Thursday, October 16, 2014

Critical Appreciation of the Play “A Tempest” By Aime Cesaire (1969) and Tr. Richard Miller.




Paper Name:  The Postcolonial Literature.

Paper No: 11

Name:  Vaghela  Sejal Pareshbhai.

NO:  27

Guided By:  Dr.Dilip Barad

Submitted To: Department of English Maharaja Krishnakumarsinhji Bhavnagar University.


Critical Appreciation of the Play “A Tempest” Aime Cesaire (1969) and Tr. Richard Miller.
Introduction:
                    
                          
             “The Tempest” is written by William Shakespeare and “A Tempest” is deconstruct play deconstruct by Aime Cesaire (1969) and Tr. Richard Miller. Aimé Césaire was born in 1913 in Martinique in the French Caribbean. He left for Paris in 1931 at the age of 18with a scholarship for school. During his time at the Lycee Louis-le Grand, he helped found a student publication,
Etudiant Noir. In 1936, Césaire started working on his famed piece Cahier, which was not published until 1939. He married fellow student Suzanne Roussi in 1937, and the couple moved back to Martinique with theirson in 1939. Both Aime and Suzanne got jobs at the LyceeSchoelcher. In 1945, Césaire began his politicalcareer when he was elected mayor of Fort-de-France and deputy in the Constituent Assembly on the FrenchCommunist Party ticket. During the 1940s, Césaire was busy writing and publishing many collections of his work. He seemed to be influenced by art because he wrote a tribute to a painter named WilfredoLam and one of his collections has illustrations by Pablo Picasso. In 1956, Aime Césaire resigned from the French CommunistParty and two years later he began the “Parti Progressiste Martiniquais.” During these years, Césaire attended Césaire, Aimé Postcolonial Studies at Emory. He is attend two conferences for Negro Writers and Artists in Paris. In 1968 he published the first version of Une Tempete,an adaptation of Shakespeare’s play The Tempest. He continued writing poetry and plays and retired frompolitics in 1993. He passed away in April of 2008 and was given a state funeral. All of Césaire’s writings are inFrench with a limited number having English translations. (Césaire)

The Tempest is set on a remote island, where prospero, the rightful Duke of Milan, plots to restore his daughter Miranda to her rightful place using illusion and skilful manipulation. He conjures up a strom, the eponymous tempest, to lure his usurping brother Antonio and the complicit king Alonso of Naples to the island. There, his machinations bring about the revelation of antonio’s lowly nature, the redemption of the king and the marriage of Miranda to Alonso’s son, Ferdinand. The Story draws heavily on the tradition of the romance and it was influenced by tragicomedy and the Commedia dell’arte. It differs from shakespeare’s other plays in its observation of a stricter, more organized neoclassical style. Critics see The Tempest as explicitly concerned with its own nature as a play, frequently drawing links between Prospero’s “art” and theatrical illusion and early critics saw Prospero as a representation of Shakespeare and his renunciation of magic as signaling Shakespeare’s farewell to the stage. The play portrays Prospero as a rational and not an Occultist, magician by providing a contrast to him in Sycorax; her magic is frequently described as destructive and terrible, where Prospero’s is said to be wondrous and beautiful. Beginning in about 1950, with the publication of psychology of colonization by Octave Mannoni, The Tempest was viewed more and more through the lens of postcolonial theory exemplified in adaptations like Aime Cesaire’s Une Tempest set in Haiti and there is even a scholarly journal on post Colonial criticism named after Caliban.
                                        
