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1. Microteaching

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   This brief article introduces the reader to the microteaching procedure. Teachers in training will prepare a short microlesson of five to ten minutes in length for normally fewer than ten students. Students may be real or trainees. The lesson is videotaped and discussed with colleagues and/or supervisors. The teacher then reteaches the lesson. This help teacher reflect and grow as well as consult with peers. Suggestions for preparation and teaching of microlessons are provided.

2. Teaching Vocabulary to English Teacher Trainees

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   Non-native English-speaking teachers in a foreign context will sometimes experience difficulty with the words used in their training courses. This article presents a six-step method for helping these teachers learn new, relevant vocabulary. The method is effective but does not require a large amount of class time. Once words have been selected, individual students are each given a word for which to create a word profile. Presentation and review follows.

3. Shall We Dance: Team Teaching as Supervision in the English Language Classroom

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This article compares team teaching to a dance in which leadership shifts from partner to partner. It argues for the use of team teaching as an effective and motivating means of professional development. The author shares his experience in team teaching and offers a list of steps that can be used to establish and maintain team teaching that is effective for both the professionals and their students, such as when to involve students and when to trade roles.

4. Center for Applied Linguistics

   Format(s): Text, Website, Image / Poster / Maps

   The Center for Applied Linguistics offers everything from information on immersion programs to the newest research and guidance on best practices for teachers. Visit regularly to keep up to date on research-based strategies and practical hands-on tools to help develop effective classroom activities.

5. Reflective Teacher Observation Model for In-Service Teacher Trainees

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article proposes the Teacher Observation Programme for in-service teacher trainees. The program is reflective, collaborative, and builds confidence. It enables teachers to grow in their ability to self-evaluate. Trainees who have made decisions about their own observation, who have created and used their own observational tools, and who have used reflective lesson plans will be better equipped to do action research. Some of the key components of the program are needs assessment, building rapport, summative assessment and post-observational feedback.

6. 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.

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