Reflective teaching - a development of future action from the reflection of past and current behavior Introduction In the past ten years, the terms `reflection ' and `critical reflection ' have increasingly appeared in descriptions of approaches to teacher education. The concept of reflective practice has found wide application in the field of education, for learners, teachers and those who teach teachers. Reflection is the key to successful learning for teachers and for learners. The origins of the “reflective teaching” concept are explored.
In order to be a teacher, it is very important for you to know what you are teaching your students. Students must understand each concept, in order for that to happen the teacher needs to fully understand it as well. One way to assess how well the teacher is showing subject matter competency is through reflection. This can be through many different things such as assignments and assessments. Assessing students helps show how well the students are understanding each concept.
1. Introduction Children learn best when they are healthy, safe and secure and when their individual needs are met. Leaders, teachers and managers need to make every effort to ensure that all needs of children are fulfilled and they make good progress from birth throughout the Early Years Foundation Stage (EYFS). To achieve this goal, continues observations, recordings and assessments are needed to set up the appropriate plans and actions to enhance children’s learning and development (EYFS, 2012). Observation could enable caregivers to pay more attention towards the child instead of being distracted by the routine teaching practices.
The term 'reflective practice ' is depicted by Gibbs in I998 in a circle. Which means relating this circle to childcare the practitioner can improve their practice after thought and discussion. Such description, feelings, evaluation, analysis, conclusion and action plan. Reflection is an essential part of working with children in any setting. Think of it as a circular process whereby you think about what you have done and how well it went ,get feedback from
Reflection is like looking in a mirror and describing what you see. It’s about thinking back to an experience and questioning what I did, and emotions that I felt during the experience, and then reflecting on a better and more sufficient way of doing it in the future (UNISON, 2016). Gibbs Reflective Cycle is the model that I have chosen to use while reflecting back on the module “Learning from service users and carers”, Gibbs believes that this module is useful for helping people learn from what that they experienced. He calls this “Learning by Doing” (Mind Tools, 2016). When finding out that a module I would cover on the social work degree was learning from service users and carers, my initial thought was care homes and carers within them.
The teaching profession naturally is context-based and full of uncertainty (Edward, et al, 2002; Murray, 1996) that a teacher has to entertain in a flexible and open-mind manner. That is why Larrivee (2006), Daloglu (2001) and Darling-Hamond (2006) claimed that it is almost impossible to manage all ‘learning engagements to teach’ at the time of training in the teacher education. Reflection, particularly critical reflection, helps learners to realize being experienced, innovator, participant observers, continuous experimenters, adapters, action researchers, problem solvers, clinical inquirers, self-evaluator, political craftsmen, etc. in such a way that it ensures continuous professionalism in teaching (Tom, 1985; Zeichner, 1983), which is useful
What is reflection? In the academic context, ‘reflection’ is defined as; “a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations. It may take place in isolation or in association with others. It can be done well or badly, successfully or unsuccessfully.”
• Observation: This section should include an overview of the walkthrough. What lesson did you observe? What actions were taking place during the lesson? Was the content being taught aligned to the standards/objectives (please provide detail). What form of assessments are being used?
In the concluding part of this paper, I will seek to investigate and evaluate these concerns using an experiential styled critical reflection, as I applied a Constructivist and Process based curricular approach, in this the first semester of my experience as a student teacher. One of the key strategies I decided to adopt as a response to the weaknesses I previously identified, was to focus on more individualised and structured questioning techniques. On this occasion however, my priority would be to ensure it was far closer to the rationale outlined in Constructivist and Process curriculum planning. On critically evaluating my initial experience to teaching in this theory, I noted that I had tended to open my lessons by outlining my own personal