English Teacher Online

Murali N. Eragamreddi

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Skype: *****************@*******.***

October, 2023

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Murali N.Eragamreddy

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EDUCATION

TESOL American TESOL 120 Hours in Class Program

(2017)

BEd

Teaching Methods, Sri Venkatesweara University, Tirupati, India

(2012)

PhD

A semantic Study of English Tense Choice in Pragmatic Inferences. Allahabad University, India

(2010)

PGDELT Language Communication, Methods of English Language Teaching, Osmania University, Hyderabad, India

(2010)

Minors: Syllabus Design & Language Testing

MPhil Research methodology, Indian Literature, Alagappa University, Karaikudi, India

(2008)

MA Research Methods in Education & Curriculum Development, University of Kurukshetra, Kurukshetra, India

(2006)

MA

ELT, Linguistics & Literature, Kakatiya University, Warangal, India

(2004)

Research and Teaching

Interests

Linguistics, Communication Skills, Research Methods, Literature and ELT, Writing (Freshman and Advanced, Business and Technical), Myth and Speculative Fiction.

Research Online and Media

“Teaching Creative Thinking Skills,” IJ-ELTS: International Journal of English Language & Translation Studies,( www.eltsjournal.org) 2013

“Motivating Learners to Learn: Libyan EFL Teachers’ Strategies and a Prospective,” IJ- ELTS: International Journal of English Language & Translation Studies,( www.eltsjournal.org) 2015

“CALL-Tutor, Tool and Medium” IJDR- International Journal of Development Research,

(www.journalijdr.com), 2015.

"CALL-Reading Skills" ELC Research Gate (www.sct.edu.om), 2019.

"A Semantic Study of Speech Acts in Prgamatic Inferences" ELC Research Gate

(www.sct.edu.om), 2021.

“ A Semantic Study of Implicatures” ELC Research Gate (www.sct.edu.om), 2022.

“A Semantic Study of Pragmatic Markers” Journal of Applied Linguistics and Language Research (https://www.jallr.com/), 2023

CALL – Speaking Skills. ELC Research Gate (www.sct.edu.om), 2023. Current Research

“Teaching the Writing of English: A Case Study of Exploring the Writing Proficiency of the Undergraduate Students of University of Sebha, Traghen.” To be submitted.

“The Theme of Love and Marriage in the plays of MV Rama Sharma: A Study.” To be submitted.

“CALL- Language Skills.” To be submitted.

Teaching Experience

University of Technology and Applied Sciences

Senior Lecturer, English Language Centre (2017 - Present) Rainbow School

Senior English Faculty & Head of the Department (2015 - 2017) University of Sebha ( Libya )

Assistant Professor in Applied Linguistics Department of English (2009 - 2015) Ushodaya Concept School

Senior Faculty in English (1999 -2007)

Academic Service and Professional Experience

Current Professional Activities

Senior Associate Editor of International Journal of English Language & Translation Studies Quarterly (2013 - present)

Board of Reviewers, International Journal of English Language & Translation Studies Quarterly (2013 - present)

References

Dr Laxmi Reddy Y Professor in English 0091-986-***-**** ****************@*****.*** Dr Darcy Professor in English 00218 – 918946845 *****.**@*******.*** Dr Jagadesh Head of the Dept 0091- 784-***-**** ******@*****.*** Teaching Philosophy

I believe students learn best when they are motivated to learn by seeing the value and importance of the information presented in the classroom. This is because if the students are not interested in the material presented, they will not learn it. An interactive classroom environment is also an essential component to effective learning. This is because by having students actively participate in classroom interactions, they are more likely to pay attention to and learn. I also believe student learning occurs when students are given opportunities to apply information presented in class to real life situations. This is because it allows for the transfer and maintenance of knowledge. The teacher’s role in student learning is to motivate students to learn. Another role of the teacher is to facilitate learning. The main goals I have for my students are to develop and apply their reading, writing, speaking, listening, problem-solving, and study skills to their full potential. I develop my beliefs in the classroom by using a combination of lecture, classroom interactions, applications of concepts to real world situations, and visual and tactile components. I stimulate interest and motivate students to learn by being engaging and by illustrating the value and importance of the material presented. This is accomplished by utilizing a friendly tone when discussing information in class, by encouraging my students’ participation in classroom discussions, and by demonstrating the relevance of course topics to students’ work experiences. In my classroom, I promote an interactive learning environment by allowing my students to raise their hand and ask questions at any time and by asking for student input regularly during Power Point presentations and classroom discussions. In addition to contributing to an interactive learning environment, case studies and group work are used to improve students problem solving, reading, writing, speaking, and listening skills.

