The maj or obj ecti ve of this study was to see howrnworking with 'self-help-explorative supervision' asrnapplicable to teachrs in an EFL setting could provide themrnwith opportunities for professional development and changernin classroom practice. Two teaching behaviours, that is,rnquestioning and treatment of errors were, therefore,rnselected as appropriate basis for promoting the experience.rnThe data was then interpreted using the statisticalrnmethod of percentile distribution, displayed in tables.rnFindings seem to reve-l that the majority of the participantsrnin the study changed aspects of their teaching behaviourrnwithin the three cycles of experience on each behaviour. Thernchange, however, was not the same for all teachers , as somernapperared to change more rapidly than the others.rnThe qualitative findings seem to show that t herninteraction generated during the post-observationrndiscussions was highly supportive. The descriptive datarnobtained from the observation of one's own teaching was alsornseen as useful-by the participating teachers.rnMoreover, interview comments gi ven by the teachersrnreveal that they have found the experience as an appropriaterndirection of change. The experience itself has been found tornbe enjoyable to all of them, too.rnIn general, both the quantitative and qualitativernfindings do seem to suggest that this practice has paved thernway for the participating teachers to begin to see therndirection of professional development . This could possiblyrnsuggest the potential benefits of the 'self-help' view ofrnsupervision for teachers. Therefore it deserves duernattention if teachers of English are to developrnprofessionally