Student Teaching Reflection

is teacher reflection? How do the three different types of reflection (reflection in-action, on-action and for-action) help the teacher support student learning? Compare and contrast their strengths and limitations focussing on how evidence is used within each type of reflection. Reflective practice is a means of actively observing, analysing and evaluating our teaching practices for subsequent action in order to discover which methods or strategies are successful in encouraging student learning and

Observation, • Exploration, • Pre-student Teaching, and • Student Teaching. The early field experiences in each of the initial programs focus on observation and exploration. Cooperating teachers can provide additional opportunities based on the candidates’ readiness and abilities. The methods pre-student teaching level field experiences for juniors/seniors are lengthier because candidates are expected to tutor individual students, work with small groups of students, and even teach lesson(s) following

among you and your students? Please provide any other information needed to interpret the events and interactions in the video clip(s). Prior to the start of my video segment, my students had just come back from P.E class. Most of them were tired and sweaty and were having a hard time focusing. I allowed students to get drinks of water quickly before the bell rang and then started the period by correcting homework from the previous night. During the correcting process, students were expected to

that the unit's field experience requirements are sequenced to align with PDE recommendations. There are four stages of field experience: • Observation, • Exploration, • Pre-student Teaching, and • Student Teaching. Through onsite interviews evidence was provided that much of the candidate’s experiences prior to student teaching is observational. Therefore the sequencing and scaffolding of knowledge and skills during field and practicum experiences are not apparent. Documentation was provided onsite

could not help thinking about that I was actually a level 6 student last year and how could I teach students that had the same language proficiency as I did. I was anxious, panic, confused and unsure about myself before my first observation. I kept emailing my supervisor and told her how I was not confident about myself; I remember I failed to speak English fluently for the beginning few weeks since I noticed that my mentor and my students were judging me while I was speaking; I rewrote my lesson plan

This semester, I am fortunate to be student teaching at the Brooklyn New School (BNS). This thirty year old elementary school is located at 610 Henry St in Brooklyn, New York. The area is nothing less than darling, filled with young families, quaint coffee shops, and greenery. Students attend class from 8:00am to 2:45pm and are offered the chance to stay in “aftercare” if need be. BNS as an architectural structure fits the community it inhabits. The structure has an aged charm to it with its outside

Conducting FELA 3 was enlightening and it gave me an opportunity to be reflective in my own understanding of teaching ELL students. I intentionally chose “E” because we instantly connected. In FELA 1, I mentioned how she confides in me and readily tells me about her frustrations or accomplishment in the classroom. The experience of learning about a student under the best circumstance makes it easier to build relationship with them and their families. Whenever “E” had an issue, I could easily speak

Importance of reflection: Reflection on practice has different meanings, in my view it means constructive criticism: being honest with myself, becoming aware of and understanding my own strengths, and being able to review activities and constantly test assumptions related to our work. These have been my approach to critical reflection throughout the year. This is supported by Brookfield, he says that "Critically reflective teaching happens when we identify and scrutinise the assumptions that undergird

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

dissertation has learnt that the three levels of reflection (descriptive, comparative and critical) can represent many of the classifications in terms of reflection. Of these level of classifications, reflective category one (Descriptive/technical reflective) is common for the majority of student teachers at the teacher education though category two (comparison/dialogic) is attempted by some student teachers (Colliver, 1999, Yost, et al, 2000). Very few student teachers, however, demonstrated a more open-minded