Provide choices, teach strategies, and use self-assessment

Increase teacher talk time and reduce student decision-making

Use only closed-book tests and lecture-based instruction

Assign identical tasks without reflection or goal-setting

Use pair work, targeted prompts, and low-stakes roles

Call on them exclusively for difficult questions

Ignore non-participation to avoid disrupting the lesson

Assign extra homework without class support

Provides structure and resources but can limit flexibility

Ensures complete personalization for every learner

Eliminates the need for supplementary materials entirely

Prevents alignment with curricular outcomes

Offer feedback, diagnose needs, and guide instruction

Serve purely as grading tools without feedback

Focus on high-stakes exams only

Replace formative activities with summative tests exclusively

Provide diagnostic feedback, targeted practice, and test-taking support

Increase test difficulty to push improvement

Stop in-class participation opportunities

Rely solely on peer grading without teacher input

Set objectives, select materials, design activities, assess learning, and reflect

Begin teaching without objectives and adjust spontaneously

Fill the class with worksheets without considering goals

Focus only on the final test and skip practice

Use clear expectations, consistent consequences, and positive reinforcement

Ignore issues to maintain a calm atmosphere

Apply random penalties to deter all behaviors

Rely exclusively on whole-class punishments

Remind expectations, redirect privately, and assign roles

Publicly shame the students to deter interruptions

Remove them from activities for the entire term

Ignore interruptions to avoid confrontation

Approach is philosophy; method is overall plan; procedures are lesson sequences; techniques are specific activities

Approach is a worksheet; method is a single activity; procedures are unrelated steps; techniques are grading rules

Approach and method are identical; procedures and techniques are optional

Approach is classroom management; method is technology choice; procedures are homework; techniques are exams

By enabling practice, feedback, collaboration

By replacing all human interaction entirely

By limiting students to offline drills only

By focusing solely on passive video watching without tasks

Switch to transcript-based tasks, summaries, or teacher-led modeling

Cancel the lesson without alternatives

Assign silent reading unrelated to objectives

Continue without materials and skip comprehension tasks

Learners take responsibility through goal-setting and strategy use, improving motivation

Learners rely entirely on teacher direction to reduce workload

Autonomy means fewer tasks and less reflection

Autonomy is mainly about avoiding assessment

Alignment with objectives, learner needs, assessment, and resources

Preference of the teacher alone

Inclusion of as many tests as possible regardless of goals

Focus solely on grammar coverage without skills

Help set goals, recommend resources, and establish practice

Advise them to memorize lists without practice

Suggest only watching movies without tasks

Tell them to wait for classroom instruction

Differentiate tasks and use flexible grouping

Assign identical tasks with fixed pacing

Group by friendships only without supports

Rely solely on whole-class lectures

Formative and summative

Only standardized external exams

Informal observation alone

Self-assessment only

Assign roles, set turn-taking rules

Allow free discussion without facilitation

Silence all outspoken students for the entire class

Reduce discussion time to avoid imbalance

Objectives, procedures, assessment, and reflection

Grading first, then objectives later

Materials selection only

Testing at the beginning followed by no practice

Use relevance, achievable challenges, and positive feedback

Increase homework volume without support

Ignore motivation and focus on punishment

Reduce task variety to avoid distraction

Discuss causes, provide catch-up materials, and monitor progress

Deduct grades without conversation

Ignore lateness entirely

Require the student to teach a full lesson as a penalty

Procedures sequence lesson steps; techniques are specific activities realizing the method

