The complexity of teaching involves powerful micro-moments of choice; this is an understanding Waring and Creider guide the reader to reach in their book, MicroReflection on Classroom Communication: A FAB Framework, part of the series Reflective Practice in Language Education. The authors propose a framework for guiding teachers to capture and reflect on ‘micro-interventions’, the minute verbal and non-verbal characteristics of classroom interaction. Through this framework, the authors aim to revolutionise language teacher education and practice by guiding practitioners to recognise the power of these contingent moments and thereby use them to promote a more effective classroom environment. Their book, though challenging, presents a compelling argument for the inclusion of such reflection in professional development.
English Australia Journal