The document summarizes a study by Wette (2010) that examined 3 experienced ESL teachers with varying contextual constraints. The study found that the teachers regarded lesson plans as provisional and alterable based on student feedback. It concluded that a teacher's ability to monitor students and adapt instruction is important. Contextual factors like requirements also influence teaching. The discussion raised points about being culturally sensitive, listening to students, and balancing flexibility with constraints.

1. Introductory Video
Video

2. Summary of Wette (2010)
✤ 3 Case Studies: Experienced Teachers, H,M,L Contextual Constraints
✤ RQs: Plans? Alterations From Feedback? Influence of Constraints?
✤ Data: Entire Course, Interviews, Course Materials
✤ Results:
✤ Plans regarded as provisional, alterable
✤ Teacher ability to monitor and respond to feedback is fundamental
✤ Contextual constraints matter

3. Wette’s Conclusions
✤ The instructional curriculum is a dynamic, contextualized process
✤ Books for teachers should better reflect this
✤ Research on more courses in more contexts would be nice
✤ Especially in high-constraint EFL contexts

4. Matt’s Discussion Points
✤ High-Constraint: The teacher chose not to teach to the test in favor of communicative and
affective considerations.
Needs assessment: Has this teacher ignored her students' needs by failing to teach to the test?
Culture: Is there an element of chauvinism here?
✤ One of this study's recommendations is that resource books should include ways to
help novice teachers pick up on the implicit feedback that students provide teachers in
order to make adjustments.
Implicit feedback mentioned in Wette: a lack of interest, individuals struggling, things
taking longer than usual, individuals appear to lack confidence, students who seemed
to be withdrawing.
Feedback given through unfamiliar cultural means

5. Stephen’s Discussion Points
✤ The Nature of the Study: Empirical? Experimental?
✤ No Data Collection from Students
✤ Tell us Something We Don’t Know, Please

6. Take-Aways for Us
✤ Doesn’t mean don’t plan. Experience counts.
✤ Does mean:
✤ BE CULTURALLY SENSITIVE
✤ LISTEN, MONITOR & RESPOND
✤ BE FLEXIBLE WITHIN CONSTRAINTS
✤ Take full advantage of mentoring, observation opportunities

7. Q and A
To what extent does a teacher have to negotiate their beliefs about teaching with the
administration/a supervisor?
Much of today’s reading addressed taking into account student concerns. What can a teacher do
to motivate students who do not think that learning English is important, especially in a context
in which they are not externally forced to learn English, such as through testing?
Is there a way to learn about students’ beliefs related to learning through needs assessment? I
think it’s just as important to know what the students believe education is or could be.
In her study, Wette concludes that “far from occasionally straying away from plans into
improvisational teaching, teachers in fact regard all curriculum plans as provisional and
alterable in response to classroom events” (p. 576). Is this a product of experience, or is there a
way that novice teachers can learn to have extremely adaptable lesson plans without completely
giving up the idea of lesson planning?