Welcome
Assignment
English Language Teaching 1
S. B. Gardi Department of English,
MKBU
Nirali N. Makvana
Sem :-3
Roll no. 15
The Role of the Teachers & Learners changes by age to age from Ashram system to Blended learning and Flipped learning
♧ Introduction :-
ENGLISH LANGUAGE TEACHING in India is vibrant and dynamic today. The context of the whole teaching paradigm has changed totally. Due to its association with the British colonizers, English started life in India as not just a foreign language, but as a much hated language. From the despised instrument of oppression to the reluctantly adopted " Lingua Franca " to the status symbol of the upper classes to its position today as a second language, English has come a long way. In the closing year of the twentieth century when English began to emerge as the global language, the Indian classroom was transformed because of change in the environment of the Learners. Whereas the earlier surroundings had been acquisition poor with regard to English, suddenly every language user seemed to be jumping among the learn English bandwagon.
♧ Behaviour in Roles, The Role system of a School :-
A school is an institution largely made up of clear cut roles. A pupil in school is expected to work as the teacher may require,
● To give attention
● To keep reasonably quiet
● To be a proper when talking to a teacher
All these means a degree of subordination to and distance from the teacher. A teacher is expected to,
● Control
● instruct
● guide
● Help and discipline pupils.
S/he has responsibility for and a corresponding degree of authority over them. In the normal course of events, teachers and pupils do not need to think much about what is expected of them and do not feel they are putting on an act during the course of a lesson. First of all it would be convenient to consider the characterization of the teacher's role by Gerald Dykstra,
" … near autonomous who stands up, call roll, talk a lot, give clues, ask simple content questions, check for comprehension, check for recall, keep records, discipline students, bestow grades and generally carry on with clerical task far below what their won level of ability might be. " ( Dykstra 1978 : 4 )
Essentially teachers have two major roles in the classroom,
[ 1 ] To create the condition under which learning can place : the social side of teaching.
[ 2 ] To impart by a variety of means, knowledge to their learners: the task oriented side of teaching.
♧ Roles of Teachers and Learners :-
Many different and complex factors influence the roles that teachers adopt in the classroom. An appreciation of these factors is essential if we are to understand teaching activities. Although often the social and psychological factors inherent in the roles are hidden. There are some factors that influence the role relations between teachers and learners.
Interpersonal factors
♧ Status and Position :-
Teachers and learners are accorded social status depending on what we value in their performance. The relative positions are usually fixed, although types of teaching and learning situation differ a great deal. A power relationship exists between teachers and learners in which power is not shared equally. This fact, combined with perception of status, gives rise to social distance.
♧ Attitudes, Belief :-
While teachers have a set of professional attitudes, personal attitudes and beliefs are likely to differ considerably between teachers and learners. The attitude may be towards teaching and learning, the ' Content ' of learning or each other as people.
♧ Personality :-
All individuals bring their personality into social encounters. Indeed, Social life is a major factor in shaping personality. In the intimacy of the teaching/learning situation, it is extremely likely that personalities will be modified. An additional complication arises in the situation where learners are trying to cope with a foreign language. The internalization of the new language may bring about changes in the personality of the learners.
♧ Motivation :-
Teachers have motivations for teaching and learners for learning, both instrumental and integrative. Teachers and learners also have deepest more personal goals.
Task related Factors
♧ Goals :-
Every task has goals or solutions. Individual's personal goals may be activated by tasks. Teachers and learners are engaged in an activity that is very dependent on goals.
♧ Tasks :-
As well as the ' Affective ' or ' Personal ' side of tasks, there is the cognitive or mental side during group tasks in the classroom. There is an interplay between the two aspects.
♧ Topics :-
Tasks themselves usually have " Subject matter " or Skills inherent to them. While doing a task, an individual may also have to decide on the procedure for doing the tasks. A great deal of classroom activity is devoted to topics, both procedural and subject.
