There is always a distance between what is planned and what actually happens when dealing with a class. It’s very important to analyze what happened and try to improve. I try to think back at what went right in the lesson, and take those strategies and use them in future. I know that something might not go as planned, things crop up or take unexpected turns, so I am always ready with the contingency plan B or a back-up plan.

Teachers tend to deviate from the pre-planned instructions due to certain circumstances. There are several reasons or principles to depart from the original lesson plan stated by Bailey (1996). “Serve the common good” principle is a very helpful to follow if some points from the previous lessons were not covered. Here the students reflect what they’ve missed and what they want to know more. I employ “Teach to the moment” principle when I see that my students are willing to expand their knowledge on some specific points to reinforce their skills. If the high achievers have done the tasks earlier than the low achievers, I stick to “Accommodate students’ learning styles” and “Distribute the wealth” principles. I realize that high achievers are mostly independent learners, low achievers need a more structured and directed environment. While I deal with low achievers, my high achievers are doing the project-based task. “Promote students’ involvement” is a very valuable principle in speaking fluency lessons. If the students are not responsive or don’t have the background information on the specific subject, and my objective is spoken fluency, I believe that good discussion material is everywhere. We choose the topic together which is relevant to their age, level and interests. Even if the teacher deviates from the pre-planned instructions, she/he can resort to the Bailey’s principles to prove that what gets taught is equated with what gets learned.