ABSTRACT
Observation'arrives'asafeedbacktoolinteachertraining45
tothethingsthatactuallymattered,thatactuallymadeadifference tolearning,whatevertheywere.Butwhatwerethey?Wehavealready seen,inChapter1,thatitwasprovingimpossibletoprovidea 'scientific'basisforbelievinganyonemethodtobethe'best',and thatevenwherethefocuswasonindividualteachingtechniques,as inPolitzer'swork,itwasprovingimpossibleto'passanyabsolute judgmentaboutwhatconstitutes'good'and'bad'devicesofteaching foreignlanguages'.
