Compare & Contrast

Compare & Contrast

By:

Darvesh Karim

Assistant Instructor

Professional Development Center, North

University Road, Konodass, Gilgit.

Ph. No: (+92) 05811-454132-4 Ext: 3017

Fax No: (+92) 05811-454135

Cell No: (+92) 03465419307

Email (Official): darveshkarim@pdcn.edu.pk

Email (Private): dk_hunzai@yahoo.com, darvesh.karim@gmail.com

Online Blogs: www.dkhunza.blogspot.com; www.scribd.com/dk_hunzai

The audio clips played were about two English teachers at secondary level in Pakistan. Their names were Fatima and Khulood. The environment or the classroom setting described as an English medium private school while another an Urdu medium government school. Naturally every teacher is entirely different from one another in the process of teaching and learning but sometimes we can observe resemblance and some related practices. These audio clips also described about three different dimensions of two English teachers in their teaching practices.

Fatima and Khulood had some common practices in their teaching. Both teachers were using the lecture method for teaching following the same pedagogical strategies and patterns of their own teachers. Both use to explain the difficult words either in English or in Urdu.

Likewise both teachers were preparing students to pass the annual board examination and their main focus was to make students ready for this examination.

However, with all above simililrites, there were some related practices also as both teachers were following a prescribed curriculum of their institution and both were also devicing different stratigies to created activity and for brain storming, absolutely not the same activities but the objectives were same.

Although both teachers had some distinct practices and perceptions in teaching learning as Fatima believes that learning takes place to a student from teacher. She was using the transmission approach, while Khulood was involving more student-centered approaches to teaching, which were triggered by some teaching trainings and by their own classroom practice experiments. She assumes herself as a facilitator and provide opportunities to work in pairs and groups. She assigns responsibility to high flyers to support the average and low pacers of their class. Likewise she arranges different competitions for students and she works with students outside the class as well.