Every Teacher is Different, Every Classroom Has its Own Dynamic

In this chapter, we showcase more in-depth data collected from semester-long classroom observations with six international TESOL teachers. These teachers allowed us to observe their teaching as often as we could afford to. They were teaching English to male Saudi students at different Saudi institutions. Each teacher brought with him unique expertise, experience, background, beliefs and pedagogical orientation. Informed by our earlier work (Barnawi & Phan, 2014: 269), the classroom observations were mainly on ‘(1) the pedagogical strategies employed by each teacher to meet his students’ needs, and (2) the underlying principles behind those strategies’. We resist the temptation to