TEACHER REFLECTION STRATEGIES IN ELT: THREE CASE STUDIES

TEACHER REFLECTION STRATEGIES IN ELT: THREE CASE STUDIES Abdullah Al Mahmud, University of Liberal Arts Bangladesh (ULAB), Bangladesh (Presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 13-16, 2023, Denver, CO, USA, https://www.2023.ihses.net/ organized by International Society for Technology, Education and Science ((ISTES)-http://www.istes.org) In line with the trend of systematization and institutionalization of education, the commonsensical practice of teachers, such as ‘reflection’ and ‘customization’, has become a significant pedagogical component with substantial key ideas, formulaic categories and methods. It can be utilized as a major instrument for developing teachers and enhancing the quality and outcome of teaching. This paper, with a particular connection to English language teaching, has reviewed and proposed some useful teacher reflection strategies that vary from individual to institutional to mixed category in terms of implementation. Based on case studies and experiential qualitative data, the paper simplifies reflective teaching as a viable instrument for ELT practitioners. It suggests that a teacher’s personal notes on individual student's ability and performance, information about their socio-cultural background, his/her personal interaction with them, a teacher’s record of own teaching, students’ evaluation of class/teacher, and so on are beneficial tools to bring in and accelerate successful language teaching.