The Tempest did not attract a significant amount of attention before the closing of the theatres in 1642 and only attained popularity after the Restoration and then only in adapted versions. In the mid 19th century, theatre productions began to reinstate the original Shakespearean text and in the 20th century, critics and scholars undertook a significant re appraisal of the play’s value to the extent that it is now considered to be one of Shakespeare’s greatest works.
The Tempest Play opens with as Prospero having divined that his brother, Antonio is on a ship passing close by the island has raised a tempest which causes the ship are Antonio’s friend and fellow Conspirator, King Alonso of Naples, Alonso’s brother and son, and Alonso’s advisor, Gonzalo all these passengers are returning from the wedding of Alonso’s daughter Claribel with the king of Tunis. Prospero contrives to separate the shipwreck survivors into seceral groups by his spells and so Alonso and Ferdinand are separated each believing the other to be dead. In one Caliban falls in with Stephano and Trinculo, two drunkards, who he believes have come from the moon. They attempt to raise a rebellion against Prospero, which ultimately fails. In another, Prospero works to establish a romantic relationship between Ferdinand and Miranda the two falls immediately in love but Prospero Worries that “too light winning make the prize light,” and comples Ferdinand to become his servant pretending that he regards him as a spy. In the third subplot Antonio and Sebastian conspire to kill Alonso and Gonzalo so that Sebastian conspire to kill Alonso and Gonzalo so that Sebastian can become king. Ariel appears to the three men of si” "as a harpy,reprimanding them for their betrayal of Prospero. Prospero manipulates the course of his enemies’ path through the island, drawing them closer and closer to him. (Shakespeare)
·        The Tempest starts with these dialogues:
“Master
Boatswain
Master
In these plays Prospero has forbidden. This prompts Caliban to attempt to claim birthrights to the island, angering Prospero who threatens to whip Caliban. During their argument, Caliban tells Prospero that he no longer wants to be called Caliban, “Call me X. That would be best. Like a A Tempest by Aime Cesaire was originally published in 1969 in French by Editions du Seuil in Paris. Cesaire, a recognized poet, essayist, playwright, and politician, was born in Martinique in 1913 and, until his death in 2008, had been instrumental in voicing post-colonial concerns. In the 1930s, he, along with Leopold Senghor and Leon Gontian Damas, developed thenegritude movement which endeavored to question French colonial rule and restore the cultural identity of blacks in the African diaspora. A Tempest is the third play in a trilogy aimed at advancing the tenets of the negritude movement. In 1985, the play was translated into English by Richard Miller and had its American premiere in 1991 at the Ubu Repertory Theater in New York after having been performed in France, the Middle East, Africa, and the West Indies.
·        Aime Cesaire starts these play with it:
GONZALO Though we are but straws tossed on the sea, all is not lost, Gentlemen; we
must strive to gain the eye of the storm.
ANTONIO We might have known this old fool would nag us to death!
SEBASTIAN To the bitter end!
9/12/2014 Aime Cesaire: A Tempest (Une Tempete) | First Year Foundation
http://firstyear.barnard.edu/shakespeare/tempest/tempete 2/12
GONZALO Try to understand what I'm telling you: imagine a huge cylinder like the
chimney of a lamp, travelling fast as a galloping horse but in the center as still
and unmoving as Cyclop's eye. That is the area we refer to when we say "the
eye of the storm," and we have to get to it.
ANTONIO Oh, very nice! In short, you're trying to tell us that the cyclone or Cyclops,
unable to see the beam in his own eye, will let us escape! Oh, very
illuminating! (Caisre)
           
“The tempest” and “A Tempest” has many differences. Like in Shakespeare’s The Tempest Shakespeare doesn’t give right to Caliban that he can’t speak against the Prospero and in the A Tempest Aime Cesaire give Right to calian that he can arise his questions to Prospero. That is also colonialism in this play. We were discussing, naturally enough, the recent polemic regarding Cuba that ended by confronting, on the one hand, certain bourgeois European intellectuals with a visible colonialist nostalgia; and on the other, that body of Latin-American writers and artists who reject open or veiled forms of cultural and political colonialism. The question seemed to me to reveal one of the roots of the polemic and, hence, could also be expressed another way: "Do you exist?" For to question our culture is to question our very existence, our human reality itself, and thus to be willing to take a stand in favor of our irremediable colonial condition, since it suggests that we would be but a distorted echo of what occurs elsewhere. This elsewhere is of course the metropolis, the colonizing centers, whose "right wings" have exploited us and whose
supposed "left wings" have pretended and continue to pretend to guide us with pious solicitude in both cases with the assistance of local intermediaries of varying persuasions.

