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ARTICLE REVIEW 2

Wang, T.(2007). The comparison of the difficulties between cooperative learning and traditional teaching methods in college English teachers. The Journal of Human Resource and Adult Learning (3) 2. pp. 23-29.

The purpose of this article is to compare the difficulties between cooperative learning and traditional teaching methods in English teachers. The research was done in Taiwan with college English teachers who put into practice traditional teaching methods and cooperative learning techniques in the classroom. The researcher applied a qualitative research supported by observations, interviews, and reflections to understand the effectiveness of both ways of teaching. The results showed that both ways of teaching are very different and both have difficulties in their implementation. For example, at the moment of implementing cooperative learning the researcher observed that the groups do not work cooperatively very well; on the other hand, in the traditional teaching the researcher found that there is more competition among students to get good grades, so they become selfish and negatively interdependent. Finally, the researcher recommends schools to let teachers being in communication with others teachers so they can exchange teaching experiences; and in this way promotes teachers’ professional development.

Today's society is a society of changes; everything is evolving to be better. Nowadays, schools are paying more attention to the professional development of students but in order to do that, they need more competitive teachers. I think that teachers should change their way of teaching, giving students more opportunities to be more analytical and letting them to construct their own knowledge. Teachers should try to make students think about the topics and not treat them as machines that have to memorize something. I agree with the author about teachers should try different teaching methods and see which is more efficient and effective for each one of the classes. However, teachers need to be patient in order to have an open mind to see what is happening in their classes and the effects of the implementation of that method. I think if teachers of a second language try different activities, they will become skillful, flexible and prepared teachers. Moreover, I think that reflection is a tool that helps teachers in their professional development because it helps to construct knowledge. Through it, teachers realized what is good or bad for the class. In my personal experience as a student, cooperative learning has helped me to be a proactive student, to take the initiative and look for information in advanced instead of waiting for the teacher to give me all the information I need to learn. On the other hand, as a future teacher, I would like to apply cooperative learning because students can use different strategies to learn as a team; moreover, they develop and improve their social skills.

Article review 1

Keung, C. (2008). The effect of shared decision-making on the improvement in teachers' job development. //New Horizons in Education 56// (3), pp. 31-46.

Cheng Chi analyzed the relationship between teacher participation on decision-making in the instructional, curricular, and managerial domains and the effects of this participation on teachers' affective outcome. Teachers' decision-making in the different domains contribute to the efficient administration and development of the school. Decision making leads teachers to be more motivated, productive, and satisfied. Self-response questionnaire surveys were applied to secondary school teachers to know the domains in which they are more involved in decision-making. Findings showed that teachers' level of participation in decision-making varies in each of the domains. For example, one finding was that teachers had greater desire to be involved in instructional decisions than in curricular domain and managerial decisions. On the other hand, decision deprivation was greater in the managerial and curricular domains than in the instructional domain. As a consequence, the affective outcome, the way teachers feel towards job commitment, job satisfaction, and job workload also varies. According to the results, teachers have a higher participation in the instructional domain than in the curricular and managerial domains.

I think that teachers' opinions contribute to the development of a school because they are more in touch with students so they know what students need from the school in order to have a better performance. However, this article made me realize that teachers are afraid or restricted to participate at the managerial and curricular domains because those areas involve a lot of workload. The article suggests that teachers are not committed with their job because they are limited to working at the instructional domain. Being a teacher is not only standing in front of a group transmitting knowledge, but promoting to the personal and academic development of students. Hence, the most teachers are professionally prepared, the more they contribute with the school and the education system. In order to do that, teachers should have a voice in the managerial and curricular domains to work for the benefits of students and at the same time teachers grow professionally in knowledge. Nevertheless, it is a reality that in the Education system there is much democracy and sometimes the authorities in charge the system do not want to change the way they work; as a consequence, they do not allow teachers to make changes to improve. In case of English teachers, they should not conform to their participation at the instructional domain. Nowadays students learn through competencies, so teachers should look for opportunities to make decisions at the curricular domain because English is not an isolated subject rather it is related with various subjects like Spanish, Geography, etc. Moreover, teachers should leave out the fear of having more workload and take the risk of working harder for a better Education.

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