Fiona Farr has been Lecturer in English Language Teaching since 2002 and is currently also Assistant Dean of Academic Affairs in the Faculty of Arts, Humanities and Social Sciences at the University of Limerick.

• CONTENTS; SERIES EDITORS’ PREFACE; Chapter 1: INTRODUCTION: FROM LEARNER TO TEACHER; 1.1: Introduction; 1.2: You as a Teacher; 1.3: The Structure of the Book; CHAPTER 2: THINKING ABOUT YOUR LEARNERS; 2.1: Introduction; 2.2: Learners as Individuals; 2.3: Autonomy in Language Learning; 2.4: Language Proficiency Levels; 2.5: Further Reading One; 2.6: Further Reading Two; 2.7: Summary; 2.8: Additional Readings; CHAPTER 3: THINKING ABOUT YOUR MATERIALS (by Elaine Riordan); 3.1: Introduction; 3.2: Published Materials; 3.3: Authentic Materials; 3.4: Corpus-based Materials; 3.5: Further Reading One; 3.6: Further Reading Two; 3.7: Summary; 3.8: Additional Readings; CHAPTER 4: OBSERVING TO LEARN; 4.1: Introduction; 4.2: Preparing to Observe; 4.3: Doing an Observation: the whats and hows; 4.4: Post-Observation – What does it mean for me?; 4.5: Further Reading One; 4.6: Further Reading Two; 4.7: Summary; 4.8: Additional Readings; CHAPTER 5: THE LESSON PLAN; 5.1: Introduction; 5.2: Considering the Content; 5.3: The Written Plan; 5.4: Principled Deviation; 5.5: Further Reading One; 5.6: Further Reading Two; 5.7: Summary; 5.8: Additional Readings; CHAPTER 6: IN THE CLASSROOM (by Angela Farrell); 6.1: Introduction; 6.2: Teacher Identity and Teaching Approach; 6.3: Classroom Environment and Relationships; 6.4: Target Language Use and Communication Practices; 6.5: Further Reading One; 6.6: Further Reading Two; 6.7: Summary; 6.8: Additional Readings; CHAPTER 7: TEACHING PRACTICE FEEDBACK; 7.1: Introduction; 7.2: Preparing for Feedback; 7.3: The Discourse of Teaching Practice Feedback - What can I expect?; 7.4: The Teacher’s Responsibility as Collaborator; 7.5: Further Reading One; 7.6: Further Reading Two; 7.7: Summary; 7.8: Additional Readings; CHAPTER 8: REFLECTIVE PRACTICE AND CONTINUING PROFESSIONaL DEVELOPMENT; 8.1: Introduction; 8.2: The Dimensions of Reflective Practice; 8.3: The Role of Cooperation; 8.4: The Professional Development Portfolio; 8.5: Further Reading One; 8.6: Further Reading Two; 8.7: Summary; 8.8: Additional Readings; CHAPTER 9: TEACHER RESEARCH ENGAGEMENT; 9.1: Introduction; 9.2: Being Teacher and Researcher; 9.3: The Action Research Approach; 9.4: The Beginning, Middle and End of Action Research; 9.5: Further Reading One; 9.6: Further Reading Two; 9.7: Summary; 9.8: Additional Readings; CHAPTER 10: CONCLUSION; REFERENCES; Appendix 1: Examples of Published Materials; Appendix 2: Examples of Online Materials; Appendix 3: Examples of Corpus-Informed Materials; Appendix 4: Examples of Online Corpora and Concordancers; Appendix 5A: Review of Key Terms and Concepts; Appendix 5B: Glossary; Appendix 6: Teacher Dress and Behaviour; Appendix 7: Teacher Strategies; Appendix 8: Pedagogic Options/Responses to Different Types of Discipline Problems

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Fiona Farr has been Lecturer in English Language Teaching since 2002 and is currently also Assistant Dean of Academic Affairs in the Faculty of Arts, Humanities and Social Sciences at the University of Limerick.

