ABSTRACT
For most teachers, planning a lesson is the most common, and perhaps the only, form of reflective activity they do before teaching. Lesson planning has long been considered an essential competence for teacher trainees to master because it assesses a teacher candidate's professional readiness by reflecting her competence in integrating theory and practice. Harmer and Richards give examples of teachers adapting their plans to the ever-changing realties of classroom interaction. In the Diploma in English Language Teaching to Adults (DELTA) Research and Action Assignment, the author created a number of tools to check on good classroom practices, like instruction-giving and an evaluation log for recording new materials or activities. His immediate reflection-on-action after the lesson involved the writing of a 500-word evaluation of the lesson. Feedback from the course tutors resulted in the writing of an action research plan as the first part of a four-stage process for the portfolio Reflection and Action Assignment.
