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Responsive Teaching Vs Reflective Teaching

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Concerning such traditional classroom practice, Harris, et al. (2010) stated that traditional teaching fails to base itself in evidence-based judgement and leads to unreflective thought, rote behaviour, and limited repertoire of practice. According to them, this unreflective teaching may eventually result in ineffective and unresponsive teaching and consequently low achieving students. As they noted, in this kind of teaching, teachers do things the same way day after day and year after year, fail to reflect, are unresponsive, become experience burnout, and even may leave the profession, and on the part of students, they are satisfied with the ‘sit and get’ of teachers’ routines. In their attempt of contrasting unreflective and reflective teaching, …show more content…

They are not spontaneous but intentional actions (McIntyre & McIntyre, 2010) which involve flexibility, careful analysis, social awareness, and willingness to engage in constant self-appraisal and development (Pollard, 2008). The reason for this, as Harris, et al. (2010) described, is that teaching, by its nature, is multifaceted, dynamic, and constantly changing profession which cannot be conducted rigidly. Therefore, the main goal of the reflective approach to teaching is to promote shift from routine actions which are rooted in commonsense thinking to reflective actions which arise out of professional thinking (Pollard, 2008). In this regard, Dewey suggested the need for teachers to reflect on their practice in order to act deliberately and intentionally rather than spontaneously and routinely (Wlodarsky, …show more content…

According to him, reflective practitioner is an individual who constantly does and reveal the ability of reflection in his/her professional practice. He/She is in continuous transaction with his/her practice context, framing problems which arise in the context, shaping the situations to fit the frames, framing his/her roles, and constructing situations to make his/her roles operational. He/She has particular professional way of constructing and maintaining the context as he/she sees it. He/She usually knows more than he/she can say about his/her practice. He/She exhibits a kind of knowing in his/her practice, which is intuitive and makes it explicit, conscious, and available for action through his/her

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