Reflective Teaching in Second Language Classrooms (Cambridge Language Education) [Paperback]

Jack C. Richards (Author), Charles Lockhart (Author)

Book Description

Publication Date: March 25, 1994 | ISBN-10: 052145803X | ISBN-13: 978-0521458030

This text introduces techniques for teachers to explore their classroom experiences and for critical reflection on teaching practices. This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study.

Editorial Reviews

Review

'Reflective Teaching in Second Language Classrooms is a volume which will repay reading and re-reading.' Prospect Vol 10 No 3, 1995

'If we wish to train teachers who can be self-critical and continue to develop outside and beyond the training course, Reflective Teaching in Second Language Classrooms is precisely the sort of handbook needed.' The Polish Teacher Trainer, 1995

' ... teachers who wish to gain a deeper understanding of the second-language classroom and themselves as EFL teachers, will find this latest book on reflective teaching in a second-language context a goldmine of ideas for embarking on self-reflection ... The book is ... a useful guide for teachers who have some teaching experience, who are disillusioned with methodological fads and curricular prescriptions handed out to them by the "experts", and who are eager for their professional development.' Modern English Teacher, Volume 4 , No. 4

I welcome this book because it should help develop the awareness and skills of teachers, as well as fostering an interest in action research. As it does not take a prescriptive approach, it is relevant in many teaching and learning situations. Maggie Mortreux, TESOL in Context, Vol 5 No1 June 1995

Book Description

This book introduces teachers to techniques for exploring their own classroom experiences. Numerous books deal with classroom observation and research, but this is the first to offer a carefully structured approach to self-observation and self-evaluation. Richards and Lockhart aim to develop a reflective approach to teaching, one in which teachers collect data about their own teaching; examine their attitudes, beliefs, and assumptions; and use the information they obtain as a basis for critical reflection on teaching practices. Each chapter includes questions and activities appropriate for group discussion or self-study.

Product Details

• Paperback: 218 pages
• Publisher: Cambridge University Press (March 25, 1994)
• Language: English
• ISBN-10: 052145803X
• ISBN-13: 978-0521458030
• Product Dimensions: 8.9 x 6 x 0.7 inches
• Shipping Weight: 13.6 ounces (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #123,297 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

20 of 21 people found the following review helpful:

5.0 out of 5 stars More "aha!" moments than I could have ever expected, June 5, 2002

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May V. Ray (Mogollon, NM) - See all my reviews

This review is from: Reflective Teaching in Second Language Classrooms (Cambridge Language Education) (Paperback)

I first read this book when I started my MA program four years ago. As a new teacher, I found it to be full of good advice. I just re-read the book at the end of my MA program, and found that the words of Richards and Lockhart are even more relevant than ever.

The format of the book gives the reader many opportunities to reflect on his or her own practice AND experience as a learner. The principles put forth in this book have truly helped guide me as a teacher and curriculum developer. This is not a book that goes on and on espousing pedagogical theory. Instead, it offers practical advice based on sound principles, while also presenting a wide arrray of questions and hands-on activities to guide the education/ESL practitioner.

Unlike most of the textbooks and articles I read for my MA program, this is one I plan to keep and refer to time and again.