Do you want to improve your teaching practice? Do you need to know more about getting the most out of student feedback? This textbook covers all topics in preparing TESOL teachers for the practical component of their programme. Covering both the theory of reflective practice and practical techniques, this book explains the cycle of observation, planning and materials, teaching, feedback, and action. By encouraging this teaching practice cycle and raising your awareness, you will learn the practical ways in which these activities can improve your teaching performance. Activities which focus on your own knowledge and experiences are included in each chapter, alongside a selection of further reading. The real data used, including classroom interaction and feedback discourse, come from a range of different cultural contexts. On-going professional development and practice-based and action research are also explained. ; Do you want to improve your teaching practice? Do you need to know more about getting the most out of student feedback? This textbook covers all topics in preparing TESOL teachers for the practical component of their programme. ; CONTENTS; SERIES EDITORS’ PREFACE; Chapter 1: INTRODUCTION: FROM LEARNER TO TEACHER; 1.1: Introduction; 1.2: You as a Teacher; 1.3: The Structure of the Book; CHAPTER 2: THINKING ABOUT YOUR LEARNERS; 2.1: Introduction; 2.2: Learners as Individuals; 2.3: Autonomy in Language Learning; 2.4: Language Proficiency Levels; 2.5: Further Reading One; 2.6: Further Reading Two; 2.7: Summary; 2.8: Additional Readings; CHAPTER 3: THINKING ABOUT YOUR MATERIALS (by Elaine Riordan); 3.1: Introduction; 3.2: Published Materials; 3.3: Authentic Materials; 3.4: Corpus-based Materials; 3.5: Further Reading One; 3.6: Further Reading Two; 3.7: Summary; 3.8: Additional Readings; CHAPTER 4: OBSERVING TO LEARN; 4.1: Introduction; 4.2: Preparing to Observe; 4.3: Doing an Observation: the whats and hows; 4.4: Post-Observation – What does it mean for me?; 4.5: Further Reading One; 4.6: Further Reading Two; 4.7: Summary; 4.8: Additional Readings; CHAPTER 5: THE LESSON PLAN; 5.1: Introduction; 5.2: Considering the Content; 5.3: The Written Plan; 5.4: Principled Deviation; 5.5: Further Reading One; 5.6: Further Reading Two; 5.7: Summary; 5.8: Additional Readings; CHAPTER 6: IN THE CLASSROOM (by Angela Farrell); 6.1: Introduction; 6.2: Teacher Identity and Teaching Approach; 6.3: Classroom Environment and Relationships; 6.4: Target Language Use and Communication Practices; 6.5: Further Reading One; 6.6: Further Reading Two; 6.7: Summary; 6.8: Additional Readings; CHAPTER 7: TEACHING PRACTICE FEEDBACK; 7.1: Introduction; 7.2: Preparing for Feedback; 7.3: The Discourse of Teaching Practice Feedback - What can I expect?; 7.4: The Teacher’s Responsibility as Collaborator; 7.5: Further Reading One; 7.6: Further Reading Two; 7.7: Summary; 7.8: Additional Readings; CHAPTER 8: REFLECTIVE PRACTICE AND CONTINUING PROFESSIONaL DEVELOPMENT; 8.1: Introduction; 8.2: The Dimensions of Reflective Practice; 8.3: The Role of Cooperation; 8.4: The Professional Development Portfolio; 8.5: Further Reading One; 8.6: Further Reading Two; 8.7: Summary; 8.8: Additional Readings; CHAPTER 9: TEACHER RESEARCH ENGAGEMENT; 9.1: Introduction; 9.2: Being Teacher and Researcher; 9.3: The Action Research Approach; 9.4: The Beginning, Middle and End of Action Research; 9.5: Further Reading One; 9.6: Further Reading Two; 9.7: Summary; 9.8: Additional Readings; CHAPTER 10: CONCLUSION; REFERENCES; Appendix 1: Examples of Published Materials; Appendix 2: Examples of Online Materials; Appendix 3: Examples of Corpus-Informed Materials; Appendix 4: Examples of Online Corpora and Concordancers; Appendix 5A: Review of Key Terms and Concepts; Appendix 5B: Glossary; Appendix 6: Teacher Dress and Behaviour; Appendix 7: Teacher Strategies; Appendix 8: Pedagogic Options/Responses to Different Types of Discipline Problems
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True to its title, Practice in TESOL challenges beginner and novice ESL teachers to practice what is read because eight of its ten chapters provide tasks that direct the reader to research and implement suggested practices and specific language learning materials... In sum, I heartily recommend this text to any beginning language teacher because its guided activities help beginner teachers make sense of three decades of research on language teaching and learning. Farr achieves the intended effort that the reader become "a self-directed and independent learner…ready to take responsibility for your ongoing development as a teacher" (173).
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Fiona Farr has been Lecturer in English Language Teaching since 2002 and is currently also Assistant Dean of Academic Affairs in the Faculty of Arts, Humanities and Social Sciences at the University of Limerick.