Reflective Teaching Experience

I find reflective practice useful both personally and professionally. When I step back, observe and reflect helps me become more self-aware and understand my own and others’ emotions. I would be able to see things from different angles. When working with families, it will help to learn how to empathize and develop a better understanding of other people. I learn to better communicate through a better understanding of behavior which will help me build better relationships with families. To support children's continuous learning, I begin to ponder and question about children’s engagement in learning and what/how we can do to improve our teaching methods to meet the needs of all the children. In the see/think/wonder thinking has changed the way

Reflective Assessment of Outcome of an Interview with a Practitioner in the Digital Arts Domain

Discuss how reflective practice is used by a Professional Body to ensure continued professional development

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

There are a number of approaches to reflective practice. This is to ensure that learning practices are fully evaluated and not just based on thinking alone. These practices include:

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.

In reading the article there were many great points that stood out to me. Of the many, the two that I appreciated most were how critical it is that we maintain the ability to listen to our clients, and how important it is to allow our relationships with our clients to flow naturally. While we have discussed in several of the course this semester the importance of listening to our clients, I feel that this will be a work in progress for many of us. Though many of us feel that we are great at listening and using reflective skills, myself included, the reality is that we are embarking on a new journey where such skills will need to be adjusted to meet the complexities of our new positions. With these new positions and challenges that come with

What is reflective Practice? Reflective practice is when you reflect on what you have done to see how it has worked or improved your teaching practice. The reflection practice is very important to the instructional practice and helps the student teachers to develop responsive practice. Reflective practice is part of the teaching professions standards for teacher education programs.

‘Reflective teaching should be personally fulfilling for teachers, but also lead to a steady increase in the quality of the education provided for children.’ Pollard (2008, P.4) Here Pollard is suggesting that reflecting on our own teaching experiences is not only important for the standard of education we provide, but also for our own benefit as it can be rewarding and very worthwhile to reflect on our practices. By reflecting on my own practices in SE1, it will enable opportunities to analyse strengths and weakness and how to improve for future practice, which will allow me to develop more as both a reflective and a professional teacher. This idea of reflection stems from Dewey’s (1910) cited in McGregor and Cartwright (2011) ideas where he suggests that there are three attributes which enables us to be reflective, them being ‘open-mindedness’, ‘wholeheartedness’ and ‘responsibility’. By taking responsibility for our own teaching and reflecting upon our actions, it allows us to be open-minded about changing and adapting to new ideas from what we have concluded from our reflections, which then allows us to fully engage with these new thoughts.

In 1933 John Dewey (1933) introduced his theories and concepts on how people think. He identified a number of different modes of thought including reflection. He saw reflection as an aspect of thought, a rational and purposeful act that is more then mere thinking. Dewey contrasted routine action with reflective action, laying the roots of reflective practice in teaching (Zwozdiak-Myers, 2012, p. 5). In his notion of reflective action he described a willingness to engage in self-assessment, which required flexibility, analysis and social awareness (Pollard, 2005, p. 13). His reflection described a willingness to consider different possibilities and the ability and desire to recognize various opinions (Zwozdiak-Myers, 2012, p. 5).

According to Jasper (2013) reflective 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”. Ibid, summarised reflective practice as having three core components; Things or experiences that happen to the individual; reflective processes that enable the person to learn and grow and action looking at the situation from a new perspective. It is only through self-enquiry, can individual learn to evolve as human beings, and form a homeostasis with their environment and society (Moon, 2006). The application of the reflective process, is more than just a tool or device, is about implementing an ontological approach to self-discovery and change (Rolfe et al. 2011). It occurs through analysis, interpretation and recombination of the information about the experience and actions are taken (Jasper, 2013).

Professional knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists in use, is ethical in its use and is changed by experience.

"…reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice… gives back not what it is, but what might be, an improvement on the original…" Biggs (1999).

“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)