Blurb:

The main focus of this chapter is on the complementary use of reflective practice and corpus linguistics in order to identify and address concerns and challenges arising for novice teachers in the area of classroom management, with a view to helping them to improve learner engagement and learning outcomes. Through dialogic reflective practice, which draws on classroom data and is guided by mentors, novice teachers are shown how to become more insightful and confident in relation to their teacher role and classroom presence.