Doing reflective practice in English language teaching: 120 activities for effective classroom management, lesson planning, and professional development
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2022
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| Schriftenreihe: | ESL & applied linguistics professional series
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xiv, 209 Seiten Diagramme 23 cm |
| ISBN: | 9781032014579 9781032013633 |
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Datensatz im Suchindex
| _version_ | 1804183403753373696 |
|---|---|
| adam_text | Contents 1 Preface x Invitation 1 1. Are You a Reflective Teacher? 8 2 3 Why Reflect? 2. 3. 4. 5. Taking Stock 12 Life History 14 Personal Critical Incidents 16 Feelings About Teaching 17 6. 7. 8. 9. Teacher Burnout 20 Ten Questions 22 Reflective Dispositions 23 Recognizing a Reflective Teacher 25 What Is Reflective Practice? 10. Routines 28 11. Bandwagons 29 12. Reflection as Process 30 13. Reflection as Action 32 14. Reflection as Product 33 15. Reflection as Community 34 16. Reflection as Moral Agency 35 17. Reflectivity 36 18. Dimensions of Reflection 37 19. Levels of Reflection 38 20. Spirals of Reflection 41 21. Typologies of Reflection 41 11 27
Contents 22. Reflecting on Philosophy 43 23. Reflecting on Principles 44 24. Reflecting on Theory 45 25. Reflecting on Practice 46 26. Reflecting Beyond Practice 47 27. Tailoring Reflection 48 28. Some Cautions 48 4 Written Reflections 29. Writing 51 3Ö. Why Write a Teaching Journal? 52 31. Startinga Teaching Journal 54 32. Types of Teaching Journals 55 33. Audience 56 34. Using Teaching Journals Effectively 57 35. Teacher Narrative Writing 59 36. Teacher Research Writing 60 37. Technology and Writing 62 5 Reflecting in Groups 38. Dialogue 65 39. Group Reflections 66 40. Type of Group 67 41. Setting Up Groups 68 42. Roles and Responsibilities 69 43. Modes of Reflection 70 44. Communicating and Interacting in Groups 71 45. Trust 72 46. Time 73 47. Sustaining the Group 74 48. Evaluating the Group 75 49. Resisting Plateauing With Groups 75 6 Classroom Observations 50. Delight or Despair? 79 51. Purpose 81 52. Qualitative Observations 82 53. Self-Observation 83 54. Critical Friends 84 50 64
Contents 55. Recording 85 56. Category Instruments 87 57. Focus 89 58. Teacher Action Zone 90 59. витру Moments 91 60. Classroom Critical Incidents 92 61. Etiquette 93 7 Lesson Planning 96 62. Why Plan? 97 63. Approaches 98 64. Creating a Plan 99 65. Planning and Textbooks 103 66. Implementing the Plan 105 67. Evaluating the Plan 107 8 Reflecting on Teaching and Assessing the Skills 68. Reflecting on Teaching Writing 113 112 69. Reflecting on Assessing Writing 114 70. Reflecting on Teaching Speaking 115 71. Reflecting on Assessing Speaking 117 72. Reflecting on Teaching Reading 117 73. Reflecting on Assessing Reading 119 74. Reflecting on Teaching Listening 120 75. Reflecting on Assessing Listening 122 76. Reflecting on Teaching Grammar 122 77. Reflecting on Assessing Grammar 124 9 Classroom Management 78. Manager or Conductor? 128 79. Organizing the Class 129 80. Space and Time 130 81. Diversity 132 82. Mixed Abilities 133 83. Learning Styles 134 84. Classroom Climate 135 85. Maintaining Order 136 86. The Back-Row Distracter 137 87. The Nonparticipant 138 127
Contents 88. The Overexuberant Student 139 89. Expecting the Unexpected 139 10 Classroom Communication 142 90. Classroom Communication 143 91. Classroom Interaction 145 92. Teacher Questions 147 93. Feedback 149 94. Grouping 152 95. Non-Verbal Communication 154 96. Classroom Communicative and Interactional Competence 155 97. Collecting Data 157 11 Teaching Portfolios 160 98. Reflection and Direction 161 99. Types 162 100. Contents 164 101. Subject-Matter Knowledge 166 102. Planning, Delivery and Assessing Instruction 167 103. Professionalism 169 104. Reflection 170 12 Practice Teaching 173 105. Microteaching 174 106. Field Placement 175 107. Teaching Context 176 108. Cooperating Teachers 179 109. Identity Development 180 110. Discourse Development 182 111. Evaluation 183 13 First Years 112. Transition 187 113. Your Classroom 188 114. Your Colleagues 189 115. The Shock 190 116. Overcoming the Imposter Syndrome 191 186
Contents 117. Developmental Stages 192 118. Getting Support 194 119. Professional Roles 197 120. Reflection as Way of Life 198 References 202 Index 207
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.
