ML Classroom research

MULTI LANGUAGE PEDAGOGY

Multi lingual pedagogy

Introduction

Multilingual pedagogies entail the use of several languages in teaching academic subjects. The students who come from different linguistic backgrounds bring these languages into the teaching and learning spaces of any particular institution

ബഹുഭാഷാ പഠനശാസ്ത്രം  അക്കാദമിക് വിഷയങ്ങൾ പഠിപ്പിക്കുന്നതിൽ നിരവധി ഭാഷകളുടെ ഉപയോഗം ഉൾക്കൊള്ളുന്നു. വിവിധ ഭാഷാ പശ്ചാത്തലങ്ങളിൽ നിന്നുള്ള വിദ്യാർത്ഥികൾ അവർക്കറിയാവുന്ന ഭാഷകളെ  അധ്യാപന-പഠന സാഹചര്യങ്ങളിൽ ഉപയോഗിക്കുന്നു.

What is the importance of multilingual approach to English language teaching?

Multilingual approaches to inclusive language teaching encourage learners to expand their understanding of languages, as well as their cultural knowledge, for example, customs, values or what is seen as appropriate or inappropriate behaviour in different situations. They become better listeners and speakers of new languages including English. Gradually they become proficient users of English in a multilingual class room environment. Students acquire english language along with other languages through a nonconscoius process.

ഇംഗ്ലീഷ് ഭാഷാ അധ്യാപനത്തിന് ബഹുഭാഷാ സമീപനത്തിന്റെ പ്രാധാന്യം എന്താണ്?

ഭാഷാ അധ്യാപനത്തിനായുള്ള ബഹുഭാഷാ സമീപനങ്ങൾ, ഭാഷകളെക്കുറിച്ചുള്ള ഗ്രാഹ്യവും സാംസ്കാരിക അറിവും വികസിപ്പിക്കാൻ പഠിതാക്കളെ പ്രോത്സാഹിപ്പിക്കുന്നു, ഉദാഹരണത്തിന്, ആചാരങ്ങൾ, മൂല്യങ്ങൾ അല്ലെങ്കിൽ വ്യത്യസ്ത സാഹചര്യങ്ങളിൽ ഉചിതമായതോ അനുചിതമോ ആയ പെരുമാറ്റം ഇവയെല്ലാം കേൾക്കുന്ന ഭാഷകളിലൂടെ പഠിക്കുകയും ക്രമേണ അവർ ശീലമെന്നവണ്ണം പരിചയ പ്പെട്ട ഭാഷകൾ നിത്യ ജീവിതത്തിൽ ഉപയോഗിക്കുകയും ചെയ്യുന്നു   അവർ ഇംഗ്ലീഷ് ഉൾപ്പെടെയുള്ള പുതിയ ഭാഷകൾ നന്നായി കേൾക്കുന്നവരും സംസാരിക്കുന്നവരുമായി മാറുന്നു. പിന്നീട്  അവർ ഒരു ബഹുഭാഷാ ക്ലാസ് റൂം പരിതസ്ഥിതിയിൽ ഇംഗ്ലീഷിന്റെ പ്രാവീണ്യമുള്ള ഉപയോക്താക്കളായി മാറുന്നു. വിദ്യാർത്ഥികൾ മറ്റ് ഭാഷകൾക്കൊപ്പം ഇംഗ്ലീഷ് ഭാഷ സ്വായത്തമാക്കുന്നത് സ്വാഭാവികമായ അല്ലെങ്കിൽ ബോധപൂർവമല്ലാതെയുള്ള  പ്രക്രിയയിലൂടെയാണ്.

What are the benefits of multilingual pedagogy?

Multilingualism has been proven to help a child develop superior reading and writing skills, multilingual children have overall better analytical, social, and academic skills than their unilingual peers. ബഹുഭാഷാ അധ്യാപനത്തിന്റെ പ്രയോജനങ്ങൾ എന്തൊക്കെയാണ്?

ബഹുഭാഷാവാദം ഒരു കുട്ടിക്ക് മികച്ച വായനയും എഴുത്തും കഴിവുകൾ വികസിപ്പിക്കാൻ സഹായിക്കുമെന്ന് തെളിയിക്കപ്പെട്ടിട്ടുണ്ട്, ബഹുഭാഷാ കുട്ടികൾക്ക് അവരുടെ ഏകഭാഷാ സമപ്രായക്കാരേക്കാൾ മൊത്തത്തിൽ മികച്ച വിശകലന, സാമൂഹിക, അക്കാദമിക് കഴിവുകൾ ഉണ്ട്.

What are the challenges faced by teachers in multilingual class rooms?

Cannot Communicate in English effectively. ...

Different levels of English. ...

Cultural gaps...

Period system

Traditional class rooms

Heterogeneity of the students

Unfriendly textual activities How can the teachers of English face these challenges?

Have interest in knowing/learning  languages of the learners

Love and support learners who use other languages in English class roon

Design and introduce learner friendly teaching and assessment strategies exploring multi language possibilities

Why should we train teachers to adopt multi lingual pedagogy?

Teaching practices that tap into multilingual ways of reading, writing and speaking allow students to access the cultural resources that enhance the personal significance of their classroom work, as well as expanding access to knowledge through texts in more than one language. Learners learn more when they are able to use home languages. Being able to move between two languages lessens the cognitive load (the brain having to do too many tasks at once) and lets learners explain what they know and can do.

വായന, എഴുത്ത്, സംസാരം എന്നിവയുടെ ബഹുഭാഷാ രീതികളിൽ കുട്ടികളിൽനിന്നു അവരുടെ അറിവുകൾ ചിന്തകൾ സ്വീകരിക്കുന്ന  അധ്യാപന രീതികൾ വിദ്യാർത്ഥികളെ അവരുടെ ക്ലാസ്മുറിയിലെ  വ്യക്തിഗത പ്രാധാന്യം വർദ്ധിപ്പിക്കുന്ന സാംസ്കാരിക ഉറവിടങ്ങൾ കണ്ടെത്താൻ  അനുവദിക്കുന്നു, അതുപോലെ ഒന്നിലധികം ഭാഷകളിലെ പാഠങ്ങളിലൂടെ അറിവിലേക്കുള്ള പ്രവേശനം വിപുലീകരിക്കുന്നു. പഠിതാക്കൾക്ക് ഗാർഹിക ഭാഷകൾ ഉപയോഗിക്കാൻ കഴിയുമ്പോൾ കൂടുതൽ പഠിക്കുന്നു. രണ്ട് ഭാഷകൾക്കിടയിൽ സഞ്ചരിക്കാൻ കഴിയുന്നത് വൈജ്ഞാനിക ഭാരം കുറയ്ക്കുന്നു (തലച്ചോറിന് ഒരേസമയം നിരവധി ജോലികൾ ചെയ്യേണ്ടിവരും) കൂടാതെ പഠിതാക്കളെ അവർക്ക് അറിയാവുന്നതും ചെയ്യാൻ കഴിയുന്നതും വിശദീകരിക്കാൻ അനുവദിക്കുന്നു.

How can the trainers or the resource  persons use Multilingual Module during the training programme?

The trainers or the resource  persons can use the Multilingual Module during the training programme in multiple  ways. They can introduce the Objectives and key concepts in multi languages.Summarires of each segment in the module can be given for better comprehenstion.Assessment activities also can be given in multiple languages.Trainers can adopt code switching and code mixing strategies frequently to transact the module effectively. They can make use of the  activities provided in multi languages. Trainers can motivate teachers to interact freely and encourage them to present their ideas while transacting the module in the training sessions

How do the knowledge. Beliefs and practices gained in the training programme help in introducing multi lingual approach in the class room?

The knowledge beliefs and practices gained in the training programme will surely help in introducing multi lingual approach in the class room. Familiarization of multilingual approach and awareness of its significance can boost the confidence of the teacher to make use of the multi languages in the class room to help students to use English language.

The ICT support, especially the technical know how of making, downloading, editing images videos etc will certainly help teachers to design  appropriate English language activities using multi languages. The ever  growing wiki pages on multi language strategies can help to adapt, modify better multilingual activities for helping the students to acquire English language.

How can we support Multilingual learners to acquire English language in the class room?

Activities are to be designed to represent an adequate support for multilingual

children by highlighting the benefits of the ability to speak multiple languages. Teachers can create an interest among children in learning languages and to reinforce the respect, curiosity and desire for further knowledge by all participants. Activities must be designed to lead to the immediate acquisition of new skills. It is a process which is effective and its effects are long lasting. Practice helps to consolidate the acquired knowledge in memory, thus it creates a new experience and consequently a skill. Important elements to acquire new skills are:

ബഹുഭാഷാ പഠിതാക്കളെ ക്ലാസ് മുറിയിൽ ഇംഗ്ലീഷ് ഭാഷ സ്വായത്തമാക്കാൻ നമുക്ക് എങ്ങനെ പിന്തുണയ്‌ക്കാം?

ബഹുഭാഷകൾ സംസാരിക്കുന്നകുട്ടികൾക്ക്      മതിയായ പിന്തുണ നല്കുന്ന  തരത്തിൽ  പ്രവർത്തനങ്ങൾ രൂപകൽപ്പന ചെയ്യേണ്ടതുണ്ട്

ഒന്നിലധികം ഭാഷകൾ സംസാരിക്കാനുള്ള കഴിവിന്റെ നേട്ടങ്ങൾ എടുത്തുകാണിച്ചുകൊണ്ട് അധ്യാപകർക്ക് ഭാഷകൾ പഠിക്കുന്നതിൽ കുട്ടികളിൽ താൽപ്പര്യം സൃഷ്ടിക്കാനും പങ്കെടുക്കുന്ന എല്ലാവരുടെയും ബഹുമാനവും ജിജ്ഞാസയും കൂടുതൽ അറിവിനായുള്ള ആഗ്രഹവും ശക്തിപ്പെടുത്താനും കഴിയും. പുതിയ കഴിവുകൾ  സ്വായത്തമാക്കുന്നതിലേക്ക് നയിക്കാൻ പ്രവർത്തനങ്ങൾ രൂപകൽപ്പന ചെയ്തിരിക്കണം. ഇത് ഫലപ്രദവും അതിന്റെ ഫലങ്ങൾ ദീർഘകാലം നിലനിൽക്കുന്നതുമായ ഒരു പ്രക്രിയയാണ്. സ്വായത്തമാക്കിയ അറിവ് ഓർമ്മയിൽ  ഏകീകരിക്കാൻ പരിശീലനം സഹായിക്കുന്നു, അങ്ങനെ അത് ഒരു പുതിയ അനുഭവവും തൽഫലമായി ഒരു കഴിവും സൃഷ്ടിക്കുന്നു. പുതിയ കഴിവുകൾ നേടുന്നതിനുള്ള പ്രധാന ഘടകങ്ങൾ ഇവയാണ്:

Motivation – desire to discover new things, thirst for knowledge, curiosity.

Safe environment – helps to prevent a sense of shame, embarrassment and insecurity. It is an environment in which children are not afraid to be whom they really are and where they are not afraid to show their feelings in front of others.

They can thus obtain valuable information from others and they are not afraid to accept others സുരക്ഷിതമായ അന്തരീക്ഷം -  ലജ്ജ, അരക്ഷിതാവസ്ഥ എന്നിവ തടയാൻ സഹായിക്കുന്നു. കുട്ടികൾ സ്വന്തം ഭാഷയും കഴിവുകളും പ്രകടിപ്പിക്കാൻ  ഭയപ്പെടാത്തതും മറ്റുള്ളവരുടെ മുന്നിൽ തങ്ങളുടെ വികാരങ്ങൾ പ്രകടിപ്പിക്കാൻ മടിയില്ലാത്തതുമായ അന്തരീക്ഷമാണിത്.

അങ്ങനെ അവർക്ക് മറ്റുള്ളവരിൽ നിന്ന് വിലപ്പെട്ട വിവരങ്ങൾ നേടാനാകും, മറ്റുള്ളവരെ അംഗീകരിക്കാൻ അവർ ഭയപ്പെടുന്നില്ല

  Solidarity with others – supports children’ creativity, their willingness to take risks, venturing into new situations and competing with others. It creates a sense of safety and security, the joy of sharing experiences, impressions which they can share with others and as a result, enriches one another.

