Reflective lesson plan


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Reflective lesson plan

  2. 2. 3-5-2011REFLECTIVE LESSON PLANThis paper explains the way that an inexpert or pre-services teacher canimprove their teaching through the use of reflective lesson plan.The use of thisinstrument can be helpful as a systematic and organized class. Reflectivelesson plans is a way to learn and improve during each cycle that is applied andit consist on writing down entries in the diary or reflective notes about the basisof teaching (principles, beliefs and teaching needs). After the first teaching,teacher should changes based on the ideas about what happen in the first classin order to improve the next class. These actions improve the lesson plan in areflective way.The procedure of reflective lesson plan should be called “test and errorprocedure” because it shows that the lesson plan should be improved after theteacher already tests the first plan. Exactly, it is what happens with my classes Iteach. When I am preparing my class, I did a reflection about what happened inprevious class. This permits to me correcting timing, content oractivities.Ianalyzed whether the time was adequate for each topic or activity. Ianalyzed about the students’ behavior and a lot of things that are important forthe students and me. I think it is a natural way that should follow and inexpertteacher even tough experiment teacher.In the first class I planned, I focused on grammar and when I was preparing thesecond class, I added more activities. During the class, we did a fast reviewedabout the previous class, and we saw a very little grammar.The time was notenough and I really felt bad because I could not fit the exactly time with theclass I prepared. Next time, I prepared the lesson plan and I re-evaluated thetiming, and I wrote down the time I need for each topic. It was not enough too,but I learnt that the timing is just a reference about how you are spending thetime. Four weeks later, the timing continues being a problem but I do not worryanymore. The important thing is that I think deeply about what happened in theprevious class, when I am preparing the next class.W AYS IN WHICH REFLECTIVE PRACTICE HELPS 1
  3. 3. 3-5-2011According to Belinda Ho, a reflective lesson plans apply effectively the theory ofreflection in the action research cycle where the lessons are arrangedautomatically, and the teachers identified the troubles and force the teachers toadjust the lesson plans in order to look for a reflective solutionin the subsequentlesson. This cycle force to the teachersin reflecting, planning, acting andobserving what happens around the class.Richards (1990: 4) as cited in Belinda ho identified the micro and macroapproach in which said that micro dimension involves teaching as observablecharacteristics and what teacher do inside the classroom. Another aspect thatRichards pointed out that macro dimension involves that generalization, andinferences can be observed in a quantifiable classroom process. Bothapproaches should be taken in account in order to observe the reality of theclassroom teaching.During my first class, I spent more than forty-five minutes in grammar.Immediately, after that class I change the plan, and I paid more attention to theactivities. I divide the class in three parts: grammar, activities and conversation,because this permit to involve the students in the three aspects that they needto practice. I am applying changes because in a certain way I am reflectingabout my lesson plan and teaching. I planned my lesson plan and applied thechanges, after that I applied the changes and finally, I observed what happenwith those changes in order to restart at the beginning. I think this method ofaction research applied to the reflective lesson plans can result in a continuousimprovement cycle in the learning process.I am new in this, but constantly I amdoing changes.TIME AND WORKLOADThe difference of other ways of reflection such as teaching journals, audio,video recording, peer observation, action research, surveys or questionnaires,are that reflective lesson plans help teachers to take advantage of the timeinvested in the teacher’s teaching routine because they can reach the sameresults without doing those activities. Providing the opportunity to use the samelesson in more than one class. Using reflective lesson plans helps teachers and 2
  4. 4. 3-5-2011pre-service teachers to development a reflective way of thinking, especially inreal school situations.The time that teacher invests in preparing lesson plans, classes, activities, andafter that, to evaluate the students, require a lot of extra time and it causes anoverwork in the teaching learning process. For this reason reflective plans helpus to reduce the amount of time we invest in order to reach theclasses objectives. In my case, I spend one hour organizing my class and mostof this time I think careful about how I am going to give my next class taking inaccount how was the previous class. I correct the lesson trying to remind all thathappened in the classroom, taking in account the errors, suggestions and eventough remembering the faces of the student during each activity because theiremotions are very evident.In conclusion, Belinda Ho pointed out that there are three factors that determinethe success of this procedure. Teacher’s desire to grow up in a professionalway of self-development, teacher’s willingness to do important positive chancesin their attitudes toward the teaching process, and teacher’s support in order tobe open to receive help from the others. All of this is necessary in orderto improve the professional practice in the early stage. For me, the mostimportant factor is the desire: the desire to be professional, the desire to passquickly from novice to professional and the desire to become an expert afterbecoming a professional. The desire and the process of reflective lesson plansare the two elements for passing from being novice to being professional.REFERENCESGebhard, J., & Oprandy, R. (1999). Language teaching awareness. A guide to eploringbeliefs and practices. Cambridge.Ho, B. (1995). ELT Journal. ELT Journal, 4911.Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms.Cambridge. 3