Master of Arts major in English

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    An Analysis of teacher talk of Baguio Colleges Foundation High School teachers in three subject areas
    (2004-01) Duong, Huu Khiem
    The role of the teacher in the class cannot be ignored. He has to use communication strategies to ensure comprehension of his subject matter. Also, the teachers can challenge the minds of the learners by asking thought provoking questions. On the other hand, students need to evaluate teachers along their teaching techniques and personal characteristics. This study will improve the communication of teachers with their students. This study was conducted to identify and analyze teacher-talk of Baguio Colleges Foundation High School teachers in three subject areas with the following objectives: 1. To identify the communication strategies used by the Mathematics, Science and English teachers; 2. To find out the types of questions teachers asked in the classroom; and 3. To analyze how the students evaluate their teachers along: a. Teachers' voice; b. Teaching techniques; and c. Personal characteristics. This is a descriptive study which analyzed tape-recorded classroom lectures of three subject teachers in the fourth year of Baguio Colleges Foundation High School: one teacher of English, one teacher of Mathematics, and one teacher of Science during the school year 2003-2004. Their fourth year students were the student-respondents. Analysis of data was confined to the model of Mitchell (1988b) on teachers' communication strategies; the model of Smith (1980) on the types of questions used by the teachers and a questionnaire to gather information on teacher talk. Data on the audio-taped proceedings and students' perceptions on the teacher-talk were treated statistically using descriptive and inferential statistics such as frequency, percentage, ranking, test on proportion, Friedman and Chi-square. The salient findings of the study are hereby presented: 1. As a whole, repetition, explanation and exemplification were the most commonly used strategies. Substitution, contrast, clue-giving and language switching were the least used strategies by the teachers. 2. In general, memory, analysis, evaluation and interpretation were the commonly used types of questions while application; translation and synthesis were the least used questions. 3.a Findings on teachers' voice, revealed that the following were rated statistically significant: teachers' rate of speech (satisfactory), teachers' articulation (clear), the volume of teachers' voice (very audible), the quality of teachers' voice (pleasant) and the teachers' speech (very good). 3.b With regard to teaching techniques, results showed that teachers' motivation of the class (sometimes), the review of the previous lesson (always), teachers' explanation of the new lesson (satisfactory), the use of illustrations and visual aids (sometimes), the teachers' orderliness of blackboard presentation (orderly), the general mood of the class (serious), the teachers' class discipline (sometimes appropriately strict), the teacher preparedness (very prepared), the teachers' variation of techniques (sometimes), adequate explanation of assignment (adequate) promptness in returning and grading assignment (very promptly), encouragement in class participation (always), the ability to create classroom environment conducive to the learning (sometimes), and the effectiveness of teachers' techniques (effective) were all rated statistically significant except the teachers' mastery of subject matter. 3.c Findings on personal characteristics of the teacher-respondents revealed that the following were rated statistically significant: sense of humor (sometimes), show of favoritism (never), teachers are approachable (sometimes), always well-poised (always), punctuality (always), lively and enthusiastic (always), tolerance or understanding (sometimes), praise and encourage (always), personal interest in students (sometimes), and teachers really like teaching (definitely). On the other hand, personal characteristics that were not statistically significant: teachers are well-groomed (very well-groomed), patient and sympathetic (sometimes), teachers' resourcefulness (sometimes) and teachers' recognition of individual differences (sometimes). Based on the findings of this study, the following conclusions are drawn: 1. The teachers employ different communication strategies to render their input comprehensible to the learners. 2. The teachers vary their questions to develop critical thinking among the students. 3. The teachers use the phonological modifications and varied teaching techniques and teacher characteristics to bring to fore pedagogical implications for better teaching learning process. Based on the findings and conclusions of the study the following recommendations are forwarded. 1. Subject teachers are encouraged to language switch to make their students understand difficult concepts. It is recommended that teachers must explore other communication strategies. 2. Teachers need to provide more opportunities for students by asking questions that develop critical thinking and explore other effective types of questions like application, translation and synthesis. 3.a It is recommended that teachers pay more attention to rate of speech, articulation, and qualities of the voice to improve their communication strategies. 3.b It is suggested that High School teachers take courses in phonology for teachers in the graduate school to improve their communication skills. 3.c Perceived by students to be improved for High School teachers to be able to convey their lessons are explanation of lessons, use of visual aids, black board presentation, variation of techniques, effectiveness of techniques and class discipline, these teachers maybe encouraged to enroll in a method of teaching course in the graduate school to enhance their knowledge and skills in teaching their areas of specialization. 3.d On personal characteristics, the teachers have to improve on the following: patience and sympathy towards their students, sense of humor, approachable to students, resourcefulness, tolerance, recognition of individual differences and taking personal interest in their students. 4. It is suggested that a seminar-workshop be conducted for High School teachers on the following: the art of questioning, teaching techniques, and speech improvement to facilitate a better teaching-learning process. 5. It is recommended that the administrators should come up with a faculty development program to identify the professional needs of their faculty and to identify which of the faculty be sent for scholarship/training. 6. Further researches may be conducted along communication strategies and types of questions asked by the teachers in the elementary schools, questions asked by teachers and students/pupils to their teachers to negotiate meaning.