The document discusses the importance of reflective teaching practices for professional development in English language teaching (ELT). It defines reflective practice as critically analyzing one's own experiences and attempting to generalize lessons from that reflection. The document outlines that reflective teaching involves reflecting on areas like content knowledge, understanding learners, teaching approaches, and lesson effectiveness. Both qualitative and quantitative methods of reflection are presented, like journals, feedback forms, and checklists. An example of a retrospective teaching report is provided, and readers are asked to reflect on how they would analyze the report. Overall, the document argues that reflective practice helps teachers structure problems, question their approaches, and improve their instruction over time through self-analysis.

1. Reflective Teaching in ELT: An Effective
Tool for
Professional Development
Dr V. Pala Prasada Rao
Reader,JKC College,Guntur
Prasadarao.jkccollege@gmail.com

2. Outcomes
 At the end of this  FOUR PARTS
lecture, you will be able to
identify 1.Changed paradigm in ELT
the qualities and and its importance
competencies required from
an effective teacher
2. Reflective Practices
 Apply skills for reflection
and continuous 3. A Reflective Report of my
class
evaluation for professional
advancement
4. Your Reflections

3. By three methods we may learn
wisdom:
 First, by reflection, which is
noblest;
 Second, by imitation, which is
easiest; and
 Third, by experience, which is the
bitterest”.
- Confucius

4. University Teachers as Reflective
Professionals
.
QUESTIONS
1. What professional competencies &
personal attributes are required from
an effective teacher?
2. What is, in your opinion, reflective practice/a
reflective practitioner?

5. Personal Attributes
1. confident and calm
2. hardworking and sincere
3. witty and has a sense of humour
4. humane, sensitive and sympathetic
5.. patient and encouraging
6. tolerant of errors committed by students
7. can take criticism positively

6. Professional Expertise
1.Allows students to work at their own pace
2. Relates his teaching to everyday situations
3. Corrects students without wounding them
4. Has a good knowledge of his subject
5. Builds up students‟ confidence
6. Good classroom manager
7. IS REFLECTIVE

7. Defining Reflective Practice
 “A set of abilities  “When learners
and skills, to indicate analyze or evaluate
the taking of a critical one or more personal
stance to problem experiences, and
solving or state of attempt to generalize
mind”. - Moon from that thinking”.
- Cowan

8. To put it simply …..
 „Reflective practitioners‟ usually refer to adult
learners who are engaged in some kind of
activity (often professional) which they can
use to reflect on their strengths and/or
weaknesses.

9. Philosophers on Reflective Practices
in Teaching
 John Dewey‟s “How We Think”
 Donald Schon‟s “Educating the Reflective
Practitioners”
:

10. Exploring the Possibilities of
Reflection
 Academic Preparation-- "What Shall I
Teach?”
 Understanding Learners-- "How Do
Students Learn?”
 Organizing for Teaching --"How Shall I
Teach?”
And finally - was the lesson a success?

11. Why Reflect?
 To see ourselves
 To increase our awareness
 To improve the effectiveness of our own
teaching

12. KINDS OF REFLECTION
1. INFORMAL
2. FORMAL

13. METHODS OF REFLECTION
1.QUANTITATIVE METHODS
Ex: Rating Scales, Charts, graphs etc.
2. QUALITATIVE METHODS
Ex: Field Notes, Diaries, Audio-visual
Recordings etc.

14. QUANTITIATIVE METHODS
Checklist: Instructional Events in a Lesson
S.No Events Observed Not observed
1. Creating a learning set
+1
2. Stating the objectives of the
lesson -1
3. Stimulating recall of task-
relevant prior learning +1
4. Teaching new content
+1
5. Providing practice
+1
6. Providing feedback
-1
7. Providing a review of the
lesson -1

15. SOME QUANTITATIVE METHODS:
Rating Scales
 The teacher responds to incorrect
responses in a non-punitive manner.
 The teacher provides learners
opportunities for self or peer correction.

