Reflection On Micro Teaching

Teaching and learning is a two-way process and as teachers we can gain an extraordinary amount by listening to feedback from others, by evaluating our own performance regularly and by reflecting on our own practice. We should see areas for development not as negative features of our own teaching but as an opportunity to make teaching even more effective. It is particularly important to listen to our learners – their voice must be heard and their comments taken account of at all levels in an organisation.

In everything we do, even if it is our best performance, there is always room for improvement. It could not be different in a career such as teaching. Teachers are always self-reflecting to analyze and evaluate their own teaching methods in order to find out what works and what needs to improve. With this information in hand, teachers can come up with strategies to improve certain areas of their teaching. There are many tools teachers can use to self-reflect. As a teacher, I will continually evaluate the effects of my professional decisions and actions on students through self-reflective journals, video recordings, students’ formal and informal assessments, peer support, student and parent evaluation, and suggestion box.

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

Reflective. Outstanding teachers take time to reflect on their own practice and on student learning, asking themselves questions and really seeking to find the answers. Part of being reflective is using data to inform future teaching, really wrestling with the numbers and information we get from students about their learning so that we can modify our instruction to best suit their needs.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

When reflecting on learning activities all aspects of the lessons will be thoroughly examined, this will ensure that any practice that went really well would be beneficial to be used again, we would reflect and describe the reasons why it was successful, implementing them into future planning.

In part 2, I will provide a critical reflection on my own teaching practice during recent placement by making detailed connections to an appended lesson plan.

Passion, knowledge of our duties, responsibility, and preparation are the key factors on which teachers should focus their teaching; these are the essential components that will permit teachers be ready for any situation and run a successful classroom. It is key to engage systematic reflection on our own teaching. Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in our role as teachers, and improved educational outcomes for all children. Teachers are encouraged to regularly evaluate

The teacher allowed students to work cooperatively in groups to discuss problem solving strategies. Students appeared to be very much engaged in learning through interaction with peers. The first grade teacher was very active in using the think-pair-share strategy to promote thinking and oral communication. During her writing lesson of editing a sample story, she asked students to think about what corrections they thought needed to be made, then asked them to share their thoughts with a partner. I thought this strategy was very much appropriate and effective for promoting students’ language acquisition, especially for her class of early intermediate language learners.

In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on

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

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could

There has been a rapid increase in the ides of critical reflective practice over the last few decades, (Gould, 2004). Before we look at the value and purpose of reflective practice, it is important to take in account ‘reflective practice’ carries multiple meanings from the idea of professionals engaging in self-analysis to that of engaging in critical dialogue with others. For example, with reference to teacher education, Larrivee, (2000) argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of our professional practice. Therefore, from this, it can be concluded that as a teaching professional, it is important to develop reflections on ones’ professional and pedagogic knowledge to set aspirational goals for a continuing personal and professional development, in other words, it is a way of life.

Every fourth-year teacher trainees will have to conduct practicum and will work under the guideline of their associate teachers and supervisors. The purpose of doing the practicum are to put training into practice, to become accustomed to teaching in the tertiary school settings, and to develop and expand each trainee’s teaching expertise and confidence. In the following paragraph, I will express what I have learnt from doing practicum to reflect on my past teaching strengths and weaknesses from the teaching practicum.