Ferdinand flirts with Miranda as he works as Prospero's slave. When Prospero praises Ferdinand's hard work, he invites him back to his house before yelling at Caliban who sings of freedom and hides from approaching men he believes to be Prospero's agents. In the next scene, Tinculo and Stephano find Caliban whom they plan to sell to a carnival in Europe, but when Stephano proclaims himself king of the Island, Caliban rallies them to battle and to overthrow Prospero. In Act 3, Scene 3, Prospero hosts a celebration of Miranda and Ferdinand's engagement where the goddesses bless the upcoming nuptials. When Eshu appears uninvited, Prospero swears vengeance against Caliban. In Act 3, Scene 4, at Prospero's command, Ariel torments Caliban during the night as he plots his attack on Prospero. On their way to battle, Trinculo and Stephano grow distracted, and Prospero commands Ariel to imprison Caliban, Trinculo and Stephano. In the final scene, Alonso is reunited with his son and rejoices in the engagement between Miranda and Ferdinand. Prospero forgives his offenders and releases Ariel from slavery. Since Caliban refuses to repent for his disobedience, Prospero decides to stay on the Island. The nobles return to Naples with Miranda to celebrate the nuptials of Ferdinand and Miranda, and Prospero stays on the Island where he continues his contest of wills with Caliban who sings about freed om. (Shakespeare)
·        With All these examples Shakespeare presents the Prospero and Ariel’s relation:
ARIEL
PROSPERO
ARIEL
PROSPERO
ARIEL
PROSPERO
Exit ARIEL (Shakespeare, "The Tempest")


.






·         These one is he example of relation between Caliban and Ariel I “A Tempest”.

ARIEL: You know very well that that's not what I mean' No
violence, no submission either. Listen to me: Prospero is the
one we've got to change. Destroy his serenity so that he's
frnally forcãd to acknowledge his own injustice and Put an
end to it.
¡ .
CALIBAN: Oh sure...that's a good one! Prosp..o'rì ,
conscience! Prospero is an old scoundrel who has no
conscience.
ARIEL: Exactþ - ¡þ21'5 why it's up to us to give fri- o."'j '
I'm not fighting just for nzy freedom , fot our freedom, buti r
for Prospero too, so that Prospero can acquire a conscience.ì .:
Help me, Caliban. :,
::
CALIBAN: Listen, kid, sometimes I wonder if you aren't a¡ ,
little bit nuts. So that Prospero can acquire a conscience?
You might as well ask a stone to grow flowers. ,. j
:t
ARIEL: I don't know what to do with you' I've often hadl
'
this inspiring, uplifting dream that one day Prospero' you'

Conclusion:
A Tempest is a postcolonial revision of William Shakespeare’s The Tempest and draws heavily on the original play—the cast of characters is, for the most part, the same, and the foundation of the plot follows the same basic premise. Prospero has been exiled and lives on a secluded island, and he drums up a violent storm to drive his daughter’s ship ashore. The island, however, is somewhere in the Caribbean, Ariel is a mulatto slave rather than a sprite, and Caliban is a black slave. A Tempest focuses on the plight of Ariel and Caliban—the never-ending quest to gain freedom from Prospero and his rule over the island. Ariel, dutiful to Prospero, follows all orders given to him and sincerely believes that Prospero will honor his promise of emancipation. Caliban, on the other hand, slights Prospero at every opportunity: upon entering the first act, Caliban greets Prospero by saying “Uhuru!” the Swahili word for “freedom.” Prospero complains that Caliban often speaks in his native language man without a name. Or, to be more precise, a man whose name has been stolen” The allusion to Malcolm X cements the aura of cultural reclamation that serves as the foundational element of A Tempest. Cesaire has also included the character Eshu who in the play is cast as a black devil-god. Calling on the Yoruba mythological traditions of West Africa, Eshu assumes the archetypal role of the trickster and thwarts Prospero’s power and authority during assemblies. Near the end of the play, Prospero sends all the lieutenants off the island to procure a place in Naples for his daughter Miranda and her husband Ferdinand. When the fleet begs him to leave, Prospero refuses and claims that the island cannot stand without him; in the end, only he and Caliban remain. As Prospero continues to assert his hold on the island, Caliban’s freedom song can be heard in the background. Thus, Cesaire leaves his audience to consider the lasting effects of colonialism.

