Teacher Self Analysis The instructor must do a great amount


The instructor must do a great amount of soul searching when they look back at what has happened in the classroom over the course of a year. Some instructors find it hard to determine exactly what they have done in terms of improvement. They ask, “how I have changed during the school year, and in what ways have I grown professionally'” These are very good but difficult questions to answer.  Instructor self analysis involves a number of questions which cause the instructor to look inward to find the answers (University of Saskatchewan, 2004). It isn’t always important to identify growth as much as it is to recognize how growth takes place. The instructor ultimately learns more about their particular strengths as a person and a professional in a number of ways. First, they must ask the most important question, “Was the instructor effective'” Effective teaching takes time and practice to come to fruition. In other words, it takes more to becoming and instructor than just knowing what and how to teach. Next, the instructor looks at the various ways they interacted with the participants in their class. A teacher is not just someone who instructs students but is also a mentor, a friend, and a leader (Heining-Boynton, 2005). It is in the development of personal skills that the instructor is better able to provide a look at their grown in the classroom professionally. Throughout the school year the instructor has had an opportunity to develop new skills while working with language learners. When they first began the year there were uncertainties they faced. They had doubts about their strengths and weaknesses. However, as time passed they were able to overcome many obstacles which resulted in their teaching responsibilities becoming less awkward.  Many instructors are actually surprised by the end results of their classroom productivity. The level of improvement is directly related to the ways in which the instructor was able to manage the responsibilities they were given in the classroom. As part of the analysis, it is important to understand that teaching is a profession which requires the instructor to give more of their self to the learner in terms of knowledge and language modeling than they would first think.  Regardless of the amount of work an instructor puts into the classroom, there is always more that can be done. So the instructor should sit back and try to think of the ways they were productive in the classroom and the ways that they were not. In time an instructor can become intone with what it takes to make minor and even major corrections to their teaching methodology and personal style.  Instructors more than anyone should have a love for and a desire to teach. The analysis of a good instructor involves being able to see personal growth, but also being able to recognize personal growth needs. Fortunately the more an instructor teaches, the more they develop a sense of what went well and what did not.  Falling in love with what the instructor does promotes the idea of teaching for the sake of helping learners rather than simply teaching because it is a job.  The instructor who grows during their time in the classroom helps the learners grow with them, creating a win-win situation. The instructor should take the following things into consideration when thinking about their personal progress:  l     Did the instructor offer useful information to learners'  l     Did the instructor give learners numerous opportunities to develop and demonstrate language skills'  l     Was the instructor able to relate to learners in a non-threatening way that encouraged learning'  l     Was the instructor a model as well as a provider of information to the language learners'  l     In what ways could the instructor change their methods for teaching language' l     How closely did the instructor follow the curriculum, and was this a factor in learner outcomes'  It may be that the instructor sees many things about their self which will provide a guideline for improvement the next time they enter the classroom. They will likely see things they liked and things they did not like. Every instructor ultimately decides that there are thing which are in need of improvement. In the end, instructors see growth and maturity in their self as well as the learners they instructed during the language class.  Self analysis of the instructor takes an openness and willingness to admit mistakes as well as the willingness to take credit for a job well done. Looking at oneself is not always pleasant, but it is necessary. Hopefully, the instructor can see things that will give them the encouragement to go back into the classroom to do the job better next time. References University of Saskatchewan, Self-Analysis in the Internship, (2004) Website: http://www.usask.ca/education/csbe/Regs/analysis.htm  Retrieved on 2007-04-23Heining-Boynton, Audrey, Keys to Success for English Language Learners, (2005) University of North Carolina; Website: http://www.learnnc.org/lp/pages/ESL0407-1#1-0  Retrieved on 2007-04-23