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| adam_txt |
Contents 1 Preface x Invitation 1 1. Are You a Reflective Teacher? 8 2 3 Why Reflect? 2. 3. 4. 5. Taking Stock 12 Life History 14 Personal Critical Incidents 16 Feelings About Teaching 17 6. 7. 8. 9. Teacher Burnout 20 Ten Questions 22 Reflective Dispositions 23 Recognizing a Reflective Teacher 25 What Is Reflective Practice? 10. Routines 28 11. Bandwagons 29 12. Reflection as Process 30 13. Reflection as Action 32 14. Reflection as Product 33 15. Reflection as Community 34 16. Reflection as Moral Agency 35 17. Reflectivity 36 18. Dimensions of Reflection 37 19. Levels of Reflection 38 20. Spirals of Reflection 41 21. Typologies of Reflection 41 11 27
Contents 22. Reflecting on Philosophy 43 23. Reflecting on Principles 44 24. Reflecting on Theory 45 25. Reflecting on Practice 46 26. Reflecting Beyond Practice 47 27. Tailoring Reflection 48 28. Some Cautions 48 4 Written Reflections 29. Writing 51 3Ö. Why Write a Teaching Journal? 52 31. Startinga Teaching Journal 54 32. Types of Teaching Journals 55 33. Audience 56 34. Using Teaching Journals Effectively 57 35. Teacher Narrative Writing 59 36. Teacher Research Writing 60 37. Technology and Writing 62 5 Reflecting in Groups 38. Dialogue 65 39. Group Reflections 66 40. Type of Group 67 41. Setting Up Groups 68 42. Roles and Responsibilities 69 43. Modes of Reflection 70 44. Communicating and Interacting in Groups 71 45. Trust 72 46. Time 73 47. Sustaining the Group 74 48. Evaluating the Group 75 49. Resisting Plateauing With Groups 75 6 Classroom Observations 50. Delight or Despair? 79 51. Purpose 81 52. Qualitative Observations 82 53. Self-Observation 83 54. Critical Friends 84 50 64
Contents 55. Recording 85 56. Category Instruments 87 57. Focus 89 58. Teacher Action Zone 90 59. витру Moments 91 60. Classroom Critical Incidents 92 61. Etiquette 93 7 Lesson Planning 96 62. Why Plan? 97 63. Approaches 98 64. Creating a Plan 99 65. Planning and Textbooks 103 66. Implementing the Plan 105 67. Evaluating the Plan 107 8 Reflecting on Teaching and Assessing the Skills 68. Reflecting on Teaching Writing 113 112 69. Reflecting on Assessing Writing 114 70. Reflecting on Teaching Speaking 115 71. Reflecting on Assessing Speaking 117 72. Reflecting on Teaching Reading 117 73. Reflecting on Assessing Reading 119 74. Reflecting on Teaching Listening 120 75. Reflecting on Assessing Listening 122 76. Reflecting on Teaching Grammar 122 77. Reflecting on Assessing Grammar 124 9 Classroom Management 78. Manager or Conductor? 128 79. Organizing the Class 129 80. Space and Time 130 81. Diversity 132 82. Mixed Abilities 133 83. Learning Styles 134 84. Classroom Climate 135 85. Maintaining Order 136 86. The Back-Row Distracter 137 87. The Nonparticipant 138 127
Contents 88. The Overexuberant Student 139 89. Expecting the Unexpected 139 10 Classroom Communication 142 90. Classroom Communication 143 91. Classroom Interaction 145 92. Teacher Questions 147 93. Feedback 149 94. Grouping 152 95. Non-Verbal Communication 154 96. Classroom Communicative and Interactional Competence 155 97. Collecting Data 157 11 Teaching Portfolios 160 98. Reflection and Direction 161 99. Types 162 100. Contents 164 101. Subject-Matter Knowledge 166 102. Planning, Delivery and Assessing Instruction 167 103. Professionalism 169 104. Reflection 170 12 Practice Teaching 173 105. Microteaching 174 106. Field Placement 175 107. Teaching Context 176 108. Cooperating Teachers 179 109. Identity Development 180 110. Discourse Development 182 111. Evaluation 183 13 First Years 112. Transition 187 113. Your Classroom 188 114. Your Colleagues 189 115. The'Shock' 190 116. Overcoming the Imposter Syndrome 191 186
Contents 117. Developmental Stages 192 118. Getting Support 194 119. Professional Roles 197 120. Reflection as Way of Life 198 References 202 Index 207
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. |