Work Cited

Caisre, Aime. ""A Tempest"." Caisre, Aime. "A Tempest". n.d.
Césaire, Aimé. 1968. 1968 <http://postcolonialstudies.emory.edu/aime-cesaire/>.
Shakespeare. 1610-11. <http://en.m.wikipedia.org/wiki/The-Tempest>.
—. <http://www.bookrags.com/studyguide-a-tempest/>.

Tuesday, September 30, 2014

Observation by Kathleen M. Bailey




Paper No:  12-A

Paper Name:  English Language Teaching – 1


NO:  27

Guided By:  Parth Bhatt.

Submitted To:  Department of English Maharaja Krishnakumarsinhji Bhavnagar University.




Topic: Observation by Kathleen M. Bailesy
Introduction:
What is observation?
                                         
Observation is an important part of learning how to teach. Much of what beginner teachers need to be aware of cannot be learned solely in the university class. Therefore classroom observation presents an opportunity to see real-life teachers in real-life teaching situations. In their reflections, many of our teacher friends mention their observations and how these observations influence the way they plan and teach. Teachers are forever reflecting and making decisions, and when they see someone else in action, in as much as they are seeing someone else, they are almost simultaneously seeing themselves. This means that observation is important at every stage of a teacher’s career. In this section we will discuss the importance and value of observation Classroom observation describes the practice of sitting in on another teacher’s class to observe, learn and reflect. Various aspects of the class can be examined, such as routines, use of time, schedule, participation, teaching strategies, management strategies, learner interest, and much more. A teacher will naturally look for support on an issue that is difficult for him or her, but it is often a great method of being exposed to a new and different approach to teaching.
Observation is important at every stage of a teacher’s career. In areas of Asia, professional development has for a very long time included what is known as demonstration lessons; a master teacher, who has perhaps prepared students with some new strategies, invites many local teachers into their classroom to observe, and following the lesson a question and answer period takes place. All of the teachers involved, regardless of whether they are master teachers or beginning teachers, have the opportunity to dialogue together and learn from one another. This is a more recent trend in North America; schools are now trying to create opportunities for teachers to observe other teachers in their subject area, either in their own school or in other schools.
Professor Bailey is currently serving as president and chair of The International Research Foundation for English Language Education (TIRF) Professor Bailey served as a member of the worldwide USIA English Teaching Advisory Panel from 1992-95, and on the Teachers of English to speakers of other Languages.(TESOL). She was a member of the editorial boards of:
·         The Modern Language Journal
·         The Asian Journal of English Teaching
·         Language Teaching Research
·         The International Journal of Language Studies.
We typically think of observations as having been seen “with our own eyes,” but in science, observations can take many forms. Of course, we can make observations directly by seeing, feeling, hearing and smelling, but we can also extend and refine our basic senses with tools: thermometers, microscopes, telescopes, radar, radiation sensors, X-ray crystallography, mass spectroscopy, etc. And these tools do a better job of observing than we can! Further, humans cannot directly sense many of the phenomena that science investigates and in such cases, we must rely on indirect observations facilitated by tools. Through these tools, we can make many more observations much more precisely than those our basic senses are equipped to handle.
