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ough debate, it transpired that this was the first period in ten annuals of instructing that Ti had videotaped 1 of her lessons. Video-recording lessons namely [link widoczny dla zalogowanych], of course, a frequently accustomed strategy in pedagogue exercising creations; yet granting teachers to discern themselves in a teaching role has been viewed as stressful and even self-confrontational (Wallace 1981) and Ti was prefer disinclined to view her own educating using video. However, as we argued the episodes it became explicit that accentuate had not been the sole element in Ti's interactive decision production because she had told me that what we saw on the videotape was what she all did. Wallace (ibid.) also demands that to mainly analyse a video reconnaissance depends on how that thinking relates to the trainee's own ideas and opinions. Following my first interview with Ti after the submission of her video, it was obvious that there was no introspection on the part of the instructor which made any further discussion on self-improvement rather complicated. I felt that the video-recording of the lesson knotted to my response was not enough to heave self-awareness on the subject's part and subserve alteration in this teacher's study-room practice.Meanwhile, another course participant (Ta) submitted his video-recorded lesson. T2 was also a regional English basic school teacher but from a assorted school from Ti. As I viewed his lesson, I realized that it covered accurate the same coursebook and content material (habits and 'every day') as Ti's; his lesson was, although, strikingly assorted in terms of observable linguistic traits such as the use of more referential questions and greater student participation. It was clear that Ti's and Ta's lessons were different largely because of the classroom language hired by the two teachers. With Tz's permission, I transcribed his lesson and presented it to Ti.By focusing solely on the 'interactional architecture' in the two transcribed lessons (Seed house 2004) I was able to shift the converge away from the video-recording so that Ti was now concentrating on what was creature said rather than what was being done in the classroom. Cosh (1999) has disputed that most video observations tend to put more weight on the teaching of the observed merely by depending on the transcription instead, the interactional file in the two lessons took more prominence. This was successful as Ti later pointed to the chance to compare her own lesson transcription with variant teacher's transcription because a lesson on the same subject as being the most powerful stimulus as self-improvement. Ti saw the transcriptions as a expensive way of noting the differences that could exist within a similar teaching environment.In subsequent discussions [link widoczny dla zalogowanych], Ti spoke almost how the teacher in this episode had comprised the class more through the interaction. The momentary contrast that Ti noted was the measure of participation from the students in this episode likened to her own. (See Episodes Tin and Ti:2.) Though most of the questions queried are display questions in that the answers are yet fixed―see, for instance, line 3 [link widoczny dla zalogowanych], line 5, line 9―but to Ti, they were examples of how to agree the students. Ti also observed that this teacher did not cater any of the answers to his own questions. Instead, the students constructed their own comprehending of what Bino's mom does every day through the questions and hints from the teacher. See, case in point, line 7. A terminal point that Ti recognized was T2's interactive decision in line 13 to stop the level and give corrective feedback after some of them said 'every day she get up' instead of each day she gets up'.Ti peruse the transcription and eminent how T2 had personalized numerous examples from the way paperback apt make it more meaningful to his learners. She likewise commented above the course in which students showed amuse while answering and that they were not scared to offer fancies. Ti had been struck by the differences in the two lessons for