Strategies Used By Novice Teachers In Teaching Essays at Higher Secondary Level

Abstract

The present research study entitled "Strategies used by Novice Teachers in Teaching Essays at Higher Secondary Level" aimed to find out classroom strategies used by higher secondary level novice teachers in teaching essays. To meet the objectives of this research study, I selected 10 higher secondary level novice English teachers and 30 students from 10 higher secondary level schools of Udayapur district by using purposive non-random sampling. From each school, one teacher and three students were selected. I observed three classes of each novice teacher. Teacher‟s practices and strategies used in the classroom to teach essays were observed, critically analyzed and interpreted using simple statistical tools like tabulation and description. Similarly, students' views towards their novice teachers' classroom strategies were collected through survey questionnaire. Classroom observation checklist and questionnaire were used to collect the data for this study. The findings of thisstudy showed that novice teachers employed different activities diversely. It was found that there were not any fixed strategies in teaching essays. The strategies were different from one teacher to another. The most of the novice teachers were found satisfactory in teaching activities. The novice teachers‟ use of pictures, magazine cut outs, documentary, native speakers' recorded voices and focus on communicative approach, motivation, role play, mentoring to teach essays. This thesis organized into five chapters. The first chapter deals with the background of the topic, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter includes review of related theoretical literature, review of related empirical literature, implication of the review for the study and conceptual frame work. Similarly, the third chapter includes all the areas of methodology. Likewise, the fourth chapter presents the analysis and interpretation of results and the fifth chapter includes conclusions and recommendations and pedagogical implications of this study.