In Language teaching and applied linguistics, classroom observation has historically served four broad functions. First pre-service teachers are often observed in the practicum context by teacher educators, who typically give them advice on the development of their teaching skills as a regular part of pre-service training programmers’. Second, practicing teachers are observed either by novice teachers or by colleagues, for the professional development purposes of the observer. Third, practicing teachers are observed by supervisors, course co-co-coordinator’s, department heads, principals or head teachers, in order to judge the extent to which the teachers adhere to the administration’s expectations for teaching methods, curricular coverage, class control, etc. Fourth, observation is widely used as a means of collecting data in classroom research.
            Observation, as the term is used here, refers to the purposeful examination of teaching and learning events through systematic process of data collection and analysis. Such events may occur in untutored environments or in formal instructional settings. This essay focuses on observation in language classroom environments. In each of the four contexts outlined above, teachers and learners have often been observed by outsiders. Recently, however, teachers themselves have undertaken classroom observation for a variety of reasons. These include peer observation for professional development purposes, peer coaching and action research.
            Observation in second and foreign language classrooms has been strongly influenced by the traditions of observation in first language (L1) classrooms in general education settings. Concerns that unstructured observation (whether for super vision or teacher education purposes) could be subjective or biased led to the development of ‘objective’ coding systems, called observation schedules, which were used to document observable behaviours in  classrooms, either as they occurred or with electronically recorded data.
            ‘COLT ’(Communicative Orientation of language Teaching) is an example of an observational instrument which was developed as a result of changes in language pedagogy. COLT’s categories reflect developments in communicative language teaching (CLT), such as the use of information gap activities. The data yielded by COLT both describe classroom activities and analyse the features of the communication between teachers and students. For copy of the COLT system, see Allen et al or Allwright and Bailey.
            A different direction in the emergence of new observation procedures was the development of discourse analysis as a viable subfield in linguistics. Discourse analysis examines both written and spoken texts, so discourse analytic procedures can be brought to bear on classroom speech as a data base. Sinclair and Coulthard, working with transcribed recordings of L1 classrooms in England, developed a system which was subsequently used by language researchers to analyse transcripts from L2 classrooms. The discourse analytic approach to observation spurred by Sinclair Coulthard typically yielded a finer grained analysis than did the earlier coding systems. For a copy of this system, see Sinclair and Coulthard or Allwright and Bailey. Sinclair and Coulthard also provide examples of coded classroom data.
       
