QJER: QR 4, 1988: Brimble - modelling in the classroom: Teacher in-service in the writing process

[ Contents Vol 4, 1988 ] [ QJER Home ]

Modelling in the classroom: Teacher in-service in the writing process

R. Brimble
James Cook University

INTRODUCTION

It is generally accepted by educators that classroom teachers have to continue their professional development throughout their careers, thus pre-service and in-service become part of a continuous process of teacher education (Bullock 1975). This means that classroom teachers need to engage in some form of in-service education after the pre-service and induction stages of their careers. Bassett (1978) broadly defined in-service education as:

all the planned activities undertaken by teachers (which includes all educational personnel) to improve their effectiveness, both in the conduct of regular duties occasioned by promotion or transfer to new positions. (Bassett 1978, p.63)

Acceptance of this broad definition of in-service education means that in-service education is applied to principals, administrators and classroom teachers. It also means that the classroom teacher must make decisions in respect to the form of in-service education to be undertaken, and persons responsible for in-service education need to consider the forms of in-service education to be offered. These forms of in-service education may include:

formal study leading to an academic award;
attendance at conferences;
participation in district workshops and seminars;
professional reading and participation in in-service activities organized by professional bodies;
observation of teachers in the school system.

With a range of in-service offerings it is important for teachers and people responsible for in-service programs to consider the goals and effectiveness of these in-service programs in terms of what they do for the teacher. Smyth (1984) drew attention to important research related to in-service:

There is evidence that teachers don't learn by and large from scholarly journals (Little 1982), research reports (Stenhouse 1978) or even preservice courses (Hogben 1980). Rather they seem to be influenced most by precept and example, especially role models held of their own teachers. (Smyth 1984, p.26)

From this research it is concluded that an important form of inservice education is related to teachers learning from other teachers (Brandt 1987). An analysis of research by Joyce and Showers (1981) indicated that effective teacher education is brought about through a matrix of training components which enhance teaching skills and strategies. These components are:

presentation of theory;
demonstration of the strategy;
practice and feedback in simulated or real settings;
coaching in the classroom.

Successful implementation of these components requires a carefully planned form of in-service education which includes coaching in the classroom. Joyce and Showers indicated that this component was a significant part of the model for effective learning and implementation by the teacher.

Research in the foregoing review emphasised the classroom modelling component for training and in-servicing teachers. This research examines teachers' perceptions of classroom modelling for introducing and developing a process writing model in the primary school classroom.

THE RESEARCH CONTEXT

During the year in the Northern Region of Education of Queensland, a writing advisory teacher worked in schools when requested to help teachers develop the writing process in classrooms. The writing advisory teacher was a female, experienced classroom teacher who had attended a three week Queensland Writing Project Seminar. During the seminar the teacher had opportunities to develop her own writing skills, had contact with authors, and examined in detail a writing model for enhancing writing in both primary and secondary schools. After attending the seminar, the teacher returned to her school and implemented the Queensland Writing Project Model (Figure 1) in a year five classroom for one year. She was then appointed as an advisory teacher to help other teachers develop writing in their classrooms.

The advisory teacher visited the school at the request of the principal who timetabled her to work with the appropriate teachers on the staff. Normally, the advisory teacher spoke to the teachers as a group about the writing process, stages of the writing process and ways to implement the writing process, and then worked with individual teachers in the classroom by demonstrating strategies used to implement and develop the writing model in the classroom. Demonstration was related to individual teacher needs as teachers were at various stages of teaching writing in the classroom.

Figure 1: QWP Model

Teachers' needs included: (a) assistance in encouraging reluctant writers to write; (b) assistance in organizing classrooms for writing conferences; (c) guidance for writing; (d) ideas for linking writing and reading; (e) strategies to help children take responsibility for their own writing.

Classroom demonstrations focussed on the four aspects of writing shown in the model (meaning, expressing, print and presentation). While the advisory teacher demonstrated strategies related to aspects of writing, the classroom teacher observed and took notes. The classroom teacher could ask questions as the demonstration progressed or at the conclusion of the demonstration. Discussion between the classroom teacher and the advisory teacher provided opportunities for the advisory teacher to clarify teaching strategies. In the classroom context the teacher was able to observe the children's responses as part of the on-going language arts program that operated in his/her classroom.

RESEARCH SAMPLE

The advisory teacher visited most of the schools in Townsville and some schools located within one day's travel from Townsville. From the schools visited by the advisory teacher five were randomly selected and questionnaires sent to teachers who had received help from the advisory teacher. Two of the schools selected were in Townsville.

