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Reflective Teaching

It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.

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Reflective Teaching

  1. 1. Puja Shrivastav JRF
  2. 2.  Everyone needs appraisal. Everyone want to know the good things, good qualities and sometime bad things also.  Teaching is a complex activity. It involves lots of responsibility and dedication too.  It is important for the teacher to become aware of one’s own work and how it was done.  Reflection can help. ? 2Puja Shrivastav
  3. 3.  Reflection is a form of conscious response to, or processing a situation or event and the experiences within that situation or event.  For teacher and students responses will include what they think, feel, do and conclude both at the time and order/ or after the experience. What, Why and How? 3Puja Shrivastav
  4. 4.  Reflection is one activity which bring forth the practices and understanding of educational processes.  Reflection is the process in which teachers become aware, or are supported to become aware, of the theory and motives behind their own teaching.  Reflection will help to take some deliberate steps to develop further understanding. (Gibbs, 1996). 4Puja Shrivastav
  5. 5. Meaning: Reflective teacher education is a approach which ‘intended to prepare teachers to become more thoughtful’. 5Puja Shrivastav
  6. 6.  Early professional development of teachers requires useful reflection on practice.  The new and unfamiliar teaching role may have a serious and negative impact on student teachers' capacity and willingness to reflect constructively on their practice.  If students are misbehaving - what were they doing, when and why?  Reflective teaching help to evaluate and improve the quality of teaching. 6Puja Shrivastav
  7. 7.  According to NCF(2005) the process of preparing teachers in a new and improvised teacher education system should provide opportunities for self- learning, reflection and provide opportunities for understanding self and others.  Thus to better equip teachers, reflective teaching must become an integral component in the teaching process of pre-service teachers 7Puja Shrivastav
  8. 8.  A critically reflective teacher will--  Appreciates how students perceive.  Understand the institutions intentions towards the teachers in term of evaluation.  Design the lessons for deeper students learning.  Choose the evaluation methods for development and improvement in learning and teaching. 8Puja Shrivastav
  9. 9.  This indicates that  reflective thinking,  reflective practice and  reflective action are important components of the teachers’ professional life both as a beginning teacher or a highly experienced teacher. 9Puja Shrivastav
  10. 10.  It considers personal achievements and failures and asks what worked, what didn’t, and what needs improvement (Given, 2002).  Involves personal consideration of one’s own learning.  It asks the learner to think about their own thinking.  Is therefore an approach of self-observation. 10Puja Shrivastav
  11. 11.  Teacher education as a profession often requires teacher educators and student teachers to reflect upon their practices, link their reflections to theories and communicate in writing an understanding of the connection between the reflection and theory.  Reflection can be done through journal writing, keeping a daily diary, essay writing, drawing, and talking with peers. Reflection can follow a peer discussion. 11Puja Shrivastav
  12. 12.  Reflective practice can be considered as ‘active learning’  Beginning of reflective practice in the area of learning can be seen, where one question is answered by another question so as to challenge the subject under discussion.  Engaging in reflective practice is associated with the improvement of the quality of teaching, stimulating personal and professional growth and closing the gap between theory and practice. 12Puja Shrivastav
  13. 13.  Reflective thinking includes observing and critiquing our own actions and becoming truly reflective, and then changing our behaviors/ act accordingly based on what we see.  This leads to ‘reflective action’ 13Puja Shrivastav
  14. 14. According to Dewey (1933, 1937)  Reflective thinking does not automatically lead to change and improvement.  Translating thought into action is important.  Open-mindedness, responsibility, and whole- heartedness are needed for teachers to translate their thoughts into reflective actions.  Teachers who consciously use reflective action in teaching continually and persistently improve ways to teach students and manage classroom events. 14Puja Shrivastav
  15. 15.  Following are a variety of specific reflective strategies and methods expressed in the literature.  This work of reflection is used either to engage their students in deeper learning or to cultivate their capacity as enabled,  self aware practitioners in their professions. 15Puja Shrivastav
  16. 16. Strategies for Promoting Reflection Teacher’s reflective Diary Peer Observation Talking/ Questioning Writing Student feedback/ Reading 16Puja Shrivastav
  17. 17.  This is the easiest way to begin a process of reflection since it is purely personal.  After each lesson you write in a notebook about what happened.  You may also describe your own reactions and feelings and those you observed on the part of the students. You are likely to begin to pose questions about what you have observed.  Diary writing does require teacher to be disciplined. 17Puja Shrivastav
  18. 18.  Invite a colleague to come into your class to collect information about your lesson.  This may be with a simple observation task or through note taking.  This will help to identify the areas which required to be reflected upon. For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.  They also suggest how to overcome mistakes committed during teaching. 18Puja Shrivastav
  19. 19.  Video or audio recordings of lessons can provide very useful information for reflection.  You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.  It is useful in showing the aspects of teachers behaviour in class.  Physical aspects such as, where does the teacher stands, who does she speaks to, how does the teacher come across while dealing with the students. 19Puja Shrivastav
  20. 20.  You can also ask your students what they think about what goes on in the classroom. Their opinions and perceptions can add a different and valuable perspective.  This can be done with simple questionnaires or learning diaries. 20Puja Shrivastav
  21. 21.  Thus we can say that the more teacher immerses in reflective practice it will lead to reflective teaching which will enhance the students outcome. 21Puja Shrivastav

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