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| author | Farrell, Thomas S. C. ca. 20./21. Jh |
| author_GND | (DE-588)137907435 |
| author_facet | Farrell, Thomas S. C. ca. 20./21. Jh |
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| author_sort | Farrell, Thomas S. C. ca. 20./21. Jh |
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| dewey-ones | 428 - Standard English usage |
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| dewey-search | 428.0071 |
| dewey-sort | 3428.0071 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| discipline_str_mv | Anglistik / Amerikanistik |
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| index_date | 2024-07-03T19:13:12Z |
| indexdate | 2024-07-10T09:22:54Z |
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| spelling | Farrell, Thomas S. C. ca. 20./21. Jh. Verfasser (DE-588)137907435 aut Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development Thomas S. C. Farrell New York ; London Routledge, Taylor & Francis Group 2022 xiv, 209 Seiten Diagramme 23 cm txt rdacontent n rdamedia nc rdacarrier ESL & applied linguistics professional series Lehrer (DE-588)4035088-5 gnd rswk-swf Reflexion Psychologie (DE-588)7733566-1 gnd rswk-swf Selbstreflexion (DE-588)4132370-1 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf English language / Study and teaching / Foreign speakers English teachers / Training of Reflective teaching Classroom management Lesson planning English language ; Study and teaching ; Foreign speakers English teachers ; Training of Lehrer (DE-588)4035088-5 s Selbstreflexion (DE-588)4132370-1 s Englischunterricht (DE-588)4014801-4 s DE-604 Unterrichtsführung (DE-588)4187078-5 s Reflexion Psychologie (DE-588)7733566-1 s Erscheint auch als Online-Ausgabe 978-1-003-17872-9 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033227318&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033227318&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Farrell, Thomas S. C. ca. 20./21. Jh Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development Lehrer (DE-588)4035088-5 gnd Reflexion Psychologie (DE-588)7733566-1 gnd Selbstreflexion (DE-588)4132370-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd Englischunterricht (DE-588)4014801-4 gnd |
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| title | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development |
| title_auth | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development |
| title_exact_search | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development |
| title_exact_search_txtP | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development |
| title_full | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development Thomas S. C. Farrell |
| title_fullStr | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development Thomas S. C. Farrell |
| title_full_unstemmed | Doing reflective practice in English language teaching 120 activities for effective classroom management, lesson planning, and professional development Thomas S. C. Farrell |
| title_short | Doing reflective practice in English language teaching |
| title_sort | doing reflective practice in english language teaching 120 activities for effective classroom management lesson planning and professional development |
| title_sub | 120 activities for effective classroom management, lesson planning, and professional development |
| topic | Lehrer (DE-588)4035088-5 gnd Reflexion Psychologie (DE-588)7733566-1 gnd Selbstreflexion (DE-588)4132370-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Lehrer Reflexion Psychologie Selbstreflexion Unterrichtsführung Englischunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033227318&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033227318&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT farrellthomassc doingreflectivepracticeinenglishlanguageteaching120activitiesforeffectiveclassroommanagementlessonplanningandprofessionaldevelopment |