2. Overview of Strategy
As quoted from the text Educational Psychology by Anita Woolfolk, Reflective teaching can
be defined as the practice that allows teachers to think back over situations to analyze what
they did and why, and to consider how they might improve learning for their students.
I chose this strategy because I have had experiences where some lessons have not been
successful, and it wasn’t necessarily because the concepts were to difficult but because of
the way I decided to present them to my diverse students. Many times I have found myself
reviewing failed lessons to seek to improve future lessons to produce better outcomes.
Student’s benefit from this strategy indirectly, when teachers reflect they seek to provide
better instruction for students to give them better chances of understanding the material. If a
teacher isn’t observing how their students responded to a lesson, they would not know how
to teach students based on where they are and what their strengths are.
3. Credible Source #1
• There are two different method’s that can be used for reflection, featured in
the article Reflecting on Teaching, an informal way and a more structured
way. (Hingman & Stronge) The first more informal way would be to ask
yourself three questions at the end of the day: What went well today and
why? What could have gone better and why? What do I want to remember
for the future? This informal reflective approach also supports teachers in
organizing their thoughts and winding down after a long workday. ( Hingman
& Stronge ) A more formal approach would be incorporated tools like note
taking on lesson plans. Adding a section at the bottom of the lesson plan
where you have room to note conclusions drawn about the effectiveness of
the lesson plan and what you can improve the next time the plan is used.
4. Credible Source #2
• Being a great teacher has several components and consists of ongoing
improvement. In the video What characterizes a great teacher?, Pete and Alisa
mention ongoing reflection. Alisa describes how when she engages in
reflection “she is building awareness around the needs of her classroom,
when she is more aware she is better able to be responsive to the needs of
her students.” (https://www.youtube.com/watch?v=qkF6H7TF0ek) When a
student’s needs are being identified and met, I believe that provides the child
with a much higher chance to succeed academically.
5. Credible Source 3
• As I read about Kenneth Bernstein’s breakdown of
Teacher Reflection, I understood further how this
strategy is also a model for students.
(http://www.wholechildeducation.org/blog/the-
reflective-practice-of-teaching) A quote directly from
his blog post, “I am a colearner with my students, and
I must model for them what I want them to do. That
includes the humility that comes from being
reflective, from acknowledging that one does not
have all the answers, which is why our learning is an
ongoing process..” Kenneth Bernstein
2009–2010 Washington Post Agnes
Meyer Outstanding Teacher
6. Credible Source #3 continued
• Bernstein helped me make the connection back to the students, even though
initially I was focused on the “reflective teacher”. Of course, everything that
a teacher model’s in the classroom influence’s a student’s perspective,
behavior, and choices. If a teacher is not taking the time to understand why a
student I can grasp a concept but another student can’t, they are not actively
promoting inclusion in their classroom. If a teacher openly discusses with
their students why a lesson was difficult and what other methods are
available for them, that student is allowed to reflect on his or her abilities and
not feel like they simply can’t grasp a concept.
7. Analysis of Information
• All of the author’s and individual’s I came across during my gathering of resources
specifically posed questions that teachers could as themselves. These questions were
equal across the board, “What went well, what didn’t go well?” I believe many times
we can focus on only the negative out of frustration from a failed lesson, but several
of the author’s believed it is important to focus on all aspects of the lesson and
experience.
• I believed the different course had years of experience in teaching, and even so they
believed it was important to have ongoing reflection regardless of how many years
they had been in the classroom.
• A very rewarding piece of information I enjoyed coming across was Bernstein’s
mention of being a model for students as a reflective teacher. That made me think
of all aspects of the reflective piece, exploring other options, remaining calm, and
being inclusive.
8. Connections to Educational Psychology
• In the text “Educational Psychology” a connection is noted between knowledge for
teaching & reflective practitioner’s. “Within the particular situation and topic, expert
teachers have clear goals and take individual differences into account when planning
for their students….These teachers are reflective practitioners, constantly trying to
understand and improve their work with students.” (Woolfolk) (531)
• When I think about my ongoing academic training to become a teacher I often get
nervous about being knowledgeable enough to continue being an effective teacher
even as the years pass. To know that a strategy like reflection can support my
ongoing professional development makes me feel confident about becoming an
even more knowledgeable teacher after I complete my formal education. Even if I
don’t know the answer to something, I am comfortable with the idea that my
students will trust me to support them in problem solving as a team, I hope to
encourage them to not feel bad for not always knowing the answer.
9. Conclusions
• Overall, I believe there is a clear connection between teacher reflective
practice and student achievement. The sources I studied really elaborated on
how the ability for a teacher to be aware of a student’s needs through
reflection, made them better prepared to design lessons that would meet
student’s where they were. Not only do I believe this supports student’s
academically but also socially, teacher’s model for student’s the importance of
self-reflection and why it is okay to not always have the right answer, it serves
as a learning process in itself.
10. Communication with Families
• When communicating with parents on the concept of reflection, I would use
this opportunity to gain trust from parents. Reflecting on how a student’s day
went during pick-up time will promote active communication between the
parent and I. Instead of using teacher jargon, I would tailor reflection to
better fit what struggles the parent is currently facing with their child. An
example would be with potty training. I would as the parent how the child is
practicing potty training at home and if they believe it is working or not, then
I would offer some new strategies or share strategies I have been using
myself. Depending on the situation I would also lead the parent into
reflecting on their own by asking questions like “well why do you think little
Johnny doesn’t like sleeping in his own bed?
11. References
• Bernstein, K. (2013, July 11). The Reflective Practice of Teaching [Web log post].
Retrieved August 16, 2017, from http://www.wholechildeducation.org/blog/the-
reflective-practice-of-teaching
• Hindman, J. L., & Stronger, J. H. (n.d.). Virginia Journal of Education: Reflecting on
Teaching. Retrieved August 16, 2017, from
http://www.veanea.org/home/1327.htm
• What Characterizes a Great Teacher (2015, May 08). Retrieved August 16, 2017,
from https://www.youtube.com/watch?v=qkF6H7TF0ek