Additionally, I facilitate student learning by allowing the pace of class to be dictated by the students’ ability to understand and apply the material uncovered in class. I also do this by administering one-minute papers to my students to obtain anonymous feedback that I will use in adapting my curriculum to better meet the needs of my students. Lastly, I facilitate learning by being available to my students inside and outside of class and by incorporating assignments that meet the needs of students of various learning styles. To summarize, I feel that in order to achieve the ultimate goal of student learning it is important to use a combination of teaching methods and to make the classroom environment as stimulating and interactive as possible. This will ultimately help students learn and apply the course content to their future careers. So, finally, my goal is to make the world a better place one student at a time. I know that I was born to teach and ultimately I aspire to be a model teacher. I hope to help my students to be self-sufficient, good citizens, and happy individuals. I also seek to instill in them the love of learning so that they too can become ultimate learners. Pedagogical action plan

I have received formal education and training in Higher Education teaching and learning in a unique and intensive program offered by the American TESOL Institute, University of Osmania as well as in MPhil degree at Alagappa University. These programs gave me the theoretical tools to understand and apply learning theories to help students learn deeply and profoundly. They also helped me see the importance of conducting classroom action research. These programs gave me plenty of opportunities to experiment and apply innovative pedagogic theories. Above all, they provided me with invaluable tools to constantly reflect about my teaching practice. One of the main reasons why I decided to pursue a career in academia was so that I would have the opportunity to work with future generations of speech-language pathologists and educators in an instructional capacity. I view teaching as central to all of my scholarly activities and regularly include Study of Teaching and Learning (SOTL) in my strategic plan. These activities allow me to identify and disseminate instructional strategies to ensure that students learn about the cutting edge clinical interventions I research on a daily basis. It is my hope that my teaching will allow me to “keep the flame of research alive” in some way and to inspire students to remain focused on the functional effects of interventions designed to improve clients’ speech, language, and communication skills.

Beyond striving to ensure that students learn the fundamental content of the courses I teach, my objectives as a university teacher are as follows: a. to foster critical thinking skills;

b. to facilitate the acquisition of lifelong learning skills; c. to help students develop evidence-based clinical problem-solving strategies; and d. to prepare students to function as highly skilled and competent speech-language clinicians across the scope of practice and in my primary teaching area of augmentative and alternative communication (AAC) in particular.

Peer supervision

Experience in Mentoring

Each individual has her own preferred approach to learning, i.e., learning style. It is a person’s ʺdefaultʺ way to acquire new knowledge or to review and retain old knowledge. A person’s dominant learning style reflects her epistemological beliefs (beliefs about what knowledge is and how knowledge is acquired) and may also be shaped by a person’s education, experience, ethnicity, culture, age, gender, etc. In essence, an individual’s dominant learning style is her ʺcomfort zoneʺ when facing the unknown, because it often is formed and proven effective as an individual grows and learns. Teaching, thus, involves the facilitation of people’s preferred learning style in their acquisition of knowledge.

When I teach, I make sure that each person’s learning is facilitated to the extent most possible and fair. This calls for addressing different learning styles in course design, lectures, and other classroom activities. To make myself conscious of differences in learning styles, I took a number of learning style inventories (LSIs). LSIs are an essential instrument to gauge individualsʹ preferred learning styles. Usually designed as of questionnaire, LSIs use an individual’s answers to the purposefully designed questions to analyze and synthesize her learning style. Studentsʹ awareness of their own learning style enables them to proactively adopt the best approach to learning. My awareness of studentsʹ different learning styles allows me to design the most effective teaching method and to address diversity and individual differences most effectively. My awareness of my own learning style opens my eyes to the possible biases in my teaching due to my own learning style.

Thesis supervision

I have supervised theses at both the undergraduate and the graduate levels. My supervision approach is to act as a facilitator of opportunities to do research. I tend to be more directive with undergraduate students and to be more flexible with graduate students. In all cases, I create a friendly and productive working environment that challenges students to achieve excellence in their research.

At Sebha University and Sri Venkateswara University I have found that most students also need to develop and improve their general research and writing skills. Some also need a deeper understanding of the distinct research methods related to the major disciplines. Recent thesis supervision

I supervised the following theses at Sebha University as part of the independent study course:

•

Huda Ali Ahmed, Creating healthy communicative relationships.

• Iman Abd Alnour Omar, The key elements of classroom management.

• Aisha Abdulsalam, The brief study of academic writing with reference to a paragraph.

• Asma Ali Abugrarah, Developing reading skills.

• Hanan Halali, Developing vocabulary skills

• Kalthoom, Effective teaching skills at graduation level in Sebha University: a study.

• Asma Mohammed Alameen, A brief study of English speech sounds.

