Feedback of Quality Assurance Teaching

Feedback of Quality Assurance Teaching.

1. Introduction -:

‘Learners learn what teachers intend to teach is a Qualitative Teaching'. Quality Assurance Teaching gives more strees on the effect of teaching. It is learners based teaching and its effect can be measured by various ways, and in turn, can be used for further teaching. It is the product of taking precausions of the pre-teaching stage, teaching stage and the post teaching stage.

At the pre-teaching stage, a teacher has to think of I) the age of the students ii) time allocation iii) contents iv) methods to be choosen v) AV aids to be selected vi) illustrations to be given vii) atmosphere to be created viii) points to be given stress ix) questions to be asked x) self learning part and so on. At the teaching stage, a teacher has to I) awake the previous knowledge of the students ii) introduce the topic iii) use selected method iv) create necessary atmosphere v) give appropriate illustrations vi) evaluate the topic taught; And at the post teaching stage, I) feedback about the teaching has to be sought ii) think of the perceptions collected about teaching iii) fill the gap between the different perceptions iv) think of the perceptions collected and improve the further teaching.

This article draws attention towards post teaching stage i.e. feedback of quality assurance teaching.

1. Feedback of Quality Assurance Teaching (QAT) -:

Devidson G. in his book entitled ‘New Methods of Teaching English' has given various ways of taking feedback for language teaching. He draws attention towards Dick All Wright's article (1984) entitled ‘Why Don't Learners learn what teachers Teach? The interaction Hypothesis', and raised the question ‘Why don't teacher try to learn what learners are learning? It is very useful question, he raised, which gives right direction to teaching process.

Learners based teaching always thinks of learners learning process as every student have their own perceptions of what goes on at the time of teaching. They may give to different versions if asked for, The communal experiences given to them may filter differently because of their perceptions. Teachers cannot be sure about their actual learning, Therefore, it becomes necessary for every teacher to learn what learners are learning out of their teaching, And to bridge the gap between different perceptions and expectations of students and teachers. There are many ways to get these perceptions of the students. But here are few, given for all type of subject teaching.

2.1 Home Work for Collecting Perceptions of Students.

2.1.1      Noting Responses -:

After teaching, teacher can give homework for his students. The homework is to ask the students to write down briefly what they learnt in the class, what they liked and disliked in the class. Thus teacher can collect the perceptions of the students of his teaching G. Davidson suggested this type of home-work for language teaching but it is useful for every type of subject teaching.

The homework of this type be written with dates as a diary but it is not a normal dairy. The students themselves also get benefited, as they will come to know what happened in the class after some days. Teacher is expected to read these notebooks at least once in a week, and if necessary, write the comments on the perceptions of the students, or after completion of every unit, a special period may be arranged for the purpose and ask the students to read their perceptions one by one and clarify the doubts raised by the students.

This type of homework seems very simple home-work but gives much effect on teaching. Experience of a teacher in this regard, may confirm the statement.

1. 2.1.2      Tele - Communication -:

It is the second type of home-work where teacher circulates the names of the students in the class and asks them to write their phone numbers and thus the list with phone numbers is prepared. Then the list is circulated amongst the students with the instructions that they are expected to call someone to know what he learnt in the class and what the liked and disliked in the class. They are expected to write about their telephone conversation in their notebooks.

In tele - communication everyone is calling someone and be called someone and talk about more or less the same things and write about their conversations in their note books. They are also asked to call the second person below the person he phoned then. Thus, recycling telephonic talk may occure and teacher will get the reports of students conversation about his teaching.

This type of homework is expensive on the part of the students. But he may call one phone daily for the purpose. This homework is very useful to the teacher as he gets the conversation of his students about his teaching. Students may become bold to write about as he is not only one then, but two persons have the same view about the particular teaching. This has more advantages than that of previous one.

It is also useful for those who missed the class to known what happened in the class and to prepare for the next class.