Forty-one teachers responded to the questionnaire - three principals and thirty-eight teachers. Of these teachers seven taught year one, four year two, seven year three, three year four, three year five, five year six, two year seven, and nine multiple grades which included one teaching principal.

THE QUESTIONNAIRE

The questionnaire consisted basically of two parts aimed at determining the teachers' perceptions of the effectiveness of this form of in-service for teachers to develop writing in the classroom.

Name of School .....................................................
Principal ......................................................
Deputy Principal .......................................
Assistant to Principal ...............................
Teacher .......................................................
Year Level Taught ....................................

1. Do you find this form of in-service helpful? YES/NO

2. Do you find this form of in-service better than attending seminars or workshops? YES/NO

3. Is this form of in-service appropriate for instruction in writing and language development? YES/NO

4. Should this form of assistance in the classroom be preceded by teacher-group discussion led by the adviser? YES/NO

5. Should this form of assistance be followed by teacher-group discussion led by the adviser? YES/NO

6. How has this form of in-service helped you most?

7. Briefly list the advantages of this assistance.

8. Briefly list the disadvantages of this assistance.

9. General comments:

RESULTS

Following are the total responses for questions 1-5, and selected sample responses to questions 6-9.

Question YES NO

1 41 0

2 34 6

3 41 0

4 39 0

5 40 1

These responses indicated that this form of in-service is highly acceptable by teachers.

Question 6: How has this form of in-service helped you?

Gave me confidence to begin the writing process.
Overcame daily management problems.
Ideas for strategies. Direct touch with work and how to overcome problems.
It has provided practical classroom teaching strategies.
This form of in-service has helped as it involves the class and children directly.
Assistance suited to the year level concerned.
It's very helpful to observe the advisory teacher actually demonstrating the advocated procedures.

Responses to this question highlight the significance of this form of in-service for teachers learning from other teachers.

Question 7: Briefly list the advantages of this assistance.

To observe first hand how to implement the process.
Model lessons given an idea of how to approach various aspects of writing, e.g. proofreading, reading for meaning. Provides opportunities to ask questions/clarify what should be done.
Discussion, modelling, guidance.
To actually see it done rather than to be told.
Pre- and post- trial lesson discussions allow problems which occur to be dealt with.
Children benefit from the adviser's expertise and knowledge. Teachers need to have good models for good teaching methods. Ideas make more sense when you see them in a working situation.
I didn't have to leave the classroom in order to benefit from this experience.
As a teaching principal the services provided by all advisory teachers provide a particular assistance for schools in-service programs.
Model lessons were most helpful. Time to discuss problems with the adviser was a necessity for me.

These responses indicate that an important advantage with this form of in-service is that it occurs in the context of the teacher's own classroom.

Question 8: Briefly list the disadvantages of this assistance.

Not enough of the theory behind the instruction of writing was available to us before being expected to use it.
More modelling sessions/help need to be provided at least once a month.
Need for more intense demonstration, perhaps three days straight working with a class.
Visits too infrequent.
Needs to be frequently followed up. Not enough time for the whole process to be implemented, i.e. motivation begins, children begin writing but conferencing and drafts and end products are not demonstrated due to lack of time and infrequent visits.

From these responses it is concluded that the main disadvantage was that not enough time was available by the advisory teacher to achieve continuity of follow-up demonstrations, and time to cover needs fully.

Question 9: General Comments.

I found the whole of process writing difficult to "fit into" my ideas of teaching language.
A very productive program, tying together both the practical and the theoretical aspects. Availability and access to current books is tremendous.
Advisory teacher has been most helpful. Out of classroom discussion would really be helpful.
I benefitted from gaining ideas on topics and writing activities. I would like to see time spent on developing learning centres or units using the integrated approach to language development.
Generally supportive and helpful. Perhaps a balance between classroom visits and seminar/workshops is needed.
Re Question 2 both forms of in-service have a useful role. I don't think that one is better than the other.
The situation at this school, being a small school, seemed to be great. Although we didn't have a lot of time to be able to discuss problems with the adviser during the school visit, she was available for discussion in the staffroom during lunchtimes.

In general these responses indicate that the visits by the advisory teacher were very successful, and this form of in-service was seen to be highly acceptable. Responses also indicate that more time was needed to discuss the theory of the writing process and its role in language development.