• CONTENTS; SERIES EDITORS’ PREFACE; Chapter 1: INTRODUCTION: FROM LEARNER TO TEACHER; 1.1: Introduction; 1.2: You as a Teacher; 1.3: The Structure of the Book; CHAPTER 2: THINKING ABOUT YOUR LEARNERS; 2.1: Introduction; 2.2: Learners as Individuals; 2.3: Autonomy in Language Learning; 2.4: Language Proficiency Levels; 2.5: Further Reading One; 2.6: Further Reading Two; 2.7: Summary; 2.8: Additional Readings; CHAPTER 3: THINKING ABOUT YOUR MATERIALS (by Elaine Riordan); 3.1: Introduction; 3.2: Published Materials; 3.3: Authentic Materials; 3.4: Corpus-based Materials; 3.5: Further Reading One; 3.6: Further Reading Two; 3.7: Summary; 3.8: Additional Readings; CHAPTER 4: OBSERVING TO LEARN; 4.1: Introduction; 4.2: Preparing to Observe; 4.3: Doing an Observation: the whats and hows; 4.4: Post-Observation – What does it mean for me?; 4.5: Further Reading One; 4.6: Further Reading Two; 4.7: Summary; 4.8: Additional Readings; CHAPTER 5: THE LESSON PLAN; 5.1: Introduction; 5.2: Considering the Content; 5.3: The Written Plan; 5.4: Principled Deviation; 5.5: Further Reading One; 5.6: Further Reading Two; 5.7: Summary; 5.8: Additional Readings; CHAPTER 6: IN THE CLASSROOM (by Angela Farrell); 6.1: Introduction; 6.2: Teacher Identity and Teaching Approach; 6.3: Classroom Environment and Relationships; 6.4: Target Language Use and Communication Practices; 6.5: Further Reading One; 6.6: Further Reading Two; 6.7: Summary; 6.8: Additional Readings; CHAPTER 7: TEACHING PRACTICE FEEDBACK; 7.1: Introduction; 7.2: Preparing for Feedback; 7.3: The Discourse of Teaching Practice Feedback - What can I expect?; 7.4: The Teacher’s Responsibility as Collaborator; 7.5: Further Reading One; 7.6: Further Reading Two; 7.7: Summary; 7.8: Additional Readings; CHAPTER 8: REFLECTIVE PRACTICE AND CONTINUING PROFESSIONaL DEVELOPMENT; 8.1: Introduction; 8.2: The Dimensions of Reflective Practice; 8.3: The Role of Cooperation; 8.4: The Professional Development Portfolio; 8.5: Further Reading One; 8.6: Further Reading Two; 8.7: Summary; 8.8: Additional Readings; CHAPTER 9: TEACHER RESEARCH ENGAGEMENT; 9.1: Introduction; 9.2: Being Teacher and Researcher; 9.3: The Action Research Approach; 9.4: The Beginning, Middle and End of Action Research; 9.5: Further Reading One; 9.6: Further Reading Two; 9.7: Summary; 9.8: Additional Readings; CHAPTER 10: CONCLUSION; REFERENCES; Appendix 1: Examples of Published Materials; Appendix 2: Examples of Online Materials; Appendix 3: Examples of Corpus-Informed Materials; Appendix 4: Examples of Online Corpora and Concordancers; Appendix 5A: Review of Key Terms and Concepts; Appendix 5B: Glossary; Appendix 6: Teacher Dress and Behaviour; Appendix 7: Teacher Strategies; Appendix 8: Pedagogic Options/Responses to Different Types of Discipline Problems

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Fiona Farr has been Lecturer in English Language Teaching since 2002 and is currently also Assistant Dean of Academic Affairs in the Faculty of Arts, Humanities and Social Sciences at the University of Limerick.

• CONTENTS; SERIES EDITORS’ PREFACE; Chapter 1: INTRODUCTION: FROM LEARNER TO TEACHER; 1.1: Introduction; 1.2: You as a Teacher; 1.3: The Structure of the Book; CHAPTER 2: THINKING ABOUT YOUR LEARNERS; 2.1: Introduction; 2.2: Learners as Individuals; 2.3: Autonomy in Language Learning; 2.4: Language Proficiency Levels; 2.5: Further Reading One; 2.6: Further Reading Two; 2.7: Summary; 2.8: Additional Readings; CHAPTER 3: THINKING ABOUT YOUR MATERIALS (by Elaine Riordan); 3.1: Introduction; 3.2: Published Materials; 3.3: Authentic Materials; 3.4: Corpus-based Materials; 3.5: Further Reading One; 3.6: Further Reading Two; 3.7: Summary; 3.8: Additional Readings; CHAPTER 4: OBSERVING TO LEARN; 4.1: Introduction; 4.2: Preparing to Observe; 4.3: Doing an Observation: the whats and hows; 4.4: Post-Observation – What does it mean for me?; 4.5: Further Reading One; 4.6: Further Reading Two; 4.7: Summary; 4.8: Additional Readings; CHAPTER 5: THE LESSON PLAN; 5.1: Introduction; 5.2: Considering the Content; 5.3: The Written Plan; 5.4: Principled Deviation; 5.5: Further Reading One; 5.6: Further Reading Two; 5.7: Summary; 5.8: Additional Readings; CHAPTER 6: IN THE CLASSROOM (by Angela Farrell); 6.1: Introduction; 6.2: Teacher Identity and Teaching Approach; 6.3: Classroom Environment and Relationships; 6.4: Target Language Use and Communication Practices; 6.5: Further Reading One; 6.6: Further Reading Two; 6.7: Summary; 6.8: Additional Readings; CHAPTER 7: TEACHING PRACTICE FEEDBACK; 7.1: Introduction; 7.2: Preparing for Feedback; 7.3: The Discourse of Teaching Practice Feedback - What can I expect?; 7.4: The Teacher’s Responsibility as Collaborator; 7.5: Further Reading One; 7.6: Further Reading Two; 7.7: Summary; 7.8: Additional Readings; CHAPTER 8: REFLECTIVE PRACTICE AND CONTINUING PROFESSIONaL DEVELOPMENT; 8.1: Introduction; 8.2: The Dimensions of Reflective Practice; 8.3: The Role of Cooperation; 8.4: The Professional Development Portfolio; 8.5: Further Reading One; 8.6: Further Reading Two; 8.7: Summary; 8.8: Additional Readings; CHAPTER 9: TEACHER RESEARCH ENGAGEMENT; 9.1: Introduction; 9.2: Being Teacher and Researcher; 9.3: The Action Research Approach; 9.4: The Beginning, Middle and End of Action Research; 9.5: Further Reading One; 9.6: Further Reading Two; 9.7: Summary; 9.8: Additional Readings; CHAPTER 10: CONCLUSION; REFERENCES; Appendix 1: Examples of Published Materials; Appendix 2: Examples of Online Materials; Appendix 3: Examples of Corpus-Informed Materials; Appendix 4: Examples of Online Corpora and Concordancers; Appendix 5A: Review of Key Terms and Concepts; Appendix 5B: Glossary; Appendix 6: Teacher Dress and Behaviour; Appendix 7: Teacher Strategies; Appendix 8: Pedagogic Options/Responses to Different Types of Discipline Problems

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