2.2 Special Classroom Arrangement.

1. 2.2.1      Arrangement of Audio -:

Every institution should have special classrooms built to listen to the responses of the students. This classroom have such arrangement that students are heard by outside. Now -a days this type of arrangement is seen in many big schools where instructions are given sitting in Head Master's office, and are heard in all the classes of the school. But in our arrangement it requires reverse effect so that the concerned teacher may listen to the conversation of the students about his teaching.

1. 2.2.2      Arrangement of Audio & Video -:

Another type of arrangement may be made available in every institution to listen to the responses of the students. In this arrangement the classroom is built in such a way that the conversation of the students as well as the activites going on there be heard and seen through the outsiders.

For these two types of arrangements the institutions have to take lead as it is expensive one. But when such type of arrangement is made, the teacher is expected to ask the students, at least once in a week or after completion of his teaching, to discuss about his teaching, sitting in the class specially made for the purpose. He may select the monitor for discussion who will monitor the discussion. The students one by one gives their views about their learning in the class; and about their liking and disliking. Other students may add their views about, in between.

The teacher is expected to listen the conversation and/or look the activities in the class. Students may be bold, then, to express their views as they are in the group. Thus, the teacher will get his feedback about his teaching for better improvement.

1. Advantages -:

There are many advantages of such type of getting feedback about the teaching.

1. 3.1     Advantages for the students -:
   1. 3.1.1       Students are made attentive rather than simply passively existing in the class as they write what they learn in the class and what they liked and disliked about the teaching.

1. 3.1.2        The content was recycled by the students and thus deepening the learning process.

1. 3.1.3        Students awareness, about their learning, increases and they   causionsly evaluate the activities considering usefulness of them.

1. 3.1.4        Students are made involved in teaching learning process by contributing their feedback.

1. 3.1.5       Students may get a new perceptions about the teaching when they come to know the perceptions of other students.

1. 3.1.6        Students, then, be familiar with the common things about teaching.

1. 3.1.7        Student's recapulation power will be developed as he revises about the teaching.

1. 3.2     Advantages for the teachers -:

1. 3.2.1      On the bases of this feedback, teacher reminds his pre-teaching thoughts and evaluate the activities carried out at the time of teaching. He is made aware of what works and what doesn't and what students find more or less useful, unrealistic, difficult, pleasurable etc.

1. 3.2.2      Necessary clarification can be made for the deemed important points  which were not worked.

1. 3.2.3      Students feel easy in writing than speaking. So, teachers get variety of perceptions about teaching in writing. It helps in the improvement of further teaching.

1. 3.2.4      Teachers can individualise the feedback and also attend to the emotional ups and downs in students learning.

1. 3.2.5      Teachers can more or less know how things are working, and if worked as per planning, feel more confident.

1. 3.2.6      Teachers should have, then, shared experiences, which are with unique perspectives.

1. 3.2.7      Feedback about teaching helps a teacher to improve his further teaching and enables him to delivere quality assurance teaching.

1. Disadvantages -:

If one takes it academically, it works in a right way. But when it works wrongly it affects on students as well as on teachers.

1. 4.1              Disadvantages for the students -:

The student may be punished when he states the adverse things happened in the class. Or he may become target of the teacher  which is not good for his career.

4.2 Disadvantages for the teachers.

1. 4.2.1       Authority may take the advantage of this activity against the teacher if any adverse conversation goes on about his teaching.

1. 4.2.2        Students also may make conspiracy against the teacher who are hurt by the teachers.

1. Beneficial to the Teacher Education -:

This method of feedback taking is every useful at the time of Teacher-Education Training. The training centres may make arrangements of special classrooms and get the feedback of one's teaching. It will pure academic and students may express their real views about his teaching. Therefore, it is essential to every training centres to establish such type of classrooms for the purpose.

1. In short -:

When one assures the quality of teaching, effects can be measured for the purpose. It needs to collect the perceptions of the students about one's teaching and to bridge the gap between different perceptions and expectations of students and teachers.

There are many ways to get the feedback of the students about teaching. The feedback receives out of these activities is helpful, in turn, for improvement of teaching.