR. She also provides concrete examples of how she incorporates the GRR in two fundamental EFL teacher-training activities: (1) the information-gap activity and (2) reflections on model lessons. She uses examples from her experiences working with public high school teachers in Pernambuco, Brazil, to show how implementing the GRR model can strengthen student-centered professional development programs for local EFL teachers around the world. |
| Abstractor: | ERIC |
| Number of References: | 8 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1035726 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1559-663X |
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