മറ്റുള്ളവരുമായുള്ള ഐക്യദാർഢ്യം - കുട്ടികളുടെ സർഗ്ഗാത്മകത, അപകടസാധ്യതകൾ ഏറ്റെടുക്കാനുള്ള അവരുടെ സന്നദ്ധത, പുതിയ സാഹചര്യങ്ങളിലേക്ക് കടക്കുക, മറ്റുള്ളവരുമായി മത്സരിക്കുക എന്നിവയെ പിന്തുണയ്ക്കുക. ഇത്  സുരക്ഷിതത്വത്തിന്റെ ഒരു ബോധം സൃഷ്ടിക്കുന്നു, അനുഭവങ്ങൾ പങ്കിടുന്നതിന്റെ സന്തോഷം, അവർ അനുഭവിക്കുന്നു. കുട്ടികൾ  അവരുടെ കഴിവുകളും  അറിവുകളും ശേഷികളും  മറ്റുള്ളവരുമായി പങ്കിടാൻ തയ്യാറാകുന്നതിന്റെ  ഫലമായി പരസ്പരം സമ്പന്നമാകുന്നു, സമ്പന്നമാക്കുന്നു.

Enjoyment is a side effect of the situation, when children are successful, they feel content, they can work together to discover and acquire situa[1]tions when children enjoy new experiences with others and feel good. The activities in this collection can be used as they stand but, of course, they can also serve as an inspi[1]ration to create your own ideas so that they suit your own context or the wishes or preferences of you and your children.

കുട്ടികൾ വിജയിക്കുമ്പോൾ, അവർക്ക് സംതൃപ്തി തോന്നും, കുട്ടികൾ മറ്റുള്ളവരുമായി പുതിയ അനുഭവങ്ങൾ ആസ്വദിക്കുകയും സുഖം അനുഭവിക്കുകയും ചെയ്യുമ്പോൾ സാഹചര്യങ്ങൾ കണ്ടെത്താനും സ്വന്തമാക്കാനും അവർക്ക് ഒരുമിച്ച് പ്രവർത്തിക്കാൻ കഴിയും, സാഹചര്യത്തിന്റെ ഒരു പാർശ്വഫലമാണ് ആസ്വദനം. ഈ ശേഖരത്തിലെ പ്രവർത്തനങ്ങൾ അവ നിലനിൽക്കുമ്പോൾ തന്നെ ഉപയോഗിക്കാം, പക്ഷേ, തീർച്ചയായും, അവ നിങ്ങളുടെ സ്വന്തം ആശയങ്ങൾ സൃഷ്ടിക്കുന്നതിനുള്ള ഒരു പ്രചോദനമായി വർത്തിക്കും, അതുവഴി അവ നിങ്ങളുടെ സ്വന്തം സന്ദർഭത്തിനോ നിങ്ങളുടെയും നിങ്ങളുടെ കുട്ടികളുടെയും ആഗ്രഹങ്ങൾക്കും മുൻഗണനകൾക്കും അനുയോജ്യമാകും.

Difficulties teacher educators and teacher trainees face

The greatest of the challenges faced by a teacher are:

1) Knowing their students well. Understanding the socio cultural setting of children and identifying the emotional and academic needs of the learner

2) Understanding the different learning abilities and capacities of the students.

3) Motivating and encouraging them when the students underperform and have to deal with parental and peer pressure

4) The gaps that are to be addressed

What is multilingual approach in your view?

A multilingual class, is one with a mix of students from various states or from varied socio -cultural background who may all speak different languages..

Is it necessary to follow multilingual pedagogy in a teacher training programme

In ELT Why /Why not

Give some examples as how multilingual approach can be followed in a training programme

What issues or problems are likely to be faced in a multilingual teacher training programme

What issues will I have to consider in a multilingual classroom?

· There is no common first language among students in a multilingual classroom. ...

· Cultural experiences of students differ. ...

· Students in a multilingual class are making different mistakes in structure and pronunciation. ...

· Students have different learning styles.

How should we train teachers on adopting multilingual approach in the class room?

Create an awareness among teachers on the importance of Multilanguage pedagogy.

They should be trained to identify the language needs of the learners

They should be trained to appreciate and accept students’ ideas and expressions in their own mother tongue.

Familiarize a few activities that would help them to promote multilingual pedagogy in the class room

Suggest a few activities to promote multilingual pedagogy in the class room/school

· Greetings. Ask your multilingual students to teach their classmates a greeting in their home language. ...

· Labels. ...

· A multilingual word wall. ...

· Multilingual reading material. ...

· Multilingual dictionaries.

· Multilingual games

· Multilingual plays

· Multilingual songs

· Multilingual evaluation tools

· Multilingual videos

.

What issues will I have to consider in a multilingual classroom?

There is no common first language among students in a multilingual classroom.

Students in a multilingual classroom can’t chat in their first language or turn to their classmate to clarify a grammar point or define a vocab word in their mother tongue. All communication has to be in the common language—English. While more challenging, this is great practice for students!

Cultural experiences of students differ.

The fact that students come from vastly different countries and cultures makes for great conversation starters in class. As the teacher, you can use culture as a springboard to introduce class topics like worldwide holidays or food vocabulary or otherwise stimulate the class with new perspectives.

Students in a multilingual class are making different mistakes in structure and pronunciation.

Students in a monolingual classroom often understand each other not because they speak correctly, but because they all make the same mistakes. For example, a classroom of Chinese students may all struggle with the “r” sound in English, so they understand their classmate when he mispronounces words with “r.” However, if that same Chinese student is in a multilingual classroom, he will need to pronounce “r” words so that everyone in the room understands him. This has the potential to make all students in the class better speakers and listeners.

Students have different learning styles.

Learning styles can differ from one culture to the next, too. The mix of students in a multilingual classroom means you’ll have students from cultures where the teacher’s role is to lecture and give tests, mixed with students from cultures where students are encouraged to actively participate in class. Pair work and small groups made up of students from different cultures can be the perfect opportunity for students to get out of their comfort zone and try a new approach to learning English.

Activities

1. PARTS OF BODY

2 .CRIES OF BIRDS AND ANIMALS

3. FAMILY MEMBERS

4. GREETINGS

5. INSTRUCTIONS

6. FEELINGS AND EXPRESSIONS

Family

PARTS OF BODY

CRIES OF BIRDS AND ANIMAL

 Classroom-based Research 

Dr.  Ravinarayan Chakrakodiĉ

Dear teachers

''' Listen to the following comments from a group of teachers of English. '''

"Students sit silent in my English class"

"Students cannot speak English"  "Students want me to talk in their language" "Students cant read English well"  "കുട്ടികൾ അവരുടെ ഭാഷയിൽ നന്നായി സംസാരിക്കുന്നു"  "Students use Other Languages in the Classrooms."

"കൃത്യമായി സംസാരിക്കുവാനും എഴുതുവാനും കഴിയുന്നില്ല"

'''· What are these statements about? '''

Do you face these problems in your class room?

What are the other issues related to ELT in your class?

