Reflective Practice For Teachers
Once in a while, Video yourself Teaching and Watch it later.
Or you can also record audio of your teaching and listen later. You’ll then know whether things are going on well or not.
Today we wish to remind ourselves of the Reflective Practice and How to Even write one for the NTC Teacher Portfolio.
What is reflective practice?
Teaching is a process of continuous self-appraisal. Reflective practice in teaching is therefore a way of looking at your day-to-day teaching experiences with an open mind.
Reflection is an active process of witnessing your own teaching experiences to take a closer look at them. Knowing yourself as a reflective practitioner is widely regarded as being a characteristic of a teacher’s professional development and practice.
It is an opportunity to review progress to date and help you to identify areas of practice that require further development and those areas of practice which may have already been developed.
Reflecting on an experience is an intentional and skilled activity requiring an ability to analyze actions and take judgments regarding their effectiveness.
Reflective Practice helps Teachers to improve their performance and maintain their strengths or build upon them.
Benefits of reflective practice
Can help teachers to make more sense of difficult and complex practice
Remind teachers that there’s no end to learning about your everyday practice
Guidelines for reflective writing
Answering the questions below gives you all the answers for Reflective Writing.
Step one; what are descriptions of the event
Write a description of the teaching experience and ask yourself trigger questions such as
What was I trying to achieve?
What did I do?
What were the effects of what I did or did not do?
What did the students do?
What was my reaction?
What were the consequences of that for the students or me?
What if anything was unusual about the lesson?
Step 2 why analyze and interpretation of the event
This process is critical to reflective practice word some of the following questions might be helpful as you analyze events
Why do I think things happened the way they did?
Why did I choose to act the way I did?
How did I feel in this situation?
How did my action match my beliefs?
How might have the contest influenced the experience?
What did I do effectively?
What are my best qualities as a teacher?
What did I do that was not effective?
Where do I need improvement as a teacher?
What are some other ways to present the lesson that would be just as effective or more effective?
What problems arose that I didn’t expect? how did I handle them?
Step 3 so what meaning and application?
Being able to describe something and find out why it’s happened that way it’s not enough to improve your teaching.
You need to see the overall meaning of events to use them to improve teaching practice. You may consider the following questions at this stage.
What have I learned from this?
How could I improve? And how might this change my teaching in the future?
Step 4 now what; implication for action.
Have your stage reflection moved into action planning?
The most powerful reflection focuses on students learning; how you will vary your teaching to improve learning for your students.
What will I do differently?
Can you think of another way you might have thought this lesson?
How can I modify my teaching if a similar situation were to happen again?
What do I need to act on as the result of my reflection?
Sample Would be uploaded soon for download