            Regardless of the context, one of the problems associated with classroom observations is what Labov has called ‘the observer’s paradox’, that is by observing people’s behavior we often alter the very behavioural patterns we wish to observe. There are some steps which can be taken to overcome this paradox. For instance, when observing teachers and learners in language classrooms, it is a good idea to explain the purpose of the observation in general terms. If the learners don’t know why an observer is present, they often assume that they and their teacher are being observed for supervisory purposes. This assumption may cause them to either act out or be better behaved than usual! Also, when using an obtrusive form of data collection, such as a video camera, it can be helpful to familiarize the learners with the equipment. It’s also useful to visit the classroom often enough over time that the teacher and the students become desensitized to the presence of the observer and the recording device.
              Related to the issue of the observer’s paradox is the extent to which the observer participates in the activities being observed. There is a range of possible involvement, from being a nonparticipant observer to being a full participant observer. In its purest form, participant observation is conducted by someone who is a member of the group under investigation. Of course, a visitor observing a lesson can also participate in group work or do the exercises as well. Another issue is the extent to which observations are conducted overtly or covertly. The assumption underlying covert observations is that if people don’t know they are being observed they will behave more naturally. Some schools of education build special observation classrooms with one-way mirrors so that students and teachers can be observed unawares. Some language learners and teachers have kept daily journals as a means of recording their observations, without the other members of the class knowing that data were being collected. Normally, however, in the resulting data, people would be identified only by pseudonyms, and it is generally considered bad form to tape record or video-record people’s behavior without asking their permission.
            Lately teachers themselves have been utilizing classroom observation procedures of their own purposes. These include peer observation for professional development or a more formalized and reciprocal system of peer coaching. In peer coaching teachers engage in
            In recent years, as introspective and retrospective data have gained wider acceptability, teacher’s and language learners’ journal documenting classroom events have provided a different sort of observational data for classroom research. In some cases, such journal records are used in conjunction with other forms of observational data. For instance, Block used a combination of students’ oral diary entries, the teacher’s journal and tape recording of classes in spain in his report of teachers’ and learners differing perspectives on classroom events. Classroom observation can often help expose teachers to new methods of teaching that might not have occurred to them before hand. It may be threatening to be subject to peer observation since teachers might feel territorial and defensive in their classroom and protective of their resources and ideas. However, when it is done in a considerate and respectful fashion. Observation can   be beneficial for both the observing teacher and the teacher being observed. Below are some benefits of observation in the classroom.
            For example, it would be difficult to imagine an SL classroom without pair work activities. In other classes and other subjects one might observe group work activities; however, due to the linguistic content, there would be significant differences between the interactive exercises. In other subjects group work or a pair SL learners require much more structure in an activity than beginners in other courses, because the structure increases the likelihood of success.
            As the Accessibility of affordable audio and video recorders has increased, the use of transcripts from recordings has become much more common in classroom research. Very few researchers collect primary data with only ‘real-time’ coding these days, although many instruments originally designed for real-time coding can be used in the analysis of recordings and the resulting transcripts are subjected to coding with an observation schedule or a fine grained discourse analysis is largely a question of the researcher’s purpose.
            Producing the original transcript, however, can be a very time-consuming and tedious process. Allwright and Bailey report that it often takes up to 20 hours of transcription time to produce an accurate and complete transcription of a one hour language lesson. Depending on what one wishes to observe, transcripts can be simple orthographic renditions of speech or highly detailed linguistic representation which indicate in breaths, pauses in micro seconds, hesitations, overlaps stutter starts, hesitation and phonetic renderings of utterances. One set of suggested transcription conventions can be found in Allwright and Bailey and Van Lier offers a helpful appendix about transcription in classroom research For a more detailed treatment of transcription and coding, see the anthology edited by Edwards and Lampert.
The use of multiple data sets is an example of what is called triangulation, a concept borrowed by anthropologists as a metaphor from land surveying and navigation. idea is that one can get a better fix on a distant point by measuring it from two different starting points (hence the image of triangle). In anthropological research, triangulation refers to process of verification which give us confidence in our observations.s
Denzine Describes Four different types of triangulation:
·         Data triangulation, in which different sources of data (teachers, students, parents, etc.) contribute to an investigation.
·         Theory triangulation, when various theories are brought to bear in a study;
·         Researcher triangulation, in which more than one researcher contributes to the investigation;
·         Methods triangulation, which entails the use of multiple methods (e.g. interviews, questionarise, observation schedules, test scores, field notes, ect.) to collect data.
Triangulatrough  provides a means for researchers working with non quantified data to check on their interpretations by providing enhanced credibility through the incorporation of multiple points of view and various data sets.