This interdependence between teachers and learners roles is well illustrated by the quotation which follows,
" … in generally it might be said that teacher would be expected as a minimum part of their role to have adequate knowledge of their subject matter, to know something of how children learn and develop and to be able to devise appropriate learning/ teaching experience in the light of these two consideration. Pupil would be expected as a minimum part of their role to be interested in being learners, to develop the skills of listening to a teacher's exposition of a topic and to acquire the skills of reading about and understanding subject matter as well as developing some skills with numbers." ( Cortis 1977 : 20 )
《 Gurukul system and Classroom system 》
To
《 Blended learning and Flipped learning 》
Gurukul system of education existed during ancient times where students used to reside at guru’s place and learn everything which can be later implemented to find solutions to real life problems. An emotional bond between a guru and shishya was must before practice teaching learning process. The guru imparted the knowledge of everything such as religion,sanskrit, scriptures, medicine, philosophy, literature, warfare, statecraft, astrology, history and many more. The learning was not only to read books but correlation it with the nature and life. It was not memorizing certain facts and figures and writing the answers in examinations. The education was based on vedas, rules of sacrifice, grammar and derivation,understanding secrets of nature, logical reasoning, science and skills necessary for an occupation. The ancient education system in India had explicitly recognized that the supreme goal of life is self realization and hence it claimed to be unique in the world in several aspects like the society did not in any way interfere with the curriculum of studies or regulating the payment of fees or hours of instruction.
Nowadays, mobile technologies, the Internet, TV, and mass media have expanded opportunities for learning, enabling learners to access and receive any piece of information they want anytime and anywhere. Such phenomena have, therefore, led many higher education institutions to realize the importance of integrating technology into their educational systems to replace the traditional, teacher-centered, non-interactive methods that are based on memorization, rote learning, and accumulation of information for students with student-centered and task-based approaches that can extend learning beyond the classroom walls. This integration of technology to push the learning process to the next level involved introducing digital learning methods such as e-learning and blended learning on which a large body of research has been conducted to assess the effectiveness of their employment in education.
For as Chickering and Gamson (1987) told us more than two decades ago,
"Learning is not a spectator sport.Students do not learn much by just sitting in class listening to teachers,memorizing repackaged assignments,and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences,apply it to their daily lives. They must make what they learn part of themselves." (Chickering, A.W. & Gamson, Z.F. (1987).“Seven Principles for Good Practice in Undergraduate Education.” AAHEBulletin: 39(7): 3-7.)
Flipped Learning shifts the classroom from passive to active learning, focusing on Higher Order Thinking Skills (HOTS) such as evaluating, analysing, and creating to engage students in learning.
Flipped learning in the classroom has following benefits,
♧ Encourages student understanding
♧ Enables differentiation
♧ Ensures access to expert support
♧ Enables student engagement
♧ Creates a supportive learning environment
♧ Provides opportunities for collaboration
Modern school is almost different from the “Gurukula." In modern school the teacher uses a different kind of teaching tools and technology to understand the concept more easily. With the rapid development in various technologies the education system has almost changed. With the production of computer, it is become essential to gain knowledge regarding the computer.
♧ To Sum up :-
Still the question is remaining, " Can technology replace the teacher?" There are merits and demerits in both systems : Gurukul system and learning and teaching through digital tools and technology in present
time. But it depends on the age group of learners and teachers. In Gurukul system students and teachers learnt and taught through physical activities and connected with nature. In contrast in flipped learning or what we can say learning and teaching through technology mental activities must be required. Learning through digital tools and demand of global language ( English ) removed the traditional system of education wholly and the new generation has turned towards globalisation.
♧ References :-
Gupta, Deepti. “ELT in India : A Brief Historical and Current Overview .” ASIAN EFL JOURNAL , vol. 7, no. 1.
Joshi, Dinesh. “GURUKUL AND MODERN EDUCATION SYSTEM IN INDIA .” 2020.
Sulaiman, N. A. (n.d.). Implementing Blended learning and flipped learning models in the university classroom: A Case Study.
Wright, Tony (1987). Roles of Teachers and Learners. Oxford: Oxford University Press.
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