Marion MacLean and Marian Mohr (1999) wrote in their book, “Teacher Researchers at Work” that to begin the process of teacher research one needs “a question, a place to record your thoughts, and some colleagues to work with you.” The following outline describes the process of conducting a teacher research project:

Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programs.

Eight distance education programs are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed.

Each section of the book includes:

In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity.
In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide "scaffolds"--as well as high-speed elevators--for *The content of lessons, *The processes used in learning, and *The products of learning.
Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum compacting, "sidebar" investigations, entry points, graphic organizers, contracts, and portfolios. As Tomlinson says, "Differentiation challenges us to draw on our best knowledge of teaching and learning. It suggests that there is room for both equity and excellence in our classrooms.

There are also chapters on error correction, learner independence, learner variation, planning (including several full lesson plans), teaching in different contexts (ESOL, one-to-one, business, and young learners, and professional development. The appendices contain a summary of terminology to describe grammar, and also the form and main uses of many verb patterns. The book is ideal for people enrolling on, or following a  CELTA course, a Trinity College London certificate in TESOL course or any other pre-service EFL course.

Richmond Handbooks for Teachers are highly practical methodology guides written by teachers for teachers. This complete and user-friendly range provides:

• Practical, realistic suggestions for the classroom
• Photocopiable activity worksheets
• Teacher development tasks
• Clear, jargon-free theory explanations
• Suggestions for dealing with everyday problems faced by teachers in primary, secondary and adult classrooms
• Advice on promoting diversity within the classroom
• Information on current educational reforms and issues

Now in an updated third edition, English Teaching in the Secondary School is a comprehensive guide to the theory and practice of teaching English. Presenting an informed view of current educational policy, the authors provide advice to help students creatively and independently interpret government initiatives and incorporate them in their teaching practice. With practical ideas for use in the classroom, extensive discussion of theory and opportunities for reflection and critical thought, the authors guide students through the whole process of English teaching in the secondary school.
Fully updated to include:

Comprising a general ELT methodology for ELT teachers, this work covers the development of listening, speaking, writing and reading skills, as well as grammar, vocabulary and pronunciation. Also discussed are classroom management, materials development and learning strategies.

A Guide to Teaching Practice has long been a major standard text for all students of initial teacher training courses. It is the fullest, most comprehensive, most accessible introductory text in the field. This new edition has been thoroughly revised and updated to take account of the many changes that have taken place both within the education system and within training courses, including:
* Literacy and numeracy hours
* ICT and e-learning in the classroom
* Subject knowledge
* Resources
* Children's rights, bullying, child abuse, and other legal issues.
As before the book is comprehensive in its coverage of issues and provides a practical guide to student teachers and in-service teachers on all matters of teaching practice and beginning teaching. It covers all the important basic skills and issues, such as planning, classroom organization, behavior management, and assessment.

Teaching Practice is for teachers and trainers on pre-service training courses. It provides a task-based approach to making the most of teaching practice. Chapters systematically cover the main challenges for new teachers including:
- Planning lessons
- Presenting and practising new language
- Working on skills
- Managing classroom activities
- Correcting and giving feedback

Essentials of English Language Teaching (Keys to Language Teaching)

Essentials of English Language Teaching is part of a series designed for teachers and teacher trainees who wish to improve their classroom teaching. It provides practical suggestions for lessons and activities, adopting an integrated approach which examines teaching across the skills, rather than one skill at a time.

Teaching English through English is a practical training course for teachers or intending teaching English as a second or foreign language. It is designed to give them practice effective use of classroom English and to extend their language teaching skills and techniques, with the aim of helping their students learn to сcommunicate successfully in English. It can be used on teacher training courses and as a reference book for teachers to use on their own. It is suitable for both native and non-native speaker teacher.