16. KINDS OF QUALITATIVE REFLECTION
1. Feedback Collection
– one-minute paper (at the end of each
lesson)
2. Teaching Feedback Questionnaire
-- Peer observation
– Observe and be observed
3. Written Accounts of Experiences
– Self-reports
– Autobiographies (reaction sheets)
– Journal writing
– Collaborative diary keeping
– Recording lessons

17. HERE IS A RETROSPECTIVE REPORT
OF MY CLASS
 CLASS: II B.Sc.,
 LANGUAGE ITEM: Expressing One‟s
Opinions and Point of View

18. Pedagogical Bases of the Lesson
 Lecture
 Demonstration
 Discussion – structured (by teacher
 Discussion unstructured
 Tutorial
 Simulation or games
 Role play
 Projects
 Real-life experience

19. Different Stages within a Lesson
STAGE PRESENTA- PRACTICE PRODUCTI-
TION ON
Teacher‟s controls and monitors facilitates
role informs and corrects and guides
Learners‟ understand/for manipulate use produce
roles mulate rules of the language/com
about the language in municate in the
language different language in the
situations life-like manner

20. Here is a Retrospective Report ….
Now Time to Reflect
 IF YOU WERE “I”, HOW COULD YOU REFLECT
ON THE RETROSPECTIVE REPORT?

21. USES LIMITATIONS
 No special training is  Fewer details get recorded.
required.
 No special arrangements  Events cannot be recalled in
needed. detail.
 Do not interfere with normal
teaching.  Self-reporting entails some
 can be accommodated degree of subjectivity.
into one‟s teaching schedule
 It is open-ended.  One cannot go back to
events to check.

22. The criteria used by UGC to assess
for CAS includes:
1.What is your contribution to teaching in terms
of new methods, design of syllabi, or others?
2. Whether class room teaching is clear to the
students?
3. Whether the tasks and activities fit the
goals?

23. Those reading your portfolio seek
evidence you have:
1.a scholarly approach to teaching
2.obtained student and peer feedback of your
teaching and that you have acted on the
results
3. reflected on how your teaching has influenced
student learning
4. made an impact on student learning

24. Any questions to help me start off?
IN MY TEACHING CONTEXT
 In your discipline, what content area do you regard as strongest?
 Are there content areas in which you need to improve your knowledge?
 Which teaching approach has been most beneficial for students? Why?
 Give examples of alternatives teaching approaches you have used?
 What do you regard as the least effective teaching activity you
undertake?

25. What details you need to include in the
report?
Your reflections may include Two
sections:
 A summary containing the statements of your
teaching activities reflection and impact
 Appendices containing the evidence to
support the summary

26. NOW IT’S YOUR TURN TO REFLECT
AND SHARE
 Pl. GIVE SOME REFLECTION ABOUT
YOUR CLASS
 NOTE: Pl. don‟t reflect on the whole class
Take one defining moment which calls for
reflection. Then share
 DURATION: 5M

27. The Value of Reflection
Now Ponder over the
RELIABILITY and the VALIDITY
of reflective practices in ELT.

28. YES, CERTAINLY …
 Reflective Teachers :
1. Are better able to structure situations and
problems
2. Use a questioning approach when evaluating
their experience (why did this happen?)
3. Are clear about what they want to learn and
improve
4. Can describe and analyze experience (s) and
interaction well

29. The Cycle of Reflection

30. Final Words
“If we are to become more effective
teachers, we need to become more
reflective teachers. To be reflective
we need to articulate our theories of
learning, critically examine them and
replace those parts which, we
suspect or, better still, can show do
not work”.
J.Webb

31. Contd….
 Reflection helps a teacher to critique,
challenge and ultimately transform the
practice.

32. QUESTIONS

33. AN INVITATION
 A TWO-DAY NATIONAL SEMINAR ON METHODS, MATERIALS AND
TECHNIQUES OF ELT
 DATE:24-25, JULY, 2010
AND
ALL INDIA TEACHERS‟ CONFERENCE IN JANUARY,2010
 VENUE:JKC COLLEGE, GUNTUR
 PRASADARAO.JKCCOLLEGE@GMAIL.COM

34. THANK YOU