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Reema Sharma

GTA2014_India_rsharma.doc
Personal Statement
It was an honour for me to be selected for GTA programme. I cannot express my feelings in
exact words; I was happy, anxious and doubtful with many questions in my mind. Though
research is the part of my work, but still my anxiety was like the mother of a new born who is
confident but is still doubtful about the care of the baby .Right from choosing the topic, its
planning its application I faced many ifs and buts and finally with the help and guidance of my
mentor Mrs. Jyoti Chakraborty and my principal Dr. Nishi Bhambri I was finally able to finish
my work with great success.
Every new knowledge changes something in you. I was changed too. I feel that now having
found answers to all the questions whish were in my mind before I started working on this
research, I am now more confident as a trainer, as a teacher, and as a person. I am happy that I
could motivate my trainees to learn from each other through peer teaching. I can also proudly say
that my trainees learned innovative ways and three P model of grammar teaching. There
feedback showed that they are now more confident about grammar teaching. The activities I
planned proved successful and the feedback of trainees was very positive. This is the greatest
acknowledgement a person can get as a teacher.
I am happy that peer teaching has now been taken up as a part of ten day teacher training
programme. This research has come to an end but learning never ends and I can say that I still
have miles to go before I sleep and miles to go before I sleep
REEMA SHARMA,
Lecturer, D CE, IASE, Bilaspu

District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

Word count and declaration of originality

I hereby declare that except where explicit attribution is made, the work presented in this
assignment is entirely my own.
Word count(exclusive of appendices and references):- 2959 words.

Signed--------Name : Mrs. Reema Sharma

Date:

07/10/2014

I will allow my work to be used in case studies or other publicity material.

Signed----------------Name : Mrs. Reema Sharma

Date : 07/10/2014

District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

Improvement in teaching of English grammar through peer presentation

Mrs. Reema Sharma
Lecturer,DCE, IASE, Bilaspur
Mentor-Mrs. Jyoti Chakraborty
Section 1
1.1 Briefly describe your working context
I work as a lecturer in DCE. IASE Bilaspur. District Centre for English is the part of IASE which
gives ten day Orientation in teaching of English to English teacher. I have prepared teachers
training modules ,Angrazi ki samaj ,word cards for primary level etc. Research is the part of
my work .I have done research on effectiveness of CCE, effectiveness of SSA trainings, effect of
teaching of grammar with grammar games, are some of the research topics .I have also prepared
many PPTs for grammar teaching which prove very effective while teaching grammar.

1.2 Analyze your starting point

While training we come across many problems which are faced by teachers. I have also noticed
that grammar is the most difficult part to teach for teachers. The problems mostly faced by the
teachers are that they are not comfortable with the language and teaching grammar becomes a
difficult task. Many a times teachers dont have clear concept and some dont have the
technique to teach grammar effectively.
It is noticed that the English teachers teach grammar in the traditional manner. They dont
have technique to teach grammar in a scientific way .There are teachers with different subject
background who teach English and this makes the task more difficult. Teachers are not aware of
three p model of grammar teaching. The 3 p model of grammar teaching has three steps.

District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

Presentation, Practice, Production .It is a scientific technique which presents grammar topics in
easy steps .the production part evaluates students learning immediately. In the meantime it is also
true that different teachers have different qualities .Different researches show that peer groups
play an important role in learning. I wonder if it will be beneficial if we use their qualities to
refine their skills of teaching.

1.3 What do you hope will change as a result?

People learn quickly from peer comments. I feel that peer presentation can help teachers to
adopt the three p pattern of teaching grammar and help in bringing sub skills of teaching
grammar in English classroom. The teachers with non English background who teach English
and come for Orientation programme are in need of learning sub skills of teaching grammar and
peer presentation can be the best way to do it. This research will be conducted on two ten day
batches of English orientation programme.

1.4Access to coaching and mentoring

I am happy to have Mrs Chakraborty as my mentor. she is a knowledgeable person and helps me
whenever I need her. The strategy and plan will be discussed by the mentor and necessary
changes will be made if necessary.

1.5What is the focus for your learning?

Grammar teaching is a very technical matter. My focus is to train the teacher trainees in three p
model of grammar teaching .I also want them to understand the importance of Peer teaching as
a tool to learn grammar effectively.

1.6 Are you aware of any ethical issues which you need to take into account.
Teachers coming for orientation programmes are from different parts of Chhattisgarh from
different levels of schools, from rural and urban areas, with different level of knowledge. Each
teacher has his/her own strengths and weaknesses. Peer presentation will help them identify their
strengths and overcome their weaknesses.

