Reflective teaching Reflective teaching has been one of the important tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves
Reflective teaching Reflective teaching has been one of the essential tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves
In my experience, teaching content that has the deepest value was not an easy task initially. I relied mostly on what my employers expected me to teach, so most of my objectives were set in their line not mine for quite some time. Perhaps, I started to think about it more seriously, when I was doing the DELTA in Hastings, East Sussex; that is, when I decided to view teaching differently: from all my uncertainties. My DELTA tutors had asked me to choose a teaching point for a pre-intermediate group
Technological University of the Philippines College of Industrial Education Professional Industrial Education Department Ayala Boulevard, Ermita, Manila Analysis of the Reflective Teaching Approach: input to the Teaching Model Framework for Industrial/Technology Education in the College of Industrial Education By: Regencia, Rodil C. Pacomo, Carla Patricia G. BSIE – AE/4B CHAPTER I PROBLEM AND ITS BACKGROUND Introduction “A thousand teachers, a thousand methods” - Chinese proverb Learning
just share a story. It’s a long story full of ups and downs, but it is an important story. It is my story. It’s the story of my first three years of teaching. It feels like I’ve spent much of the master’s program thus far writing about how to differentiate academically. I will start from the beginning of my career. During my first year of teaching I was thrown into a Title I school with a class full of very high needs. I walked into my classroom on the first day to twenty-nine incredible students
given topic. I think that the teaching and learning are also the same because it may appear in the different effect of education depending on what personalities learner has and how instructors teach. I could say that I have experienced diverse language teaching style in Seoul and Chicago for several years. Some of those times were good memory, but the other times were not good. One of the reasons that I felt good or bad was certainly affected by teaching style. In this essay, I will write some teachers
central theories on the subject in comparison to my more experienced colleagues. Nevertheless, once I began to research the subject of communicative language teaching (CLT), I came to realise that whilst I may have been initially unaware of the corresponding theory, many of the concepts that underpin CLT are important aspects of my own teaching philosophy. According to Ahmed (2014), CLT was first introduced in Europe in the early 1970s, and quickly became one of the major tenets of modern TESOL methodology
best in each module and even with regard to the definition of effective teaching was not my major concern. As a less experienced teacher in teaching English field, the first idea on teaching and learning effectively is personally described as investing as much efforts as I can in both classrooms and social activities to activate students’ ability on using English as a foreign language effectively and fluently; effective teaching is also somehow to adapt innovative approach into lessons to motivate
As the behaviorist and positivist view replaced the former cognivist and constructivist view in the second half of the twentieth century, a shift in language learning and teaching took place during the second half of the twentieth century which later led to the appearance of socio-cultural perspectives in the 1990s. As Cunningham (2001) explains, learning is viewed as an active process where learners and teachers reflect upon their current and past knowledge and experiences to generate new ideas
A truly reflective practice involves trust and relative autonomy, which is a school is infused in the cultures of accountability and audits, taking measurements and managerialism. Yet, in today’s rapidly moving society, the reflective practitioner cannot and should not be considered as being freed from the restraints of the reality in which he or she practises (Harrison, 2012). It is seen by many practitioners in the area of education as being at the very middle of the development of professional