The first part of the course covers the use of social, personal and organisational language in typical classroom situations, and shows how these situations can be used for presenting, practising and reinforcing target language. The second part deals with tne main areas of methodology, and the language and teaching skills needed for each. A detailed introduction includes notes for teachers on how best to use the course, аnd the appendices include a glossary of more specialised ELT terms and other practical information.

Ideal for the novice teacher, this book features sample lessons with explanatory comments on the teaching techniques and methods used. Areas covered include grammar, functions, vocabulary, pronunciation, and the four skills, as well as planning, assessment and classroom management.

Key features

• Easy-to follow description of the language.
• Accessible lesson plans which provide a blueprint for teachers to use.
• A good way in to methodology that avoids a lot of technical jargon and theory. 

This collection provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. The paperback edition provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. The anthology, a broad collection of articles published primarily in the last decade, offers a comprehensive overview to the teaching of English and illustrates the complexity underlying many of the practical planning and instructional activities it involves.

'If there is currently a more lucid overview available of all significant approaches to language teaching, I'll be very surprised.' - EL Gazette. A fully revised and updated edition of this popular introduction to language teaching methodology, which describes different methods and approaches in language teaching. It provides practical, step-by-step guidance for new teachers and introduces more experienced teachers to new approaches and teaching ideas.

Key features
- Fully updated.
- An accessible introduction to different methods and approaches in language teaching.
- Provides practical, step-by-step guidance for new teachers. Clear and jargon-free.
- Suitable for in-service and initial teacher training, and pre-course reading for MA students.
- Introduces more experienced teachers to new approaches and teaching ideas.
- Cartoons and illustrations, redrawn for this edition.

Creative Questions: Lively Uses of the Interrogative
 
This resource book deals with one of the major barriers to fluency and accuracy in English – question forms. It integrates question practice into all areas of language teaching – grammar, vocabulary, the four skills, register, cross-cultural training, and others – empowering students to ask questions accurately and appropriately, and enabling them to become active learners. There are over 70 activities, from five-minute warm ups to full lessons, for students from beginning to advanced levels.

The communicative approach is changing the face of foreign language teaching. This book provides an introduction to communicative language teaching for practising classroom teachers. The author gives a single coherent account of the basic communicative ideas, emphasizing those aspects most important in the classroom so that teachers can integrate the new ideas into their own familiar methods. He stresses that a knowledge of grammar remains essential for effective communication.

‘ … skilfully and compactly structured … will satisfy the practising teacher in presenting a range of activities which can be tried out in class. The book is a model of synthesis and precision …’ International House News and Reviews
‘ … a breath of fresh air … a useful, concise, well-argued and interesting introduction. Any language teacher would do well to read it.’ World Language English

This book is a complete manual of teaching English as a foreign or second language. It is complete because of its wide-range coverage from general issues about teaching and learning English (Chapter 1 and 2) up to specific problems that English teachers frequently encounter (Chapter 13). Between these two extremes, readers can find almost everything dealing with teaching and learning English. Those who are interested in developing the teaching of language components may refer to Chapter 5. A brief review about sentence construction, part of speech, noun types, verb forms are topics within this chapter. Not intending to dichotomize weakness and strength, bad and good, these topics indicate that the description of grammar used in this book refer to traditional view of grammar, not to Hallidian grammar. Chapter 7 - 10 deal with teaching the four language skills. They are, therefore, appropriate for those who want a practical, easy to understand reference of teaching listening, speaking, reading, and writing.

For the many categories of EFL teachers throughout the world, this book examines the main principles which concern them. By drawing upon their experience the authors have indicated a modern and practical approach.

This book shows how teachers can motivate teenage language learners, encourage them to communicate in a real way and teach humanistically while following a predetermined school syllabus. It gives 9 sequences of activities which provide an account of the authors' experience of addressing these problems and the techniques which they used.

This series offers activities which can be used as the basis for lessons or as a departure for classroom development and discussion. Each book contains an introduction and includes suggestions for variations and follow-up work.