it is used for my class

1. ព្រះរាជាណាព្ររម្
ព ុជា
ជាតិ សាសនា ព្រះម្ហារសព្ត
រុទ្ធិរសារលវ ិទ្ាល័យព្រះសីហម្ុនីរាជា
Topic: Reflective Teaching: Principles and Practices
Lecture: Dr. Sun somara
Group Members
 Kong Sophanith
 Neang Chansy
 Eng Vannak

2. Reflective Teaching:
Principles and Practices
JOHN M. MURPHY
Experience is very
important, but
reflecting on it is
more valuable.

3. KEY QUESTIONS
What does the idea of being a reflective language teacher bring to mind?
How can language teachers continue to grow?
What are some steps teachers can take to enhance awareness of their
strengths and weaknesses?

4. Richards and Lockhart (1994b)
define reflective teaching as an approach
to second language (L2) classroom
instruction in which current and
prospective teachers "collect data about
teaching, examine their attitudes, beliefs,
assumptions, and teaching practices,
and use the information obtained as a
basis for critical reflection" (p: 1).
WHAT IS REFLECTIVE TEACHING?

5. Purposes of reflective teaching:
(1) to expand our understandings
of the teaching-learning process
(2) to expand our repertoire
of strategic options as language
teachers
(3) to take ownership of our own theories
of language teaching as informed by teaching practice
(4) to enhance the quality of learning opportunities
we are able to provide in language classrooms.

6. CONCEPTUAL UNDERPINNINGS
1. Open-mindedness: The ability to remain
attentive and receptive to different points of view
2. Responsibility: Staying aware and being
responsive to the consequences of our actions
3. Wholeheartedness: Doing our best to situate our engagements
with open-mindedness and to accept responsibility as the core
of our professional lives
Dewey (1933) posits three essential
characteristics of reflective teaching:

7. 1. reflection-in-action: reflection while teaching. (unplanned/unexpected)
2. reflection-on-action: reflection after teaching. (retrospective)
3. reflection-for-action: reflection for the future teaching (future development)
Three cognitive dimensions commonly associated with
reflective teaching are:

8. Tools for reflective teaching: Gathering information
Formative feedback from learners
. Five-minute papers
. Teacher assessment surveys.
. Questionnaires
…………………….
Formative feedback
from other teachers
Peer collaborations (Richards. & Farrell, 2005)
Case interviews
Field notes and classroom ethnographies
Classroom observation
………………………………………………
Self-generated sources
of information
Retrospective field notes
Teaching journals and teaching logs
Classroom diagrams and maps
Lesson plans and lesson reporting
…………………………………….

9. Challenges and Potential Solutions in
Practicing Reflective Teaching
Time Constraints
Finding time for reflective
practice among other
teaching responsibilities
can be challenging.
Embracing Feedback
Addressing the discomfort
that may arise when
receiving feedback on
one's teaching methods.
Resourcing Support
Seeking resources and
professional development
opportunities to enhance
reflective teaching skills.

10. Conclusion and Key
Takeaways
Reflective teaching equips educators with the
tools to continuously improve their teaching
methods and create dynamic learning
environments. Embracing reflective practices
leads to enhanced student engagement,
improved learning outcomes, and overall
professional satisfaction.