• Fatima Ali Mohammed, teaching vocabulary using flashcards and word list.

• Salha Omarkukthar, Conditional Clauses.

• Ruwaida Aliva Almahadi, Communicative Approach.

• Zahiya Ali Waneesh, The role of vowel in phonetics.

• Huda Mohammed Mady, Fluency in spoken English.

• Fatima Albayin, Varieties of English.

• Khadija Ashona, Teaching young learners English as a foreign language: a study

• Bushra Ismail, Classroom Power Relations: Understanding Student-Teacher Interaction: A Study

• Halima Moliya, The importance of the auxiliary verbs in the child’s linguistic development: A Study

• Najat Ali, How to acquire second language acquisition: A study Teaching experience

I have created a series of pedagogical materials for my students to use in my courses and to help them with their academic studies at Sebha University and Sri Venkateswara University. The materials include learning-centred syllabi, a comprehensive website, and reading guides for every single reading assignment, highly creative class activities, rubrics, and a series of guides for developing academic skills. These guides include the following topics:

•

Creating Personal Teaching Aids

• Computer Assisted Language Learning (CALL)

• Communication Skills for developing spoken skills Research Methodology

• Semantics

• Linguistics

• Creative Writing

• Academic reading

• Teaching Methodology

• Syllabus design

• Effective listening skills

• Literature

• Novel and short story

• Poetry

• Drama

• Word formation and morphology

• Syntax

Most of these materials are based on my Study of Teaching and Learning research, my journal publications, and conference presentations. Most of these publications have been widely cited These pedagogical materials aim at helping students develop and improve academic skills and succeed in their studies and future careers.

Evaluation

My evaluation approach is learning-centered. My evaluation strategies promote deep learning rather than performance on tests. Deep learning entails primarily intellectual and personal changes that students undergo as they develop new understandings and reasoning abilities. To do so, I align my courses and encourage my students to perform at the extended abstract level of John Bigg s Solo taxonomy. To me, grading becomes not a means to rank but a way to communicate with students about their learning process. I emphasize formative feedback over summative. My ultimate goal is to help my students develop strong metacognition skills so that they can think about their own learning process and use the standards of the discipline to recognize shortcomings and correct their reasoning as they go.

I firmly believe that students learn by doing and even failing. So, I create a learning environment, where students encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing a summative evaluation. I strongly believe that students should have an active role in their evaluation process. As far as compatible with University polices and standards, I try to adopt co-evaluation practices, where I share-at least part of- the responsibility of evaluation with students. I try to promote many opportunities during the term to allow students to negotiate some aspects of their evaluation. For example, I always work with test banks created by the students. Every four or five classes, I ask my students to contribute questions to the test bank. They work in small groups and discuss what they think were the most important topics and issues dealt with in the prior four or five classes. Then, they propose questions for the test bank. If the questions have a general consensus, they become part of the test bank. Finally, for the tests I choose questions from the test bank. The purpose is threefold. First, it helps students reflect critically on the topics we have discussed. Second, it gives them more control on the evaluation instruments. Third, it democratizes the already asymmetric professor-student relationship, which is so pervasive in major college classrooms. The result is that test bank questions are generally challenging, rigorous, and intellectually stimulating. Many students perform with excellence in the exams, as they have taken ownership of an important part of their evaluation process. Reflections on my teaching

Reflective practice is an essential component of a scholarly approach to teaching. We do not learn from experience, we only learn from reflecting about our experience. My pedagogical background has given me unique theoretical tools to reflect about my teaching experience and to change it accordingly in order to improve the quality of my students’ learning. Assessment Feedback

To ensure that students are making proper progress in their learning, timely use of a number of assessments is essential. Two types of assessments are commonly used. Summative assessments are used only to evaluate while formative assessments are used to elicit feedback and to facilitate learning. Although tests, quizzes, and other graded instruments are often used as summative assessments, I also deliberately apply them to gauge student learning. Before I grade assignments and exams, I create a grading rubric to make sure that the grading process is consistent and fair. The rubric also serves as the basis of discussion when I explain to students, before an assessment, what I expect from them and, after the assessment, what they missed and how they can improve for future assessments. I use Primary Trait Analysis (PTA) to construct the rubric. PTA is highly explicit and criterion- based. First, I identify the factors or traits, expressed as nouns or noun phrases, which are expected in an assessment and will count for the scoring. Then I build a scale (usually a two- to five-point scale) for determining a student’s scores. These are descriptive statements that describe different degrees of manifestation of an expected trait. Each statement is related to a score and a student whose performance matches the statement will earn that score. The PTA-based rubric enhances structure, consistency, and communications in grading.

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