DISCUSSIONS AND CONCLUSIONS

In answer to Question 1 (Do you find this form of in-service helpful?) all teachers clearly indicated that this form of in-service is helpful. Responses to Question 6 (How has this form of in-service helped you?) indicated a range of reasons why this form of in-service was successful, most of which were related to the advantages associated with working in the classroom and showing the teacher how to apply strategies. In the classroom context the advisory teacher was able to demonstrate with the appropriate year level which was perceived as important.

Question 7 (Briefly list the advantages of this assistance) is also related to Questions 1 and 6. Advantages were related to the teacher being able to observe the advisory teacher and discuss what she was doing to clarify the teacher's thinking. The teachers also indicated that it was an advantage to observe their children's reactions to the activities.

Question 8 (Briefly list the disadvantages of this assistance) resulted in few responses. Most teachers did not see disadvantages in this form of learning but the disadvantages that were listed were related to the desire to have more time with the advisory teachers. It was perceived that more time was needed in individual classes and more frequent visits were needed to do follow-up instruction.

Question 2 (Do you find this form on in-service better than attending seminars of workshops?) clearly showed that most teachers agreed that this was a better form of in-service (34 to 6). Some teachers suggested that seminars and workshops be held as well as classroom visits by the advisory teacher.

From Question 3 (Is this form of in-service appropriate for instruction in writing and language development?) there was a yes response from every teacher. Comments from other parts of the questionnaire tied the advantages of this form of in-service to a range of factors as well as writing but the significance of this form of in-service specifically for writing was expressed in some responses (Questions 7 and 8).

Questions 4 and 5 (Should this form of assistance in the classroom be preceded by/followed by discussion led by the adviser?) clearly indicated that teachers wanted to discuss the writing process. These discussions were perceived as opportunities to discuss problems and solutions. These opportunities also gave the teachers a chance to discuss writing without the constraints of the classroom teaching that was occuring when the adviser was in the classroom.

This research clearly shows that classroom modelling is an important aspect of in-service for teachers, and reinforces Joyce and Showers' (1981) conclusions on coaching in the classroom. The tenor of the responses indicate that these teachers want to develop writing in the classroom, need help to do this, this help needs to be systematic, and should include demonstration in the classroom.

In the context of this Region of Education, a great deal of interest has been stimulated in the writing process, and the visits to the schools by the advisory teacher have helped generate this interest. School based sequentially planned in-service could be organized by principals and staff in schools, and incorporate appropriate visits by the advisory teacher to work in the school and classrooms. This form of planning and inservice may also be an advantage for implementation of curriculum change, innovation in classroom instruction, and provide opportunities for the continued professional development for the school staff.

REFERENCES

Bassett, G.W. (1978) 1978 Review of Teacher Education in Queensland. Report of the Committee appointed by the Board of Advanced Education and the Board of Teacher Education in Queensland.

Brandt, R.S. (1987) "On Teachers Coaching Teachers: A Conversation with Bruce Joyce". Educational Leadership. Vol. 44, No. 5, pp. 12-17.

Bullock, A. (1975) A Language for Life. London: Her Majesty's Stationery Office.

Joyce, B.R. and Showers, B. (1981) Teacher Training Research: Working Hypotheses for Program Design and Directions for Further Study. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles, California.

Smyth, J. (1984) "Teachers as Collaborative Learners in Clinical Supervision: A State-of-the-Art Review". Journal of Education for Teaching, Vol. 10, No. 1 24-38.

Please cite as: Brimble, R. (1988). Modelling in the classroom: Teacher in-service in the writing process. Queensland Researcher, 4(1), 43-53. http://www.iier.org.au/qjer/qr4/brimble.html

[ Contents Vol 4, 1988 ] [ QJER Home ]
Created 24 Feb 2008. Last revision: 24 Feb 2008.
URL: http://www.iier.org.au/qjer/qr4/brimble.html

1.	Do you find this form of in-service helpful?	YES/NO
2.	Do you find this form of in-service better than attending seminars or workshops?	YES/NO
3.	Is this form of in-service appropriate for instruction in writing and language development?	YES/NO
4.	Should this form of assistance in the classroom be preceded by teacher-group discussion led by the adviser?	YES/NO
5.	Should this form of assistance be followed by teacher-group discussion led by the adviser?	YES/NO
6.	How has this form of in-service helped you most?
7.	Briefly list the advantages of this assistance.
8.	Briefly list the disadvantages of this assistance.
9.	General comments: