Doing Reflective Practice in English Language Teaching: 120 Activities for Effective Classroom Management, Lesson Planning, and Professional Development (ESL & Applied Linguistics Professional Series)

"This practical and engaging book introduces readers to reflective practice in English language teaching. Assuming no background knowledge, Thomas S. C. Farrell clearly and accessibly walks through ways that teachers can integrate and implement reflective practice in the classroom and in other contexts to benefit their teaching and their own professional development. Each chapter covers an important dimension of reflective practice and features many ready-to-use activities that are designed to empower teachers and allow them to overcome challenges they'll face throughout their careers. Covering many types of reflection and the many purposes it serves, this book addresses written reflection, lesson planning, classroom observation, classroom management, group communication and more. This resource is ideal for preservice and early career language teachers and is an important supplement to courses in language education and applied linguistics programs."--Publisher's description Cover Page Half Title Page Series Page Title Page Copyright Page Contents Page Preface Page 1 Invitation 1. Are You a Reflective Teacher? 2 Why Reflect? 2. Taking Stock 3. Life History 4. Personal Critical Incidents 5. Feelings About Teaching 6. Teacher Burnout 7. Ten Questions 8. Reflective Dispositions 9. Recognizing a Reflective Teacher 3 What Is Reflective Practice? 10. Routines 11. Bandwagons 12. Reflection as Process 13. Reflection as Action 14. Reflection as Product 15. Reflection as Community 16. Reflection as Moral Agency 17. Reflectivity 18. Dimensions of Reflection 19. Levels of Reflection 20. Spirals of Reflection 21. Typologies of Reflection 22. Reflecting on Philosophy 23. Reflecting on Principles 24. Reflecting on Theory 25. Reflecting on Practice 26. Reflecting Beyond Practice 27. Tailoring Reflection 28. Some Cautions 4 Written Reflections 29. Writing 30. Why Write a Teaching Journal? 31. Starting a Teaching Journal 32. Types of Teaching Journals 33. Audience 34. Using Teaching Journals Effectively 35. Teacher Narrative Writing 36. Teacher Research Writing 37. Technology and Writing 5 Reflecting in Groups 38. Dialogue 39. Group Reflections 40. Type of Group 41. Setting Up Groups 42. Roles and Responsibilities 43. Modes of Reflection 44. Communicating and Interacting in Groups 45. Trust 46. Time 47. Sustaining the Group 48. Evaluating the Group 49. Resisting Plateauing With Groups 6 Classroom Observations 50. Delight or Despair? 51. Purpose 52. Qualitative Observations 53. Self-Observation 54. Critical Friends 55. Recording 56. Category Instruments 57. Focus 58. Teacher Action Zone 59. Bumpy Moments 60. Classroom Critical Incidents 61. Etiquette 7 Lesson Planning 62. Why Plan? 63. Approaches 64. Creating a Plan 65. Planning and Textbooks 66. Implementing the Plan 67. Evaluating the Plan 8 Reflecting on Teaching and Assessing the Skills 68. Reflecting on Teaching Writing 69. Reflecting on Assessing Writing 70. Reflecting on Teaching Speaking 71. Reflecting on Assessing Speaking 72. Reflecting on Teaching Reading 73. Reflecting on Assessing Reading 74. Reflecting on Teaching Listening 75. Reflecting on Assessing Listening 76. Reflecting on Teaching Grammar 77. Reflecting on Assessing Grammar 9 Classroom Management 78. Manager or Conductor? 79. Organizing the Class 80. Space and Time 81. Diversity 82. Mixed Abilities 83. Learning Styles 84. Classroom Climate 85. Maintaining Order 86. The Back-Row Distracter 87. The Nonparticipant 88. The Overexuberant Student 89. Expecting the Unexpected 10 Classroom Communication 90. Classroom Communication 91. Classroom Interaction 92. Teacher Questions 93. Feedback 94. Grouping 95. Non-Verbal Communication 96. Classroom Communicative and Interactional Competence 97. Collecting Data 11 Teaching Portfolios 98. Reflection and Direction 99. Types 100. Contents 101. Subject-Matter Knowledge 102. Planning, Delivery and Assessing Instruction 103. Professionalism 104. Reflection 12 Practice Teaching 105. Microteaching 106. Field Placement 107. Teaching Context 108. Cooperating Teachers 109. Identity Development 110. Discourse Development 111. Evaluation 13 First Years 112. Transition 113. Your Classroom 114. Your Colleagues 115. The ‘Shock’ 116. Overcoming the Imposter Syndrome 117. Developmental Stages 118. Getting Support 119. Professional Roles 120. Reflection as Way of Life References Index This practical and engaging book introduces readers to reflective practice in English language teaching. Assuming no background knowledge, Thomas S. C. Farrell clearly and accessibly walks through ways that teachers can integrate and implement reflective practice in the classroom and in other contexts to benefit their teaching and their own professional development. Each chapter covers an important dimension of reflective practice and features many ready-to-use activities that are designed to empower teachers and allow them to overcome challenges they0́9ll face throughout their careers. Covering many types of reflection and the many purposes it serves, this book addresses written reflection, lesson planning, classroom observation, classroom management, group communication and more. This resource is ideal for preservice and early career language teachers and is an important supplement to courses in language education and applied linguistics programs