Procedures are optional; techniques replace methods

Techniques determine philosophy while procedures are unrelated

Procedures are assessments; techniques are classroom rules

Learning systems, vocabulary apps, video conferencing, and tools

Only calculators and overhead projectors

Photo editing software exclusively

Hardware-only solutions with no software

Establish rules, use tech purposefully

Permit unrestricted phone use throughout

Confiscate all devices permanently without policy

Ignore distractions to maintain pace

Include goal-setting, choice of tasks, strategy training, and reflection

Provide only teacher-directed drills

Limit students to copying notes

Outsource all decisions to a fixed textbook

Provide evidence and feedback but can narrow focus and cause anxiety

Guarantee deep learning for every student

Eliminate the need for classroom activities

Are always invalid without any benefits

Offer low-stakes options, model language, and provide supportive pairing

Force public performance immediately

Ignore reluctance and continue

Remove the student from communicative tasks entirely

Curriculum alignment, learner level, cultural relevance

Price alone regardless of content

The number of pages only

Teacher preference without student needs

Include choice, and design tasks with multiple representations

Use a single lecture format for all lessons

Base lessons solely on reading passages

Avoid any visual or auditory materials

Identify essential objectives and design efficient practice

Rush through all topics without practice

Skip assessment to save time

Assign all content as homework without guidance

Deductive presents rules; inductive guides learners to infer rules from examples

Both are identical and interchangeable

Inductive presents rules first; deductive infers from tasks

Deductive and inductive exclude practice activities

Use shared documents, forums, breakout rooms, and peer-feedback tools

Restrict students to individual offline tasks

Replace collaboration with automated grading only

Limit activities to passive video watching

Teach selective use, encourage context clues, and set task-specific guidelines

Ban all dictionaries and references forever

Allow unrestricted copying from apps

Ignore the issue and accept machine translations

Provides authentic input, visual context, and motivation

Replaces all reading and speaking activities

Eliminates the need for lesson planning

Serves only as entertainment without learning value

Formative checks, rubrics, and observation notes

Rely solely on end-of-term grades

Collect no data until final exams

Use only attendance as a measure

Pre-teach key terms, provide glossaries, and use

Avoid addressing vocabulary entirely

Replace the video with silent reading unrelated to goals

Test students on vocabulary before viewing without support

Instruction prioritizes learners’ needs, choices, and active engagement

Teaching centers on teacher lecture and control

Activities focus exclusively on textbook progression

Learners work alone without interaction

Differentiate objectives, tasks, and grouping

Assign identical tasks at a fixed pace

Group by seating only without supports

Limit practice to whole-class drills

Clarify roles, mediate briefly, and set cooperative norms

Assign punitive grades to both immediately

Ignore the argument to avoid delay

Disband the group permanently

Behavior, interrupting, reluctance to participate, and overuse of L1

Perfect compliance and high motivation in every lesson

Excessive volunteering only

Strict silence throughout activities

Provides ongoing feedback to adjust teaching and support mastery

Focuses solely on final grades

Eliminates the need for practice

Replaces instruction with testing

Model complete responses and practice expansions

Reduce speaking opportunities to avoid errors

Mark answers wrong without feedback

Switch entirely to written tasks

A course plan; types include structural, task-based, and skills-based

A single textbook chapter only

A list of classroom rules without content

An exam schedule without learning outcomes

Design tasks with pre-task support, task performance, and post-task language focus

Assign isolated grammar drills only

Use tasks without clear outcomes or reflection

Replace interaction with silent reading

Provide pre-reading questions, vocabulary support

Increase text difficulty to build resilience

Remove all scaffolds and keep timing the same

Switch to an unrelated activity without objectives

Grammar-Translation only

Direct Method, Audio-Lingual, Communicative Language Teaching, Task-Based Learning

Lecture-based instruction and rote memorization

Phonics and spelling lists and Project Based Learning

Use any available tool regardless of lesson goals

Align tools with objectives, scaffold use, and plan purposeful integration

Let students explore technology without guidance

Replace all teacher explanation with technology

Cancel the activity and end the lesson early

Spend the rest of the period troubleshooting the device

Switch to a prepared non-tech backup and continue the task

Ignore the issue and lecture without student involvement

Assign more homework without guidance

Set goals with students, provide curated resources

Discourage independent study to avoid mistakes

Require students to follow identical study schedules

Emphasis on speed over accuracy

Validity, reliability, fairness, and transparency

Unpredictable tasks to prevent cheating

Assessing only memorization

Lower the student’s grade without discussion

Discuss barriers, connect tasks to interests, and provide feedback

Assign double homework as punishment

Ignore the issue and hope it improves

Both measure learning during instruction

Summative evaluates at the end; formative provides ongoing feedback

Formative is only for advanced learners; summative is for beginners

Summative requires technology; formative does not

By adding entertainment unrelated to objectives

Through interactive tasks, immediate feedback

By replacing all teacher interaction

By increasing screen time without structure

Continue lecturing to maintain pace

Use short tasks with clear roles and time limits

Turn off cameras and proceed silently

Assign a long reading with no discussion

They limit creativity and reduce interaction

They provide structure, predictability, and support learning

They are only useful for testing days

They mainly help the teacher talk more

Publicly reprimand students to deter others

Use clear expectations, private reminders, and positive reinforcement

Ignore disruptions to keep the lesson moving

Remove students from class at the first minor incident

Call out the student repeatedly in front of the class

Establish turn-taking rules, give the student a task privately

Reduce pair/group work to avoid interruptions

Allow peers to manage the conflict themselves

Use the same task for all students

Differentiate by text complexity and output demands

Assign only extra homework to advanced learners

Group students by seat location only

It has no impact on management

It organizes timing, transitions, routines, and activities

It focuses only on content coverage

It replaces the need for clear rules

Continue without clarification to maintain pacing

Repeat the instructions louder

Check understanding, and provide visual/linguistic support

Ask students to read the textbook silently

Entrance, exit, and oral-written tests

Diagnostic, formative, summative, proficiency, and achievement

Multiple-choice and essay only

Grammar and vocabulary quizzes

Play videos without tasks to relax students

Select media aligned to objectives, plan pauses with prompts, and require active responses

