The Level of Knowledge on Shadowing of Teachers in a Public School: Basis for Instructional Improvement

Abstract

INTRODUCTION

There is a considerable anecdotal evidence that the scale of private tutoring is substantial in the Philippines. However, attempts to document its existence is limited. According to the recent findings by the Reparable Harm Report (Olsen,2010), the majority of secondary schools English Language Learners (ELL) are Long Term English Learners defined as ELL who have been in the US for more than 6 years but have not reach sufficient English Proficiency or attained adequate academic gains in grade level content. Due to their ELL status, many ELL Students are relegated to a watered-down curriculum that will not prepare them for college and beyond.

METHODS

The study used a descriptive comparative research design. Descriptive study focuses on the present situation. The purpose is to find new truth. The truth may have different forms such as increased quantity of knowledge, a new generalization or new law, an increased insight into factors which are operating the discovery of new causal relationship, a more accurate formulation of the problem to be solved, and many others.

RESULTS

Shadow teaching supports students with learning difficulties enrolled in either local or international mainstream kindergarten and schools. It has been given importance in the recent decade to improve the learning and teaching process for students. Students with learning difficulties often experience challenges in the mainstream school setting and require the guidance of another professional other than the classroom teacher.

DISCUSSIONS

The use of shadowing in ELT is a way to create urgency around the instructional and linguistic needs of ELs, either in teacher training staff development. The process allows teachers to see what happens when the specific needs of students are not addressed systematically. The shadow teachers' duties are helping the student display appropriate classroom behavior, providing guidance in completing classroom activities when necessary, helping the students achieve goals stated in his/her PESP by implementing agreed upon accommodations for students, regularly updating the parents, the case manager, and the rest of PESP team on the student’s progress.