Asking questions about teaching

This book explores the nature of teaching in second language classrooms, and introduces teachers and teachers-in-training to techniques which can be used to explore teaching. The book aims to develop a reflective approach to teaching, that is, one in which teachers and student teachers collect data about teaching, examine their attitudes, beliefs, assumptions, and teaching practices, and use the information obtained as a basis for critical reflection about teaching. Critical reflection involves asking questions such as the following, which form the focus of the individual chapters of the book.

• How can I collect information about my own teaching? (Chapter 1)

• What are my beliefs about teaching and learning, and how do thesebeliefs influence my teaching? (Chapter 2)

• Where do these beliefs come from? (Chapter 2)

• What kind of teacher am I? (Chapter 2)

• What beliefs do my learners hold about learning and teaching? (Chapter 3)

• How do these beliefs influence their approach to learning? (Chapter 3)

• What learning styles and strategies do my learners favor? (Chapter 3)

• What kind of planning decisions do I make use of? (Chapter 4)

• What kind of on-the-spot decisions do I make while I teach? (Chapter 4)

• What criteria do I use to evaluate my teaching? (Chapter 4)

• What is my role as a teacher? (Chapter 5)

• How does this role contribute to my teaching style? (Chapter 5)

• How do my learners perceive my role as a teacher? (Chapter 5)

• What form or structure do my lessons have? (Chapter 6)

• How do I communicate goals to my learners? (Chapter 6)

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