Teaching practice reflection

Johns [ edit ] Adaptation of the Johns reflective model Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced.

Teaching practice reflection

The Process of Reflection Connecting self-reflection to effective teaching is a process. The first step is to figure out what you want to reflect upon—are you looking at a particular feature of your teaching or is this reflection in response to a specific problem in your classroom?

Whatever the case may be, you should start by collecting information. Here are a few ways that you can do this: A journal is an easy way to reflect upon what just happened during your instruction.

After each lesson, simply jot down a few notes describing your reactions and feelings and then follow up with any observations you have about your students. If it helps, you can break up your journal into concrete sections, such lesson objective, materials, classroom management, students, teacher, etc.

In this way, you can be consistent with how you measure your assessments time after time. You can find specific questions to ask yourself below. A video recording of your teaching is valuable because it provides an unaltered and unbiased vantage point for how effective your lesson may be from both a teacher and student perspective.

Many colleges actually use this method to teach up and coming teachers the value of self-reflection. Students are very observant and love to give feedback. Invite a colleague to come into your classroom and observe your teaching.

To help him frame your lesson critique more clearly, create a questionnaire you can use some of the questions below for your colleague to fill out as they observe.

Teaching practice reflection

Afterward, make some time to sit down with him so he can more accurately convey what he saw. Here are a few suggestions to get you started: Lesson Objectives Was the lesson too easy or too difficult for the students? Did the students understand what was being taught? Did the materials keep the students engaged in the lesson?

What materials did we use that worked in the lesson? Students With what parts of the lesson did the students seem most engaged? With what parts of the lesson did students seem least engaged with?

With a profession as challenging as teaching, self-reflection offers teachers an opportunity to think about what works and what doesn’t in their classroom. Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. Reflecting on Teaching Examining your practice is one of the best ways to improve it. by Jennifer L. Hindman and James H. Stronge How is my class going?

Classroom Management Was the lesson taught at a reasonable pace? Did all students participate in the lesson? Teacher How effective was the overall lesson? How can I do it better next time?Teaching Australian Professional Standards for Teachers.

Improving teaching quality is the key to improving student achievement. The Australian Professional Standards for Teachers guide what teachers need to know and do so that students achieve their best.. Read on to find out about the range of resources The Department provides to support .

Reflecting on Teaching Examining your practice is one of the best ways to improve it. by Jennifer L. Hindman and James H. Stronge How is my class going? Standards of Practice Printable Poster ( KB); Introduction.

The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario's teaching ph-vs.com standards articulate the goals and aspirations of the profession. These standards convey a .

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When students become reflective about the teaching and learning process, they are strengthening their own capacity to learn. Central to this is the principal of reflection as metacognition, where students are aware of and can describe their thinking in a way that allows them to "close the gap" between what they know and what they need to learn.

Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. Module 2 Handout Social Emotional Teaching Strategies The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University ph-vs.com H (p.

1/5) Rev. 2/10 Gail E. Joseph, Ph.D. & Phillip S.

Metacognition | Center for Teaching | Vanderbilt University