Let’s read a letter send by Mrs Veena  who work in a primary school at Thunchathoor  in Kasaragod

' '' I work in a primary school at Thunchathoor  in Kasaragod .Students of this school are  from different socio- cultural background. Though it is a Malayalam medium school there many students who speaks kannada,Konkani ,thulu etcSpeaking other languages or speaking in the native language is the most noticeable issue in my English class. For the students, it’s very easy to speak in their native language or other languages which they can speak easily instead of the English language. It’s very frustrating for the students trying to speak the language and think the words and sentences to speak which they didn’t know. It’s very easy for them to communicate in their native language or the language they already have experience with.This is the most common and big problem faced by me while teaching the English language to the students especially in a multilingual class room. Whenever I start to tell a story in English they would ask me to narrate it in their language.കുട്ടികൾക്കായി  അവരുടെ ഭാഷയിൽ ചില വാക്കുകകള് വിവരിക്കേണ്ടിവരുന്നു  '''

What is the main problem Veena teacher face in her class room?

Using Other Languages in the Classrooms.

Do you have such experience?

How can we solve the issues related to ELT in our classrooms?

സാധാരണയായി നാം എങ്ങനെയാണ് നമ്മുടെ ക്ലാസ്സിലെ പ്രശ്നങ്ങൾ പരിഹരിക്കാറു ള്ളത്?

Discussion


 * Proper Planning നന്നായി ആസൂത്രണം ചെയ്യും
 * ICT support
 * Class room research etc ഗവേഷണസ്വഭാവത്തോടെ പ്രശ്നങ്ങൾ പരിഹരിക്കാൻ  ശ്രമിക്കും

'''What do you know about class room research? Share your experience.'''

Let’ learn more about Class room research.

Course Objectives

The sessions on classroom research will help teachers:

· Understand the nuances and importance of doing classroom-based research

· Identify classroom issues and problems and frame research questions to address those problems

· Identify data collection methods and tools

· Analyse both quantitative and qualitative data

· Write research-based papers and reports

കോഴ്സ് ലക്ഷ്യങ്ങൾ

• ക്ലാസ് റൂം ഗവേഷണനടത്തുന്നതിന്റെ സൂക്ഷ്മതകളും പ്രാധാന്യവും മനസ്സിലാക്കുന്നതിന്

• ദത്ത ശേഖരണത്തിനായുള്ള മാർഗങ്ങളും ടൂൾസും കണ്ടെത്തുന്നതിന്

• ക്ലാസ്സ്റൂം പ്രശ്‌നങ്ങൾ തിരിച്ചറിയുന്നതിനും അവ  പരിഹരിക്കുന്നതിനുള്ള  ഗവേഷണ ചോദ്യങ്ങൾ ഫ്രെയിം ചെയ്യുന്നതിന് •

• ദത്തങ്ങൾ ഗുണപരമായും ഗണപരമായും വിശകലനം ചെയ്യുന്നതിന്

ക്ലാസ്സ്റൂം ഗവേഷണ പ്രബന്ധങ്ങളും റിപ്പോർട്ടുകളും തയ്യാറാക്കുന്നതിന്

Reflective practices

What is reflective practice?

നാം നമ്മുടെ അധ്യാപന രീതിയെക്കുറിച്ച് ആലോചിക്കാറുണ്ടോ

• Knowing how you teach makes you a more effective teacher

• Provides a record of your progress

• Clarifies your thinking

• Allows you to actively participate in your own development

Why do reflective practice?

• We can become conscious of our bias and discrimination.

• Make the best use of the knowledge available.

• Avoid past mistakes.

• Maximise our own opportunities for learning.

കോഴ്സ് ലക്ഷ്യങ്ങൾ

• ക്ലാസ് റൂം ഗവേഷണത്തെക്കുറിച്ചുള്ള സെഷനുകൾ അധ്യാപകരെ സഹായിക്കും:

• ക്ലാസ് റൂം അടിസ്ഥാനമാക്കിയുള്ള ഗവേഷണം നടത്തുന്നതിന്റെ സൂക്ഷ്മതകളും പ്രാധാന്യവും മനസ്സിലാക്കുക

• ക്ലാസ് റൂം പ്രശ്‌നങ്ങളും പ്രശ്‌നങ്ങളും തിരിച്ചറിയുക, ആ പ്രശ്‌നങ്ങൾ പരിഹരിക്കുന്നതിന് ഗവേഷണ ചോദ്യങ്ങൾ ഫ്രെയിം ചെയ്യുക

• ഡാറ്റ ശേഖരണ രീതികളും ഉപകരണങ്ങളും തിരിച്ചറിയുക

• അളവ്പരവും ഗുണപരവുമായ ഡാറ്റ വിശകലനം ചെയ്യുക

• ഗവേഷണത്തെ അടിസ്ഥാനമാക്കിയുള്ള പേപ്പറുകളും റിപ്പോർട്ടുകളും എഴുതുക

പ്രതിഫലന രീതികൾ

എന്താണ് പ്രതിഫലന പരിശീലനം?

• നിങ്ങൾ പഠിപ്പിക്കുന്നത് എങ്ങനെയെന്ന് അറിയുന്നത് നിങ്ങളെ കൂടുതൽ ഫലപ്രദമായ അധ്യാപകനാക്കുന്നു

• നിങ്ങളുടെ പുരോഗതിയുടെ ഒരു റെക്കോർഡ് നൽകുന്നു

• നിങ്ങളുടെ ചിന്തയ്ക്ക് കൂടുതൽ തെളിച്ചം ലഭിക്കുന്നു

• നിങ്ങളുടെ സ്വന്തം വികസനത്തിൽ സജീവമായി പങ്കെടുക്കാൻ നിങ്ങളെ അനുവദിക്കുന്നു

എന്തുകൊണ്ടാണ് പ്രതിഫലന പരിശീലനം നടത്തുന്നത്?

• നമ്മുടെ പക്ഷപാതത്തെയും വിവേചനത്തെയും കുറിച്ച് നമുക്ക് ബോധവാന്മാരാകാം.

• ലഭ്യമായ അറിവുകൾ പരമാവധി പ്രയോജനപ്പെടുത്തുക.

• മുൻകാല തെറ്റുകൾ ഒഴിവാക്കുക.

• പഠിക്കാനുള്ള നമ്മുടെ സ്വന്തം അവസരങ്ങൾ പരമാവധിയാക്കുക.