Whether classroom observation is used for teacher education, supervision, teacher development or research, there are now numerous instruments and codified producers for working with observational data. In addition, in action research, peer observation and peer coaching, teachers themselves use a variety of procedures for observing classroom interaction, and analysis the data collected during observations.
The Course is interactive. Teachers sit in groups of about six per table, tasks and activities are designed to model the participatory, learner centered approach of the new curriculum and to give the teachers a lived experiences of these pedagogies. Over the three-year duration of the course, there are eight contact sessions at Rhodes university totaling 40 days that take place during school holidays at the end of each term, as well as a two-day seminar and two workshops per term as a central location near the teacher’s schools.
The purposes of visiting schools and observing lessons are threefold: firstly to give teachers support in reflecting on and improving their classroom practice; secondly, to monitor the extent to which teachers are able to implement new understandings, strategies and pedagogies introduced in the course; and thirdly, for university-based academics to observe rural Eastern Cape schools and classrooms at first hand in order to better understand the challenges facing teachers.
    The current practice, that only pre service (not in service) teacher education courses require systematic lesson observation by an academic, needs to be changed. If one accepts that a central purpose of most in service teacher education courses is to improve teacher’s classroom practice, than one must also build in some mechanism to monitor the extent to which teachers are able to implement new understandings and pedagogies introduced in the course. Finally, to create conditions for systematic and sustained improvement in schooling, it is essential that district- level officials such as Curriculum and Advisors and education Development Officers visit schools regularly and observe teachers in their classrooms in a supportive and monitoring role. These officials cannot have as their main concern systematic evaluations only. Also, as both has noted, the great silence in south African educational circles about the role of teacher unions in constraining constructive co-operation between district and school needs to be addressed openly.
Observational field notes can be used either as the sole source of data or in tandem with electronically produced recordings. In classroom observation, the observer’s field notes provide a running contemporary on the events which occur in a lesson. The field notes must be carefully prepared and detailed enough to be clear and convincing, It is the observer’s responsibility to recognize the difference between observations which are data based and his or her inferences. This is not to say that inferences or opinions need to be avoided entirely, but that they must be:
1.      Recognised as inferences or opinions by the observer.
2.      Supported by verifiable observational data
3.      Checked with the observer whenever possible.
Field notes provide a human, interpretive dimension to observational data, which is often absent in videotapes, audiotapes or observational schedules. Well written field notes provide credible documentation of interactions and cases. See Carrasco’s description of ‘Lupita’, a child whom the teacher had viewed as passive or unintelligent until the observer’s detailed description documented her interactive skills. One of the difficulties in analysis field notes and transcripts is that some key issues that emerge may not be easily quantifiable, so a content analysis may be  needed to reveal the patterns in the data. Future directions will include the use of computer programs for analyzing transcripts and observer’s field notes about classroom interaction. Some such programs are already available. They work essentially as automatic indexing systems which search for key words and phrases that have been identified by the researcher.
Conclusion:
          Observation Helped learner to observe actual peer scaffolding within the confines of the group work.. The activity where students are able to observe by documenting their own progress made so much sense, that I plan to introduce similar activity in my class. I learned the ways you can keep the discussion going by introducing new ideas and unusual statements. Teacher also provided cultural comments when students talked about Thanks giving. The idea of having a books in general. Shared discussion serves as an additional motivation. One of the important implications for teacher in Hadley (2001) is:
“Supporting students in identifying successful strategies for reading texts in the second language.”
            We compare the teacher’s post lesson critical reflections over time as an example of how their reflective capacity developed. At the beginning of the course teachers were taught the importance of reflecting on one’s practice. Initially all the teachers found reflecting on a lesson difficult to do. One teacher, Thabo, completely misunderstood the purpose. He tried to reflect on a lesson before it was taught. For the first lesson observation. He wrote his reflections while planning the lesson and presented these ‘reflections’ as part of his lesson plan. Rather than reflecting critically on what went well and what needed improvement. Many teachers simply recounted events in their lessons, as Bonisille’s Journal reflection, below, illustrates: One learner was asked to read the poem for the rest class. The teacher explained some of the poetic devices in the poem. Some of the figures of speech dealt with were alliteration, apostrophe, metaphors and smile. The learners were divided in to groups of six. Each group was given a stanza to identify figures of speech and to report back.  Many learners also found it difficult to identify the things they had done well, things which made their lessons a success and without the prompting of the facilitator they tended to focus on what needed to be changed in their lessons. Teachers also utilize classroom observation producers to conduct action research. Action research entails an iterative cycle of planning, acting, observing and reflecting. The observation phases can include all the data collection producers described above, but in this approach they are typically under the teacher’s control. Audio and video recording and teacher’s journals are among the most frequently used forms of data collection in action research observations.