District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

1.7 What diversity /equal opportunities have you identified in relation to e.g gender,
ethnicity, language, and disability or gifted or talented?

As I have mentioned already that this research is on teacher trainees who teach English .the
teachers come from different parts of the state. They are from different background and medium
there is no gender bias as the teachers are both male and female. Both will get equal opportunity
at all levels.
.
Time
Actions

Resources

Success criteria

Scale

Comments and change

in plan

1.Discussion to find out

1 day

Teaching

Different topics taught

Two topics preposition

major grammar topics

15.7.14

by

by trainees helped in

and determiners were

Annexure 1

1.9.14

trainees

selection of topics to

selected for peer

be taken up for peer

teaching.

teaching
2.Pre aptitude test on

1day

grammar teaching and peer

16.7.14

teaching was taken.

2.9.14

Pre
aptitude
test

The opinion of

Teacher trainees

trainees helped me to

reflected back on their

develop action plan.

strong and weak points.

Discussion to find out

the clarity of trainees

Trainees learned three p

model of grammar
teaching.

annexure 2

3.Teaching of preposition in
three p model with the help

1 day
17.7.14

PPT
presentati

3.9.14

on

3.Division of trainees into 4

1day

Peer

Peers helped each

The peer group was

groups and prep ration of

18.7.14

teaching,

other to enhance their

formed in such a way

lessons on preposition group

4.9.14

learning

knowledge and

that each group had a

and

prepare the lessons

teacher with English

of PPT
annexure 3

with help of peers.

medium background.

District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

Annexture4

preparati

The teachers who

on of

admitted in Pre test that

teaching

their concepts of

aids.

grammar were clear

were equally distributed
in the group.

5. Presentation of lessons by

1 day

four groups and peer

19.7.14

evaluation.

5.9.14

Annexure 5and6

Peer
presentati
on

Peer presentation
brought out new
innovative ideas of
teaching preposition.
Peer evaluation gave
them the insight of
their strengths and
weakness.

6Lesson presentation on

1day

PPT

Discussion

Determiners

20.7.14

presentati

presentation by

6.14

on on

trainees

The concept on the

topic was cleared. The
concept of three p was
developed. Peer
evaluation helped them
to improve their
weakness.

determine
rs

7.Prepration of lesson on

1 day

Peer

Peers now frequently

Developed grammar

Determiners by different

22.714

discussion

helped each other in

teaching skills

groups

7.9.14

and

discussion and prep

teaching

ration of lessons.

aids

District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

prepared
by them.
8. Presentation of lessons by

1day

Teaching

Determiners were now

groups and peer evaluation

23.7.14

aids

dealt with in new light.

8.9.14

prepared

Concepts were cleared.

by groups.
9. Post test on teachers

1day

post test

Post views of teachers

A positive attitude was

aptitude towards teaching

24.7.14

opinion

were taken

now formed towards

grammar.

9.9.14

ire

10.Feedback

1 day

A written

Trainees presented

Trainees were happy to

Annexure 8

25.714

feedback

their views in written

learn innovative way of

11.9.14

taken

form.

teaching grammar.

teaching grammar.

Annexture7

from
trainees.
11.Briefing the complete

1 day

Discussion

task to mentor

12.9.14

on phone

taken for evaluation

with

part

Mentors views were

Comments considered
for further plan.

mentor
Opinion

Analysis of pre and

The findings were

study. # in annexture

ire, peer

post test

recorded.

Annexture-9

evaluation

With DCE

Implementation of

We decided to make

departme

finding in all the

peer teaching the part

nt

trainings.

of the entire teacher

12. Evaluation the impact of

1 Week

and
feedback
13. Sharing my findings

4 days

principal
and

District Center For English, IASE, Bilaspur (c.g)

training.