Kolb’s learning Cycle

Critical incidents from training sessions

v Correcting teachers’ language errors. Pointed out some mistakes made by a teacher while presenting her reflections. She got angry, wanted to discontinue the training.

v One challenge was establishing rapport with the teacher participants. A few were aged and experienced, a few came in just because the Dept forced them to write the test and a few who really wanted to learn.

v A teacher was reluctant to learn and pay attention to the class. She would not look at us, nor listen to the instructions. She would participate only when she wanted to. She was not punctual too.

One day, I lost my temper and warned her not to do so. I was forced to do the tough talking.

This incident made me sad.

v A teacher was always busy using the mobile. During the training sessions, he was chatting, messaging, etc. One day he was caught red handed by the DIET Lecturer. The Lecturer warned him. This made him arrogant. He made it a big issue.

Classroom incidents

v This incident took place a year ago. I was engaging English class in VIII std. It was the fine morning of Monday. Suddenly my Headmaster entered the class accompanied by an Education officer. He introduced me to the Officer as the new English teacher. After asking me about my teaching style and the syllabus, the Officer started interacting with the students. He asked them about the last English lesson I taught. A few of them said the title and others probably have forgotten it. He took my textbook, opened the said lesson and started asking questions.

I was confident that my students will answer his questions as I had discussed it in the class and had conducted a test too. But a cruel surprise was waiting for me, because very few were able to answer his questions; that too with a lot of struggle. The Officer stared at me and asked, “What do you do in the class? None of your students is able to answer simple questions from the lesson you have already taught.” All my efforts to convince him about my serious efforts in the class went in vain. It was really an embarrassing moment for me. I felt very bad on that day.

v Three of my students always come late to class. They come late because of different reasons. Child 1, Fathima, comes to school on foot. She has to attend madrassa classes before reaching school. She is very brilliant in academic activities. Her mother has five children and she is the fourth child. Nobody is there in her house to take care of her academic needs.

Child 2, Nikhil, has a problem with his mode of commuting to school. Recently his parents have changed their house to a distant place. Nikhil is not interested in academic activities but he is good at co-curricular works.

Child 3, Amritha, is a silent girl. She comes from a coastal area, a distant place from my school. Her auto driver is very irresponsible and because of him, she cannot reach school in time. She is good at co-curricular activities.

While checking their notebooks and portfolios, I realized they are incomplete. Fathima and Amritha  are interested in academics but their late coming is affecting their studies. They try to copy from others, but they miss many activities. In Nikhil’s case, he is a slow learner and he writes nothing systematically.

I have to do something to make these students regular and punctual. I will talk to their parents once. I will request our SRG (School Resource Group) to conduct awareness classes for parents in every term of the academic year.

Classroom issues

v All the students in Class VII can read textbook lessons properly but they cannot read any passage outside the textbook

v My students hesitate to speak in English. They always answer in their mother tongue.

v When I teach a topic in my class, all the students understand well. They respond and answer all the questions. But they forget most of the things the very next day. They cannot answer my questions.

Assignment (individual)

Choose an area you want to explore and study further. Write research questions, design research tools and discuss the methodology you will adopt.

Write your responses to the following statements.

Part 1 (Teacher related factors)

Read the statements and rate your ability in a scale of 1 to 5 where 1 is the lowest and 5 is the highest point.

Sl No

പ്രകടന സൂചകങ്ങൾ എന്റെ റേറ്റിംഗ്

5 4 3 2 1

1 ഇംഗ്ലീഷ് പഠനവും അധ്യാപനവുമായി ബന്ധപ്പെട്ട നിരവധി കഴിവുകളും സാങ്കേതിക വിദ്യകളും ഞാൻ നേടിയിട്ടുണ്ട്

2 അധ്യാപന രീതിയെക്കുറിച്ച് എനിക്ക് അവബോധമുണ്ട്: പഠിതാവിനെ കേന്ദ്രീകരിച്ചുള്ള, പ്രവർത്തനത്തെ അടിസ്ഥാനമാക്കിയുള്ള പെഡഗോഗി

3 നിർദ്ദേശിക്കപ്പെട്ട പാഠ്യപദ്ധതി/സിലബസ്/പാഠപുസ്തകങ്ങളെ കുറിച്ച് എനിക്ക് നല്ല അറിവും ധാരണയും ഉണ്ട്

4 എനിക്ക് വ്യാകരണം, പദാവലി, സ്വരസൂചകം, ഭാഷാ വൈദഗ്ദ്ധ്യം എന്നിവയിൽ വൈദഗ്ദ്ധ്യമുണ്ട്

5 മെറ്റീരിയലുകൾ തയ്യാറാക്കുന്നതിലും ജോലികളുടെയും പ്രവർത്തനങ്ങളുടെയും രൂപകൽപ്പനയിലും ഞാൻ കഴിവുള്ളവനാണ്

6 മൂല്യനിർണ്ണയ നടപടിക്രമങ്ങളെക്കുറിച്ച് എനിക്ക് നല്ല അറിവുണ്ട്: തുടർച്ചയായ മൂല്യനിർണ്ണയത്തിന്റെ പ്രാധാന്യം, സ്വയം-പിയർ-അസെസ്മെന്റ്, ഫീഡ്ബാക്ക്

7 എനിക്ക് ഡിജിറ്റൽ മീഡിയ (കമ്പ്യൂട്ടർ, ഇന്റർനെറ്റ്, ഓഡിയോ, വീഡിയോ ഉറവിടങ്ങൾ മുതലായവ) ഉപയോഗിക്കാൻ കഴിയും.

8 പ്രൊഫഷണൽ വികസനത്തിനായുള്ള പ്രക്രിയകൾ, തന്ത്രങ്ങൾ, വിഭവങ്ങൾ എന്നിവയെക്കുറിച്ച് എനിക്ക് അറിയാം

9 സഹപ്രവർത്തകർക്കും പഠിതാക്കൾക്കും ഇടയിലുള്ള വൈവിധ്യങ്ങളോടും വ്യത്യാസങ്ങളോടും എനിക്ക് നല്ല മനോഭാവമുണ്ട്

10 നൂതനവും ഗവേഷണവുമായ പ്രവർത്തനങ്ങളിൽ ഞാൻ സ്വയം ഏർപ്പെടുന്നു

Comments, if any:

Part 2 (Classroom and learner related factors)

Have your learners achieved the learning outcomes indicated below? (Source: http://www.ncert.nic.in/publication/Miscellaneous/pdf_files/tilops101.pdf )

Part 3 (Research related factors)

Read the statements given below and rate your aptitude for and ability to do research.

