The Importance Of A Reflective Teacher And The Classroom Environment

As a practicing teaching, it is responsibility to create and maintain a safe and supportive learning environment for students. Whilst on professional experience at a local school in Cairns, I taught a series of lessons (artefact 4) for a year 8 Health and Physical Education class. In order to effectively teach each lesson, I had to manage the classroom activities and challenging behaviours. I used the ten micro-skills for classroom management to not only manage students’ behaviour but also ensure inclusive student participation and engagement.

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 how we work” (Brookfield, 1995, pg. 11-13). This is further supported by Ghaye, T & Ghaye, k (Ghaye, 1998); he argued that many teachers have benefited from learning through reflection. Their teaching and understanding of what is possible and less possible, impacts of activities on children’s learning and its boundaries have risen as a result of reflection.

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

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

At this young age, it is recommended that criterion specific rewards be used to motivate Doug and increase the frequency of positive behaviors in the classroom (Curran & the IRIS Center, 2003). Criterion specific rewards are incentives that are customized to individual students and based on what motivates them (Curran & the IRIS Center, 2003). Initially, it is necessary to identify what motivates the student and proceed to utilize that information to create

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

“No number of classroom observations will enable a teacher to demonstrate the skills of maintaining records, communicating with families, or engaging in professional growth.” (Danielson, C. (n.d.). Handbook for Enhancing Professional Practice.) Domain four of Danielson’s Framework of Teaching represents the “behind the scene” work of teaching. Mrs. Clevinger was gracious enough to share some of the elements that she encounters in this domain.

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 practice is a set of skills that the early childhood educator should have. Reflective practice is an ongoing process and as an educator, you commit to an ongoing learning about your teaching, by teaching and then thinking about what the educator should have done, what others did, and what happened during the process (O’Connor & Diggins, 2002). However, being reflective educators does not mean that they have to ignore others perspective but it is vital to engage and discuss it with others (Arthur, Beecher, Death, Dockett & Farmer, 2012). Educators can also reflect on a question or questions in order to challenge their critical thinking (Children’s Service Central, n.d.). It is important to consider different perspectives and consider

‘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.

I scanned my room and noticed that Bobby was not bothering other students, but was diligently working at his desk on the assigned task. I thought back to the beginning of the school year when it was a challenge to get him to be motivated to work on his own or with a group of peers. I was in awe of the changes he’d made to be motivated about learning and controlling his mood, attitude, and behavior when redirected. Looking at my students, I was elated, knowing that I’d poured my passion into educating them, helping model for them ways to be productive citizens both inside and outside the classroom. It was my hope that my students would reflect on the year and the many things they’d learned by applying the strategies we’d practiced on a daily basis. As I thought about some of the challenges that I’d faced personally and professionally during the year, I was content with knowing that I’d grown and learned much more about myself and my students because God afforded me a spectacular experience. Forging ahead in anticipation of another school year, I planned to take some time to grow professionally, as well as, take the necessary time to reflect on my experiences while spending time with those who mean the world to

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.

When something goes wrong or something unexpected happens during a lesson or activity, we ask ourselves questions such as, could I have done something to avoid it? These experiences usually make us grow and we learn from experience, and we will be better prepared to face the situation if it happened again. This introspection is generally called “reflection”, and all professionals have adopted it in order to improve their practice, but for educators reflection involves “critical thinking” about past experiences or current experiences that occur or are occurring in classroom settings and looking at them in a positive light on how to make improvements for their teaching

“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)

Teachers can be seen to wear many hats, they have several crucial factors under their job role as well as their legal and moral obligations. They fundamentally have a duty of care to teach the national curriculum. As well as provide essential knowledge, that enables the learners needs to become well rounded, educated citizens. Combining this with a broad level of ongoing and up to date curriculum and subject knowledge, to make effective personalised learning objectives for all learners. With careful consideration for learners that may have special educational needs, disabilities, or for whom English is a second language. Whilst taking practical account of diversity, promote equality and inclusion across all teaching.