Reema Sharma

colleagues

3.1 What has been the influence of engaging with the knowledge base? What documents
books materials have you consulted?
- My college is training college .Teachers training is the sole aim of this institution. We have
microteaching classes in our college for B.Ed students where students learn and evaluate in peer
group .Though micro teaching is meant to develop teaching skills still the element of peer
teaching attracted me . Peer evaluation and peer learning helped students to improve their skills I
just wondered if this can be used as a tool to improve the grammar teaching skills of teacher
trainees. I had also under gone many researches done on peer teaching on various subjects
3.2 How did mentoring or coaching influenced the way you learned and/or the outcome of
your learning. Describe how discussion with your coach /mentor has influenced your
learning.
Mrs Jyoti Chakraborty , my mentor ,directed me at each and every step by suggesting ways
and means of implementing my research .She guided me in preparing a pre and post test and also
helped me in framing a concrete planning for research .
Dr. Mrs. Nishi Bhambri my principal had also cherished her support in my research and she
commented on the action plan. She also guided me when I needed her help .Her support gave me
confidence to carry out the research in right direction.
3.3 What if any changes were made along the way? What impact did the review have on
the remainder of you learning plan? Describe any changes to your plans or original
intentions.
The action plan which was presented in the starting was the vague one and the steps of the action
research were modified by the mentor. Some changes were made accordingly like initially the
action research was to be taken up on 40 teachers in three batches but as we have large numbers
District Center For English, IASE, Bilaspur (c.g)

Reema Sharma

of trainees in two batches the research was taken up in two instead of three batches. I planned to
call an expert to present a lesson but later it would decided to present myself with the help of
PPTs .The result was amazing .The teachers learned the three P presentation of grammar lesson
and were very enthusiastic to do peer learning in presenting the lesson . They also did the peer
evaluation and learned from each others mistake. It was all together a new experience
(Annexure -5 & Annexure-6) .Peer teaching had made grammar a great fun.
3.4Refer back to any ethical issues you identified in your plan and show how this were
considered and addressed?
The ethical issues were sorted before the training started .Rather there were no ethical issues as
such because the teacher trainers were both male and female from rural and urban areas and were
of same designation .All the trainees were English lecturer who taught English in 9 to 12 classes
all of them were given equal opportunities to take part in peer learning and peer presentation.
3.5 Refer back to any diversity / equal opportunities issue you identified show how these
were considered and what action you took to secure the best possible outcome. Explain how
and why you took any action.
The PPT presentation of grammar lesson and peer group formation has helped the teacher
trainee s to prepare the lesson in innovative way all the peers helped each other and worked in
coordination peer evaluation given them feedback. It was noted that group no 3 did better than
other group in prepositions while group no 4 did better in determiners.
3.6 How did you evaluate the intended learning outcomes refer back to your plan and your
learning process what did you evaluate and how did you do it?
Pre and post opinion ere, peer evaluation forms and feedback from trainees were the tools I used
to evaluate the learning outcome of teacher trainees all these steps were video recorded.
The comparative studies of the questionnaire given in the beginning and end of the study was an
important tool to measure the impact of my research .the research was conducted on 40 teacher
trainees in two batches of 10 day training programme . there were 10 question in aptitude test
teachers towards grammar and peer teaching .question wise analysis showed a striking difference
in opinion of trainees where in pre test 31 % of trainee said that there concept of grammar was

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clear and in post test 89 % trainee agreed that they had a clearer concept now .42% were
confident of teaching preposition in pre test which increase to 89% in pro test . only 26 %
teachers were confident in teaching of determiners in pre test which raised upto 90 % in post test
while 27 % teachers were confident of teaching grammar in pre test the number increased to 87%
In post test, 72 % teachers were of view that peer teaching would help them in clearing their
concept in pre test which increase to 98% in post test .27 % teachers said that they could teach
grammar in innovative way but after the training 96% teacher agreed that they now have a vision
to teach grammar in an innovative way . 100% teachers agreed that this training has helped them
to clear there concept in grammar and learn the three P model of grammar teaching (annexure 9)
Apart from this there was also peer evaluation where trainees evaluated each others
performance in which group 3 and group four performed better than other group (annexure9).
The feedback about the whole process was also taken which was very positive and encouraging
(annexure8)
3.7 What were the key learning outcomes what impact has your learning had on your own
practice? How has the outcome of your students changed?
My major focus in my research was to clear the concept of teachers in grammar and to teach
them three p models. I also wanted to develop the concept of peer learning to enrich the
knowledge. My main aim was achieved. Trainees were very confident and had a new vision to
teach grammar in an innovative way most of the teachers had tried to shift from traditional
teaching to innovative teaching. They learned from each other and gather in variety of ideas apart
from this the research help in many ways they are:1) Improving my own knowledge as lot of research was done to take up this study.
2) It made me stretch my limits. I developed a bond with the trainees and became a part of them.
3) Time management was the most important part of this research because I had only ten days to
achieve the target.
4) It made my trainees realize that they know so much and peer teaching got the best out of them.
They were more confident, happy, and full of innovative ideas and with a boosted moral ready to
take up classes in new light.