What is classroom-based research?

Types of classroom research

· Action research

· Exploratory research / ‘Exploratory Practice’

· Exploratory action research

Action research

A) Plan to explore [an issue]         	--	Questions

B)      Explore [gather evidence]         	--	Evidence

C)        Evaluate  [with evidence]          	--	Evaluation

Why explore before taking action?

· Need for evidence which will help you understand / solve a problem or puzzle better (or replicate / publicise a success better)

• Need to understand (clarify, probe, view alternatives) before plunging into action

• Need for a ‘base-line’ – to compare ‘after’ with ‘before’

Exploratory Research

A) Plan to explore [an issue]         	--	Questions

B)      Explore [gather evidence]         	--	Evidence

C)        Evaluate  [with evidence]          	--	Evaluation

Exploratory Action Research

A) Plan to explore [an issue]         	--	Questions

B) Explore [gather evidence]         	--	Evidence

C) Evaluate  [with evidence]               --	Evaluation

1. Plan [a change]

2.  Act [implement the change]

3.  Observe [evaluate the  effects – with evidence]

4.  Reflect [interpret what occurred]

ക്ലാസ്റൂം ഗവേഷണത്തിന്റെ തരങ്ങൾ

• പ്രവർത്തന ഗവേഷണം

• പര്യവേക്ഷണ ഗവേഷണം / 'പര്യവേക്ഷണ പരിശീലനം'

• പര്യവേക്ഷണ പ്രവർത്തന ഗവേഷണം

പ്രവർത്തന ഗവേഷണം

എ) [ഒരു പ്രശ്നം] പര്യവേക്ഷണം ചെയ്യാൻ ആസൂത്രണം ചെയ്യുക -- ചോദ്യങ്ങൾ

B) പര്യവേക്ഷണം [തെളിവുകൾ ശേഖരിക്കുക] -- തെളിവുകൾ

സി) [തെളിവുകളോടെ] വിലയിരുത്തുക -- മൂല്യനിർണ്ണയം

നടപടിയെടുക്കുന്നതിന് മുമ്പ് എന്തുകൊണ്ട് പര്യവേക്ഷണം ചെയ്യണം?

• ഒരു പ്രശ്നം മനസിലാക്കാൻ / പരിഹരിക്കാൻ നിങ്ങളെ സഹായിക്കുന്ന തെളിവുകൾ ആവശ്യമാണ് അല്ലെങ്കിൽ പസിൽ നന്നായി (അല്ലെങ്കിൽ വിജയം നന്നായി പകർത്തുക / പരസ്യമാക്കുക)

• പ്രവർത്തനത്തിലേക്ക് കടക്കുന്നതിന് മുമ്പ് മനസ്സിലാക്കേണ്ടതുണ്ട് (വ്യക്തമാക്കുക, അന്വേഷിക്കുക, ഇതരമാർഗങ്ങൾ കാണുക).

• ഒരു 'ബേസ്-ലൈൻ' ആവശ്യമാണ് - 'ശേഷം' എന്നത് 'മുമ്പ്' എന്നതുമായി താരതമ്യം ചെയ്യാൻ

പര്യവേക്ഷണ ഗവേഷണം

എ) [ഒരു പ്രശ്നം] പര്യവേക്ഷണം ചെയ്യാൻ ആസൂത്രണം ചെയ്യുക -- ചോദ്യങ്ങൾ

B) പര്യവേക്ഷണം [തെളിവുകൾ ശേഖരിക്കുക] -- തെളിവുകൾ

സി) [തെളിവുകളോടെ] വിലയിരുത്തുക -- മൂല്യനിർണ്ണയം

പര്യവേക്ഷണ പ്രവർത്തന ഗവേഷണം

എ) [ഒരു പ്രശ്നം] പര്യവേക്ഷണം ചെയ്യാൻ ആസൂത്രണം ചെയ്യുക -- ചോദ്യങ്ങൾ

B) പര്യവേക്ഷണം [തെളിവുകൾ ശേഖരിക്കുക] -- തെളിവുകൾ

സി) [തെളിവുകളോടെ] വിലയിരുത്തുക -- മൂല്യനിർണ്ണയം

1. പ്ലാൻ [ഒരു മാറ്റം]

2. ആക്റ്റ് [മാറ്റം നടപ്പിലാക്കുക]

3. നിരീക്ഷിക്കുക [ഇഫക്റ്റുകൾ വിലയിരുത്തുക - തെളിവുകൾ സഹിതം]

4. പ്രതിഫലിപ്പിക്കുക [എന്താണ് സംഭവിച്ചതെന്ന് വ്യാഖ്യാനിക്കുക]

What to research?

• Something that worked in your classroom and you would like to explore further [success]

• Something that didn’t work and you would like to improve [problem]

• Something that you are unsure about in your students’ learning and/or in your teaching [puzzle]

Key stages in EAR

• Identifying an issue, puzzle or concern

• Planning ways to explore it

• Carrying out the study-think of tools, collect data

• Evaluating / reflecting on the study; gaining insights

• Sharing with others

• Modifying practice as a result

• Observing what other issues/concerns/questions emerge

EAR ലെ പ്രധാന ഘട്ടങ്ങൾ

• ഒരു പ്രശ്നം, പസിൽ അല്ലെങ്കിൽ ഉത്കണ്ഠ എന്നിവ തിരിച്ചറിയൽ

• അത് പര്യവേക്ഷണം ചെയ്യാനുള്ള വഴികൾ ആസൂത്രണം ചെയ്യുക

• പഠനം നടത്തുന്നു - ടൂളുകളെ കുറിച്ച് ചിന്തിക്കുക, ഡാറ്റ ശേഖരിക്കുക

• പഠനത്തെ വിലയിരുത്തൽ / പ്രതിഫലിപ്പിക്കൽ; ഉൾക്കാഴ്ചകൾ നേടുന്നു

• മറ്റുള്ളവരുമായി പങ്കിടൽ

• ഫലമായി പ്രാക്ടീസ് പരിഷ്കരിക്കുന്നു

• മറ്റ് പ്രശ്നങ്ങൾ/ആശങ്കകൾ/ചോദ്യങ്ങൾ എന്തൊക്കെയാണ് ഉയർന്നുവരുന്നതെന്ന് നിരീക്ഷിക്കുന്നു

If I have too many concerns/interests, then M U S E ...

'(b). Framing research questions'

Think:

What are some issues/challenges/problems you are facing in your teaching these days and/or what are some things you are wondering about in relation to your teaching or what are some of the innovative strategies/techniques you’ve adopted?

