The document discusses the importance of reflective teaching as a means for educators to evaluate and improve their teaching practices. It outlines various strategies for reflection, including journal writing, peer observation, and student feedback, emphasizing that reflective thinking and action are crucial for professional growth. Ultimately, engaging in reflective practice can enhance teaching quality and benefit student learning outcomes.

1. Puja Shrivastav
JRF

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.  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.  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. Meaning:
Reflective teacher education is a approach
which ‘intended to prepare teachers to become
more thoughtful’.
5Puja Shrivastav

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.  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.  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.  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.  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.  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.  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.  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. 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.  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. Strategies
for
Promoting
Reflection
Teacher’s
reflective
Diary
Peer
Observation
Talking/
Questioning
Writing
Student
feedback/
Reading
16Puja Shrivastav

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.  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.  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.  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.  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