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Reema Sharma

5) communicating without hesitation to any one was something I learned from this research
before I started up I have many ifs and buts in my mind but proper mentoring and help of my
principal made me overcome this hesitation and the result was wonderful.
6) I learned that creating new ideas and implementing new methods should be an outgoing
process in any institution. I also learned that how a positive feedback can help in boosting up
once confidence to do better still.
3.8 How did you share your learning with others? Who did you share your learning with?
I shared my learning with my principle and my English training department who brought about
changes in training pattern and made peer teaching a part of teacher training. I also shared my
learning with my colleagues and we plan that peer teaching can be taken up teaching various
subjects.
Teachers play an important role in developing the interest of students in any particular subject a
trained teacher can do it more effectively I hope that my sharing of this learning will go a long
way.

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Reema Sharma

References
Angela M ODonnell; Alison King; Cognitive perspectives on peer learning, Lawrence Eribaum
Associates 1998
Keith Topping; Stweart Ehly ,Peer assisted learning ; Lawrence Eribaum Associates 1999
Saenz,Laura m,Fuchs Peer assisted learning strategies for English language learners with
learning disabilities, ,exceptional children,vol71,no3,spring2005
Nelson c 1999critical thinking and collaborative learning msg173center for teaching and learning
Stanford University.
Peeragogy.org/peer learning.
http://www2.ncsu.edu/unity/lockers/users/f/folder/public/cooperativelearning.html

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Annexures
Some important facts about research
# The peer evaluation showed that group no 3 did better in determiner and group no 4 did better
in preposition. The reason for this was that one of the group members in group three had
received training before also on grammar teaching .The concept of three p was not new to him.
When for second round the groups were changed he was in group 4 who performed better .in
preposition. This also shows that training improves the teaching skills of teachers .It also proved
that one per can help to improve the whole group.

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Reema Sharma

Some important facts about research

# The peer evaluation showed that group no 3 did better in determiner
and group no 4 did better in preposition. The reason for this was that one
of the group members in group three had received training before also
on grammar teaching .The concept of three p was not new to him. When
for second round the groups were changed he was in group 4 who
performed better .in preposition. This also shows that training improves
the teaching skills of teachers .It also proved that one per can help to
improve the whole group.

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Annexure 9- Result analysis of pre and post aptitude test .

Questions

Pre test Results

Post test Results

1 I like teaching grammar?

87%

89%

2 My concept of grammar are

31%

89%

39%

94.4%

26%

86%

27%

89%

72%

87%

27%

96%

87%

100%

94%

100%

27%

84%

clear
3 I can explain prepsotions
clearly to my students
4 My students understand
when I teach determiners
5 I am confident that my
student understand grammar
well
6 I feel that I can clear my
concepts of teaching with the
help of peers
7 I can teach grammar in an
innovative way
8 I think peer teaching can
help me to improve my
teaching
9 I think this training can help
me to improve my grammar
skills
10 I can teach clauses well

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Annexure 9- Group wise analysis of peer evaluation answers in yes

Questions

Group 1

Group 2

Group 3

Group 4

1 was the presentation

69.3%

72%

99%

89%

2 Were you interested

89%

89%

100%

89%

3 Could you hear what

92%

89%

100%

75%

75.9%

82%

94%

99%

26%

13.9%

6.6%

9.7%

85%

95.7%

100%

96%

9.9%

6.6%

4.2%

11.6%

6.6%

6.6%

1.3%

6.9%

clear

the presenter was

saying
4 Was the presenter
confident in what he
was saying
5 Was there anything
you were confused
about
6 Was there a clear
introduction and
conclusion
7 Was the talk too
short
8 Did the presenter
ramble.

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Annexure 9- Group wise analysis of

peer evaluation answers in yes
Group 1
Annexure 9- Group wise analysis of
peer evaluation answers in yes
Group 2

Annexure 9- Group wise analysis of

peer evaluation answers in yes
Group 3
Annexure 9- Group wise analysis of
peer evaluation answers in yes
Group 4

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References
Angela M ODonnell; Alison King; Cognitive perspectives on peer learning, Lawrence Eribaum
Associates 1998
Keith Topping; Stweart Ehly ,Peer assisted learning ; Lawrence Eribaum Associates 1999
Saenz,Laura m,Fuchs Peer assisted learning strategies for English language learners with
learning disabilities, ,exceptional children,vol71,no3,spring2005
Nelson c 1999critical thinking and collaborative learning msg173center for teaching and learning
Stanford University.
Peeragogy.org/peer learning.
http://www2.ncsu.edu/unity/lockers/users/f/folder/public/cooperativelearning.html

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District Center For English, IASE, Bilaspur (c.g)