Choose one problem or area (issue) you are wondering about or want to explore further and frame questions ​on it.

How will you explore the following issues? Frame five exploratory questions to find answers to them.

(b) Tools for classroom research

(d) Data analysis

(c) Structure of a report

Part 1: Exploratory Research

· Context

· The classroom issue

· Exploratory research questions

· Data collection and analysis

· Initial Findings/observations

Part 2: Action research

· Action Research questions

· Action plan (class in which action research is conducted, number of students, duration of the research study, etc.)

· Data collection methods and tools (questionnaire surveys/classroom observations / interviews/ audio, video recordings, lesson notes, students note books, test scores, etc.)

· Data collection

· Data analysis

· Findings/observations/recommendations/conclusion

· Reflections (successes and challenges)

Reporting Classroom Research

'''Here are two reports of exploratory action research studies conducted by school teachers. Read them and discuss the questions given in your group.'''

Strategies for Scaffolding Struggling ESL Readers

Vinayadhar Raju Prathikantam, School Assistant (English)

Abstract:

Reading skill is critical to one’s success in academics. If students are not competent readers, they are at risk for not only in academic but also in behavioural, social and emotional difficulties. So, teachers of English need to explore innovative reading strategies. The purpose of this paper is to describe the action research conducted at Zilla Parishad High School Jangapally, of Telangana State to improve reading skill among the struggling readers. This paper discusses the importance of reading skill, the rationale of this action research, methodology used in the study and the reading strategies used in action phase. Finally, the paper ends with the major findings, what the researcher learned from the study and conclusions of the researcher.

Key Words: Action research, Professional development, Mentoring, E-Portfolio, Technology integration, Comprehensible Input and meaning making.

Introduction

Reading is a primary receptive skill to make the English as a Second Language learner to acquire a language, without which we cannot make them to learn a language on his own. According to Anderson, Hiebert, Scott, & Wilkinson, (1985) opine that reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998). Students’ reading attitudes regarding the purposes for reading also influence their ability to read. When dealing with reading, we encounter two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear. Teele, (2004) asserts that the goal of all readers should be to understand what they read. Children with reading difficulties throughout school and into adulthood, said how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear that this type of failure affects children negatively earlier than we thought. By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school (Reid Lyon, 2015). Research shows good readers are actively involved with the text, and they are aware of the processes they use to understand what they read. Teachers can help improve student comprehension through instruction of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and summarizing are strategies shown by research to improve reading comprehension (Block & Israel, 2005).

Rationale of the action research

The purpose of this classroom-based action research was to help the struggling readers in government schools. Most of the teachers complain that students studying in regional medium are not exceeding well in English. During our research we try to find out the reasons for this problem and try to provide the possible solutions to them.

During our project, we identified the problem and collected opinions of teachers and students using questionnaires. Most of the teachers criticised the behaviour of the students and blamed them but students accepted that they are not showing interest in reading so they are not learning. After gathering the information from teachers and students, we designed a few strategies or activities which will help them to learn or become better readers of English.

We also came to a conclusion that most of the struggling readers are neglected by the teachers so they are demotivated to participate in the classroom activities. To address this issues we designed activities to engage them effectively and meaningfully. During our action phase we tried out these activities in our class and collected learning evidences and observed the behavioural changes. We also used technology to collect the learning evidences and to provide meaningful learning environment. Our activities are not to bring the instant results but to build confidence among the struggling readers which results in increased participation of these children in the classroom activities.

We also concluded that learning is possible when the students are engaged in meaningful situations. The role of the teachers here is to think or design activities which engage them meaningfully. We also learnt that students learn better when they are engaged in collaborative tasks with their peers.

Most of students studying in Telangana State Regional medium students are struggling to read the text in English. Teacher  also complain that students are afraid of English and not showing any interest to learn the language. My research is to find out the better strategies to engage the ESL learners and remove the phobia of English language learning. While collecting the data I  considered the voice of students to solve this problem. Students accepted their problem that they are not showing any interest to learn English.To remove this we have planned or designed activities to engage them meaningfully and tried in our classroom and findings of our action research are shared with the teachers in our state during our in service training programmes.

A few students in ZPHS Jangepally are not able to read the text in English. The researcher wants to find out the reasons why can't they read the text, what are the different reasons and what are different factors that influence their learning. During this exploratory research, The researcher has  taken the opinions of the teachers working in the same context and what do they think about the problem?

Main research question: Why are some students in my class not able to read the texts in English?

Specific questions:

· What are the different factors that affect students’ reading?

· What are the students’ perceptions about their problem in reading?

· What are the teachers’ perceptions about the problem?

· Why can't the students read fluently?

Location of the Study

ZPHS Jangapally of Ganneruvaram in Karimnagar district of Telangana state, India.

Data Collection methods

Both qualitative and quantitative

Students data:

Class 9 students of ZPHS Jangapally students.

11 Girls and 5 boys

Teachers’ data:

Teachers working in Telangana state government schools.

Background:

I work in government secondary school run by Telangana state government. Medium of instructions is Telugu and English. The students who participated in this action research are from Telugu medium background. Most of them are labelled that they can't learn so they are neglected. Their confidence level is also very low and fixed their mindset that they can't learn English. Initially I have taken students from two sections ; class 8 and class 9 .But, due to lack of time ,  I dropped the idea of going with the two classes and worked only with class 9 students. I planned to work with class 8 students when they come to me  next academic year.

Teachers' survey questions                                                                                                                                1. What do teachers think about their students and their problems in reading?

2. What are the pressing problems they face while handling the struggling readers?

Data Analysis:

The Collected data was analysed based on two categories. They are qualitative data and quantitative data. Quantitative data is based on numbers and figures which we can see and feel where as the qualitative data is one which we can't visualize and feel. They are like abstract ideas.

Teachers’ voice: Teachers' complain that they don’t have time to engage them in meaningful activities. They also opined that the text book is not interesting so students are not motivated to read the text on their own. Most of their complains are student centered and administrative but they  didn't introspect their teaching and classroom strategies. Here are their opinions collected using Padlet wall.

“ Students don't have enough reading material other than textbook to get exposed to reading.”

“They were not properly motivated.”

“Forty five minutes time is not sufficient to address the individual needs.”

“Students don't know how to pronounce the words.”

“Lack of exposure to reading material.”

“No purpose for reading.”

“They are not being engaged meaningfully.”

“Teacher is busy in completing syllabus.”