Use the longest available video to fill time

Rely on subtitles instead of teaching

Let the video continue and hope focus returns

Pause at key moments with guiding questions, shorten clips, and assign specific viewing tasks

Restart the video from the beginning

Turn off the video and assign unrelated homework

It usually improves participation

It reduces instructional time, increases anxiety, and disrupts peer interactions

It only affects the misbehaving student

It has no long-term impact

Have students work alone to avoid noise

Use structured pair/group tasks with roles, communicative objectives, and accountability

Allow free talk without goals

Limit speaking to teacher-led Q&A

Force random pairs without explanation

Explain the purpose, allow choice of partners roles, and start with short activities

Replace pair work with a lecture

Grade participation harshly without support

Post-viewing, while-viewing, pre-viewing

Pre-viewing, while-viewing, post-viewing

While-viewing only

Pre-viewing, post-viewing, while-viewing

Ignore results to maintain the syllabus pace

Use results to identify gaps, adjust objectives, differentiate tasks

Rely on student opinions

Repeat the same lesson without changes

Ask the class to rewatch silently

Provide questions, paraphrase key points, and check understanding

Tell the student to read a transcript at home

Move on to the next activity without clarification

A single classroom activity

A set of beliefs and principles that guide methods and techniques

A grading rubric

A specific textbook chapter

Choose the most popular trend online

Base on learning objectives, learner needs and classroom context

Use the same technique for every class

Let students choose randomly

Extend the drill without change

Integrate communicative practice using the target form

Remove the grammar focus entirely

Assign silent reading of grammar rules

By counting absences only

Through self-assessment, goal-tracking, and observed strategy use

By test scores alone

By homework length

It duplicates content without purpose

It ensures coherence, transparency of goals

It prevents adaptation to learner needs

It replaces lesson planning

Discourage independent study

Provide models, targeted feedback, and strategy coaching; set checkpoints for monitored practice

Ignore the habits to protect autonomy

Assign more tasks without guidance

Individual work without interaction

Positive individual accountability, and structured roles

Teacher-centered lecturing

Competitive grading only

Provide identical content to all learners

Use adaptive platforms, choice boards, and leveled tasks with feedback

Limit access to materials

Replace teacher support entirely

Stop the activity for everyone

Offer extension challenges to early finishers and targeted support

Grade early finishers

Assign extra homework to slower students

Aligning tasks to objectives

Using unclear criteria and assessing only recall

Providing formative feedback

Using multiple measures

Keep the same timing and activities as face-to-face

Design shorter interactive tasks, and clear transitions

Disable all student interaction to prevent distractions

Use only asynchronous discussion boards

Wait until the next class without alternatives

Provide downloadable versions, share via multiple channels, and offer offline tasks

Cancel the lesson

Assign a graded quiz immediately

They simplify language unnaturally

They expose learners to real-world language, increase motivation

They guarantee perfect comprehension

They remove the need for teaching strategies

Ignore the data to avoid bias

Analyze item performance to identify gaps, adjust pacing

Focus only on class averages

Retest without changes

Move on to the next unit

Provide targeted pronunciation practice and revisit the audio

Punish students for errors

Avoid listening tasks

Increase teacher talk and reduce activities

Establish routines, use group work, and employ monitoring techniques

Avoid any assessment

Seat students randomly and hope for the best

Remove feedback to save time

Use LMS tools, comment features, audio/video feedback, and automated analytics

Provide feedback only at the end of the course

Rely on peer comments without guidance

Ignore the behavior

Set clear chat norms, limit permissions if needed, and document incidents

Immediately remove the student from the course permanently

Disable chat for all students indefinitely

Use identical examples from one culture

Plan inclusive content, varied examples, sensitive discussion norms

Avoid any mention of culture

Let students self-censor without guidance

Play full-length videos without tasks

Define a clear purpose, pre-teach essentials, use paused segments with tasks, and include post-viewing

Rely on subtitles alone

Replace all interaction with viewing

Call on shy students unexpectedly

Use practice, gradual exposure with positive feedback

Grade only oral performance

Ignore speaking activities altogether