On Becoming A Reflective Teacher Summary

Being apart of the teaching field is often overlooked. Teachers don’t get the recognition they deserve. It takes time and effort to even be handed the degree. Working for that degree you have to go through numerous of classes which ends up with hours of studying outside of class. Leaving out the ACT, you have to have a 22 or higher score to be accepted into the teacher school. In my highschool experience, it was a big change for myself. I had an I.E.P at the time and my caseworker was Linda Rich. Not only did she impact my life but she impacted a lot of other teenagers look on schooling. She was a Teacher assistant for two years at Lake Forest High School also, a special ed and mainstream teacher since 1981.

Reflection is a process of reviewing and thinking critically about activities and how this affects learning of student’s. It is not just descriptions of what happened during the lesson; it’s to

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

Reflective practice is an important and personal attribute needed by teachers in order for them to improve their teaching practice and develop. Furthermore, authors have considered what reflective practice means for a teacher, Robins et al (2003) suggests that reflective practice is a useful tool for teachers to learn about their own values and attributes. It also provides them with greater knowledge of the diverse needs in their classroom. This tool is suitable to use when planning lessons, as reflections should show what works for different children and how you could possibly adapt your strategies so that every child is supported in the best way possible. Reflective practice provides professionalism and empowering skills to professionals,

In Chapter 3, Culturally Responsive Teaching in Diverse Classrooms, multiculturalism was front and center. The text presented the ideas of having culturally relevant pedagogy, teachers accepting the whole-child, and how learner exceptionality is implemented into instruction. The chapter also covered information on the development of classroom environments, and the use of students’ funds of knowledge to better aid them in connecting with learning.

This paper will evaluate current existing education professional skills within a secondary educational setting. Reflective practice is described as crucial to enhancing employability. Therefore, reflecting on current skills as part of skill and performance development is paramount. Reflective practice will provide evidence of current practice. This evidence identifies further skills for development and training needs. Reflective practice includes a reflection of teaching and learning, upon learners within the setting. Brookfield, (1995) states that becoming a reflective teacher is about deciding which lens to use, by observing from differing viewpoints, whether from the reflective teachers’ perspective, colleagues or

Reflective teaching has the teacher to look at what they do in the classroom, think about why they do it, and think about if it works and if they should or should not make a change to their approach. Reflective practice is an important concept learning in a professional context it is used as a learning tool, to help to critical reflect, explain, make sense of a situation, and ultimately help learn from experiences.

Reflection means deliberately taking time to review the happenings of a certain matter and processing how that matter was handled, how it could have been better handled, and how it should be handled in the event that it happens again. This is a practice that I have made a part of my daily life. I reflect over my day on my twenty minute drive home. It allows me to process my day with a critical eye. Often, I feel that I could have handled things differently. There are also days that I feel that I have handled situations remarkably, and I am proud of myself. By critiquing my behaviors and the occurrences that have happened throughout the day, I am able to learn the areas in which I need to grow.

On the other hand reflective practice can be seen as the central aspect of the teaching and learning process. Boyd and Fayles (1983:1) defined reflective practice as, “learning is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective.” Schon believes that there are two aspects to reflective practice: reflection-in-action and reflection-on-action. Schon, D. A. (1983), [cited in

Reflective practice is intended to help the teacher evolve and develop. It is an essential aspect of continuing professional development and is seen as a fundamental process in improving the quality of teaching3.

Reflective practice to help ensure both teacher satisfaction and teacher growth involves continuous leaning, individual reflection, reflection with partners, reflection in small groups and teams, and school wide reflection (York-Barr, et al, 2001). Teacher retention, ever a consideration, has been an ongoing concern in the history of education (Goldstein, pp. 250-251, 253-254, 259-261).

University faculty were asked the following question in regards to reflective practice, “What opportunities for reflective practice do you provide your students in your methods course?” All three faculty members’ responses focused on assignments, such as the describe-analyze-reflect paper as well as in-class discussions. Dr. Ashcroft and Dr. Louise had very similar response that focused specifically on the class assignments. Dr. Ashcroft stated, “students do a philosophy of teaching at the beginning of the semester and then review it at the end of the semester…scripted, textbook journal writing activities…where students go in the field and observe the teacher and then respond. Dr. Louise had a similar elaboration, “when I do observations they

The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as

Reflective practice, in this context, is not about just looking at myself in a mirror and accepting what I see blindly, without any question or evaluation. Rather, it is about looking at what I have learned and how I can utilise that learning in my teaching practice.

“Be a reflective teacher. Honestly look at what you do from time to time. Evaluate the purpose of your role as a teacher.” (Robert John Meenham, 2011)