“Lack of ample opportunities for reading.”

“Text has too many unknown words.”

“Topic selected or chosen is unfamiliar to them. “    

Students’ questionnaire: My action research also considered the voice of students along with the voice of teachers. To include the student’s voice we have designed the following questions and asked them to write their opinion in their mother tongue.

1. When do you learn better?

2. How do you learn better?

3. List two reasons for not being able to read the text in English?

4. What might be the main reason for not being able to read the text on your own?

5. How can we overcome that problem?

Student’s Voice:  To consider the opinions of students, I have given them the following questionnaire and asked them to answer in their mother tongue. I translated those answers into English. Here are their responses. I observed that most of students accepted that they are not showing any interest in studies, so they are not learning but if we check the responses of the teacher's most of them complained or found the fault with the students.

“.Our Teachers didn't encourage us to read.”                                                                                    “Didn't study in English medium” (most of them are from Telugu medium)

“ Didn't understand English.”

Interesting observation: Some of the problems can be addressed using extrinsic motivational strategies. For example, Students don't have proper reading material Solution: Providing story books. Some problems can be addressed by using intrinsic motivational strategies. For example: They were not properly motivated. Solution: Required intrinsic motivational trategies. For example: make our subject interesting by different means. This is the challenging part of teaching profession that requires professionalism.

Action phase: During this action phase, I designed the following activities and tried in my classroom. While implementing these activities, i frequently checked its possibilities and effects. Many a time I have changed my plan of action.

Reading strategies

1. Peer Tutoring:  This is an interesting activity to engage the learners to motivate and work collaboratively. In this activity the students sit together and read the lesson one after the other. While reading if they face any problem the other will help so that they are engaged and learn together. If both of them find it difficult to read any part of the text they will make a list of those words. The teacher will help them to read the listed words. This activity also saves the problem of insufficient time. All the students in the class can read the text together by sitting in pairs. These strategies can be used to handle the large classes in Indian rural schools. Most of the students involved in the process of reading and gained the confidence that they can read the text in English.

2. Integration of technology:  To address the problems of struggling readers I integrated technology i.e., using one computer and projector. I have chosen some Indian stories with subtitle. I have shown those stories to them and asked them to listen and read, listen and write which results in comprehensible input. Students comprehended the story with animations and subtitles in English which in turn helped  them to read the text while listening. This activity also helped to teach all the skills of LSRW in integration. We also recorded their voices while reading the text they have written from the screen using mobile phones.

3.Story Books: After reading and recording the stories with subtitle, the students gained the confidence that they can read the text in English. Then I supplied them the story books of Indian stories like Panchtantra and moral stories to address the teachers' opinion that the lessons in the textbook are not interesting. After supplying the story books I have assigned them post reading tasks which result in comprehension. For example I asked them to complete the following table:

Visualising and drawing: After reading the storybooks students are  encouraged  to draw the characters in the story and created a bubble to write the dialogues, this activity helps them to comprehend the given story without the help of the teacher. My students love drawing, so they did this task with utmost care. Students started working in groups and helping each other and started discussion while drawing which resulted  in meaning making. Here is a sample drawing of my students.

4. Running Dictation: Running dictation is total physical responses(TPR) activity which involves the mind and body coordination. Students are divided into pairs. One will act as reader and the other is a writer. Writer will sit at particular place where as reader keeps the book some distance from writer and reads the text and runs to writer to dictate the text.This activity helped the students to avoid monotony in the classroom. They enjoyed and repeatedly asked me to conduct this activity.

5. Learning is transferable: After practicing these activities I encouraged my students to read their regular class book. All most all the students started reading their textual lesson without much difficulty. This is an evidence that learning is transferable. Used their previous knowledge and skills in new situations. To collect the evidence of learning I recorded the audio files while they are reading the textual lessons and stored them in Google drive here are the link to those files.

● Link 1 ( https://drive.google.com/open?id=1dfJsEd5xrv00_bh0yWFTZ2ateuzyOmYb )

● Link 2 ( https://drive.google.com/file/d/157KbSW4eRzrTvLvs8tZgf6oZgS5kyaCC/view )

● Link 3  ( https://drive.google.com/file/d/1KyjtU09V6fAk9jBdZ1NW-cyiynqqkQyS/view )

● E-Portfolio link ( https://drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi )

Findings and What I learned: By the end of this research what I have learnt there is no shortcut to language learning and particularly reading is a complex process which involves the continuous efforts from teachers as well as from students.Every child has an ability to learn.Teachers role is to find out how and when do they learn better. Another important observation is teacher frequently tries to test how far student is learning. When we are teaching reading skill this can't be visualized, when, where and how they have learnt reading. It happens only when we engage them meaningfully in variety of interesting tasks. Every individual is unique. As a teacher we need to address them individually this requires professionalism.Teaching is a profession not a job.Sharing and networking leads to continuous professional development, create your own personal learning network.

Doing mistakes is also a kind of learning. Allow them to do mistakes. Teacher needs to develop error tolerance. Teacher should focus on process not on product. Reading is thinking and not simply gaining  information. Engaging them meaningfully will strengthen their learning. Don’t teach about the language teach the language. Don’t provide information. Give them real use of language i.e learning experience.

Conclusion:

During my action research I came to know that action research is an effective professional    development tool to introspect our classroom practices and strategies which in turn help us to refine our teaching skill to meet the needs of 21st century learners. I also conclude that collaboration and engaging the learners in a meaningful contexts is vital to make our classroom an effective place for learning. We should also shift our focus from teaching to learning. Last but not the least shift our focus from product to process. Learning is a continuous process can't be visualized at a particular moment or time.

References:

1. Smith, Richard, and Paula Rebolledo. “A Hand Book for Exploratory Action Research.”  Https://Englishagenda.britishcouncil.org , 2016, englishagenda.britishcouncil.org

2. “2016_Classroom_Based_Research.” Electronic Village Online / 2016_Classroom_Based_Research, 2016, evosessions.pbworks.com/w/page/103554923/2016_Classroom_Based_Research.

3. “About Us.” Classroom-Based Research for Professional Development EVO, classroombasedresearch.weebly.com/about-us.html.

4. “Our Publications.” Tamil Nadu English Language Development Programmes | British Council, www.britishcouncil.in/programmes/english-partnerships/research-policy-dialogues/publications.

5. “Arms Project-2017-Strategies for Struggling Readers.” Google Drive-Students' E-Portfolio, Google, 2017, drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi?usp=sharing.