As part of on-going professional development, an English Discussion Instructor at a private university in Tokyo kept a teaching journal during her second academic semester.The purpose of this reflective paper is to present the findings from these journal entries, particularly in regard to student performance and classroom dynamics.Incorporating ideas from social-cultural perspectives, observations of multiple classes showed the intertwined relationship between student performance and classroom dynamics (i.e.interaction), and how student motives and goals played a vital role in enhancing learning and participation.The paper concludes with a brief reflection by the author, who saw journal writing as an effective method of reflective teaching.
Morita Sayaka (Tue,) studied this question.