Reflective level of teaching tends to develop the classroom atmosphere which is more alive and exciting, more critical and penetrating, and more open than fresh & original thinking. The paradigm of reflective level teaching is given by Hunt. The concept of reflective practice is mainly associated with the idea of reflection (Johns, 1996); however, Watson (2002) believes reflection to be an accurate representation of the students’ practice and that gaps in knowledge and/or skill competence can be identified quickly and rectified. Origin • The concept ‘reflective thought’ was introduced by John Dewey in 1910 in his “How We Think”, a work designed for teachers. • Dewey’s most basic assumption was that learning improves to the degree that it arises out of the process of reflection. • As time went on, terminology concerning reflection proliferated, spawning a host of synonyms, such as “critical thinking”, “problem solving”, and “higher level thought”. Reflective Thought • The processes of analyzing and making judgements about what has happened. • Dewey (1933) suggests that reflective thinking is:  an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and further conclusions to which that knowledge leads Reflective teaching: Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works – a process of self-observation and self-evaluation. Introduction: • Reflective teaching is a process whereby teachers reflect on their teaching practices in order to examine the overall effectiveness of their instructive approaches. • Improvement or change in teaching methods may be required, depending on the outcome of this analytical process, which is based on critical reflection. • As we all know that teaching is highly skilled and complex activity and the teacher should know how to support students in best possible way. • Reflective teaching is the process of mechanism by which teacher see themselves where they are standing and how they can improve their teaching. • This is done by collecting information from their peers, student’s feedback, results, etc. and teacher work on his skills tom improve his/her teaching. • So, Reflective teaching is a mean of professional development for the teacher which happens in class. • It is a valuable tool for self-evaluation for the professional growth. Need and Importance of Reflective Teaching • Helps learners develop higher-order thinking skills by prompting learners to: a. Relate new knowledge to prior understanding, b. Think in both abstract and conceptual terms c. Apply specific strategies in novel tasks, and d. Understand their own thinking and teaching strategies • Teacher gains information about own teaching from the colleagues or peer group. • If children are having problem after a lesson, it means they have not understood and teacher have to figure it out.

1. Reflective Teaching
Prepared By:
Pratiksha Rai

2. Origin
• The concept ‘reflective thought’ was introduced by John Dewey in
1910 in his “How We Think”, a work designed for teachers.
• Dewey’s most basic assumption was that learning improves to the
degree that it arises out of the process of reflection.
• As time went on, terminology concerning reflection proliferated,
spawning a host of synonyms, such as “critical thinking”, “problem
solving”, and “higher level thought”.

3. Reflective Thought
• The processes of analyzing and making judgements about what has
happened.
Dewey (1933) suggests that reflective thinking is:
an active, persistent, and careful consideration of a belief or supposed
form of knowledge, of the grounds that support that knowledge, and
further conclusions to which that knowledge leads

4. Reflective teaching
• Reflective teaching means looking at what you do in the classroom,
thinking about why you do it, and thinking about if it works – a process
of self-observation and self-evaluation.
• Reflective teaching is a process whereby teachers reflect on their
teaching practices in order to examine the overall effectiveness of their
instructive approaches.
• As we all know that teaching is highly skilled and complex activity and
the teacher should know how to support students in best possible way.

5. Introduction
• Reflective teaching is the process of mechanism by which teacher see
themselves where they are standing and how they can improve their
teaching.
• This is done by collecting information from their peers, student’s
feedback, results, etc. and teacher work on his skills tom improve
his/her teaching.
• So, Reflective teaching is a mean of professional development for the
teacher which happens in class.
• It is a valuable tool for self-evaluation for the professional growth.

6. Need and Importance
Helps learners develop higher-order thinking skills by prompting
learners to:
• Relate new knowledge to prior understanding,
• Think in both abstract and conceptual terms
• Apply specific strategies in novel tasks, and
• Understand their own thinking and teaching strategies

7. Need and Importance
• Teacher gains information about own teaching from the colleagues or
peer group.
• If children are having problem after a lesson, it means they have not
understood and teacher have to figure it out.
• It is helpful in progressive manner of teacher.
• It helps teacher to proper plan the lesson and other teaching materials
and how should be taught.

8. Strategies
• Self-analysis
• Writing journals
• Keeping a portfolio
• Observation of student’s responses
• Questions at the end of every lesson

9. Approaches to critical reflections
It includes:
• Pre-observation
• Observation
• Post observation
• Student’s feedback
• Teacher’s diary
• Recording lessons

10. Procedure of Reflective Teaching:
• Think: What and how to do
• Discussion: With peers or colleagues and get them and also help them
how to improve
• Read: After feedback – read books, search online and read research
articles to how to perform well and improve
• Ask: Teacher can ask to teachers’ community about his problem and
get help and improve.

11. Some Guide Questions for TEACHERS
• Did I motivate students enough to continue on?
• Are the students learning from the activity? Why? Why not?
• Am I relating the lesson to their knowledge and interests? How can I
do better?
• How good was my classroom management skills?

12. Conclusion
• It is not sufficient simply to have an experience in order to learn.
• Without reflecting upon this experience, it may quickly be forgotten,
or its learning potential lost.
• It is from the reflection that generalizations or concepts can be
generated.
• And it is generalizations that allow new situations to be tackled
effectively.

13. References
• Basavanthapa BT. Nursing education. 2nd
ed. New Delhi: Jaypee
Brothers; 2009.
• Singh I. Essentials of education. 9th
ed. Kathmandu: Singh JB; 2011.
• Neeraja KP. Textbook of nursing education. 1st
ed. New Delhi: Jaypee
Brothers Medical Publishers; 2007.

14. Thank you!