ABSTRACT
Seasoned language teachers can appear to easily and effortlessly solve an array of problems that arise in the ever-fluctuating dynamics of classroom life. Whereas every teacher learns from experience, that experience does not necessarily guarantee an optimal use of knowledge. To understand their intuitive, gut-level reactions more deeply, language teachers can engage in self-reflection to become more mindful of how they make their decisions. But, beyond self-reflection, something more is needed: research-driven evidence. Myriad factors are at play in any classroom, continually interacting influences of culture, context, prior experience, teacher characteristics, learner characteristics, group dynamics, the effects of time of year/week/day, and more influences. For this reason, prescriptions for teaching techniques always are offered tentatively. The refinement of thinking offered by systematically evaluating one’s teaching and learners’ learning can be an interesting and rewarding endeavor.
