Reflection On Classroom Teaching

Introduction I have being a student of the Sam Sharpe Teacher’s College for almost three years. Over the years I have gathered a wealth of knowledge that is now invaluable. As a part of my teacher training programme, I was engaged in a teaching practice exercise at the Bogue Hill All Age School, in the cool hills of Montego Bay St James. I was introduced to the cooperating teacher and the students by the principal of the school and received a warm welcome, by both the students and the classroom teacher. The grade three classroom, in which I was assigned was brightly lit and fully ventilated, by windows and other openings in the walls; charts, books and other educational materials could be seem all around the classroom. The

As I reflect on the actions done I will also talk about what I have learned from my experience and my feelings about my teaching exercise. Donald Schon, an early contributor of cognitive design theory and the author of the book ‘Reflective Practitioner’, defines reflective practice, as the practice by which professionals become aware of their implicit knowledge, analyze their actions, correct mistakes and learn from their experiences. Schon also spoke about reflection in action which is to reflect on behaviour as it happens, whereas reflection on action is reflecting after the events. In reflecting on my actions done on teaching practice, I will review my past practice, evaluate my teaching strategies and lesson planning as well as my ability to create a learning environment that enhance the quality of learning for

Conclusion

I must conclude with my pledge to channel all the new knowledge gained: during teaching practice, in my assessment and reflection, in future teaching. In doing so I will also keep in mind the idea of what an effective teacher should be. Since my ultimate goal is to be an effective teacher, one who is willing to motivate students to learn as well as allowing them the privilege of having fun while learning.

Effective teaching require teachers to possess good knowledge of subject matter, high realistic goals, clear standards for classroom behavior, positive interactions with their students, the capacity to select and use suitable material for the course/curriculum, a variety of teaching strategies and approaches, and appropriate pedagogical methods; the skills to present skillfully the material in ways to meet students ' needs,( International Journal of Educational Research,