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1. Teacher Resources

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   These “Teacher Resources” consist of reviews of two commercial publications. The first is the second edition of the book titled “Approaches and Methods in Language Teaching” by Jack C. Richard and Theodore S. Rodgers, and the second is “Language and the Internet” by David Crystal.

2. A Dozen Stories and Fables for Teacher Development

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article discusses the use of stories and fables in teacher training programs. It provides a selection of 12 stories and fables the authors have used in pre-service and in-service teacher training workshops around the world. The article suggests a theme to connect each story to a teaching, training, or staff development situation.

3. Looking for the Big Picture: Macrostrategies for L2 Teacher Observation and Feedback

   In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

   The authors describe the typical type of teacher observation and assessment used today -- top down, one-way communication from supervisor to teacher that looks at the weaknesses in the teaching. The authors believe that observation and feedback can be something more. They present six strategies for supervisors (e.g., recognizing subjectiveness, talking across the data, providing alternatives and resources). Additional suggestions include structured intervention and supervisor portfolios.

4. Options for Teacher Professional Development

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article addresses the relationship of high-quality teacher characteristics to student learning and then presents eight elements of development and six models of teacher training. The eight elements are: voluntary participation, mutual respect, collaboration, action and reflection, organizational setting, choice and change, motivation, and self-direction. The six models are: conference planning (set goals before going), peer coaching, action research (how to improve one’s own practice), collaborative study groups, individual development plan, and dialogue journals.

5. The Teaching Toolbox: Reconciling Theory, Practice, and Language in a Teacher Training Course

   In: English Teaching Forum 2012, Volume 50, Number 4 Format(s): Text

   Noting the challenge teachers in English as a Medium of Instruction contexts face in balancing content and language instruction, the author explains a teaching toolbox technique and outlines toolbox activities that include jigsaw reading, word bank, jigsaw vocabulary, and graphic organizers.

6. Ten Characteristics of a Good Teacher

   In: English Teaching Forum 2012, Volume 50, Number 1 Format(s): Text

   The author, an experienced English teacher, combines her professional experience with her language learner experience to identify her ideal language teacher. Her top ten characteristics focus on four areas: affective characteristics including humor and enthusiasm; skills such as the use of creative tools; classroom management styles and academic knowledge. The author claims motivation thrives on success, and by adopting these characteristics, students will react positively.

7. Conditions for Teacher Research

   In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

   The article starts by defining teacher research and a summary of its benefits. In reviewing teacher research in the field of ELT, the author points out that such research is not enough. The author then suggests ten conditions that would increase the incidence of teacher research. Additional questions for consideration are suggested at the end that may help promote teacher research.

8. Teacher Development - What Works in the ELT Classroom? Using Robust Reasoning to Find Out

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article focuses on the usefulness of “robust reasoning” or reflection on one’s own teaching to discover what “works,” or what is effective and appropriate in the classroom. The author describes what “robust reasoning” is and explains how it can be used. The author states that going through such a reflection will lead teachers to definitions of effective teaching that are context appropriate and applicable to their classrooms.

9. Avoiding the Blank Stare: Teacher Training with the Gradual Release of Responsibility in Mind

   In: English Teaching Forum 2014, Volume 52, Number 2 Format(s): Text

   This author asserts that the Gradual Release of Responsibility (GRR) model will improve teaching abilities in any setting.

10. Teacher Resources

    In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

    This section reviews four books. “Teaching English as an International Language” by Sandra McKay relates English teaching to the use of the language around the world. “Humanizing Your Coursework” by Mario Rinvolucri offers 95 activities range from icebreakers and warm-ups to listening, speaking, and looking backwards or forwards. “Testcraft” by Fred Davidson and Brian K. Lynch addresses how to design contextual tests. “Teaching Large Level Multilevel Classes” by Natalie Hess includes 144 activities and 11 principles for teachers to cope with these types of classes.

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