The document discusses reflective teaching. It defines reflective teaching as looking back on what is taught, how it is taught, opportunities for improvement, and challenges. Reflective teaching emphasizes caring for students, constructivist learning, and creative problem-solving. It involves evaluating evidence, modifying views based on observations, and making changes to improve teaching. The document outlines several methods for beginning the reflective process, including keeping a teacher diary, engaging in peer observation, recording lessons, and gathering student feedback. It poses questions teachers should ask themselves during reflection, such as what they are doing, why, how effective it is, how students respond, and how it can be improved.

1. Dr. Sherin Shervani
Assistant Professor
ELI - KAU

2. As the word suggests itself, reflection is to simply
look back upon
 what we have been teaching
 how we have been teaching
 where is the scope of improvement
 what are the challenges of the course
 What are the ethnic group that we are handling

3. These knowledge bases are viewed as essential
for what prospective teachers should know and
be able to do -
Knowledge of Self
Knowledge of Content
Knowledge of Teaching and Learning
Knowledge of Learners
Knowledge of Context

5. Reflective Teaching is an inquiry approach that
emphasizes an ethic of caring, a constructivist approach
to teaching, and creative problem solving (Henderson, 1996).
An ethic of caring respects the wonderful range of multiple
talents and capacities of all individuals regardless of cultural,
intellectual, or gender differences.
A constructivist approach places emphasis on big concepts,
student questions, active learning, and cooperative learning,
and they interweave assessment with teaching.
Creative problem solving – developing the student as "thinker,
creator, and constructor.”

6. Reflective Thinking Skills : the ability to evaluate and
interpret evidence, modify views, and make
observations.
Professional Teaching :
 Exploring Teaching "Shall I Teach?"
 Academic Preparation "What Shall I Teach?"
 Understanding Learners "How Do Students Learn?"
 Organizing for Teaching "How Shall I Teach?"
 Schooling and Cultural Context "Why Do We Teach?"

7.  Teachers already think about their teaching and talk to colleagues
about it too. You might think or tell someone How well your lesson
went well or Your students didn't seem to understand or Your
students were too badly behaved in a particular class.
 Actually we need to spend more time spent focusing on or
discussing what has happened, we should not jump to conclusions
about why things are happening. We may only see one side of the
problem.
 Reflective teaching therefore implies a more systematic process of
collecting, recording and analyzing our thoughts and observations,
as well as those of our students, and then going on to making
changes.

8.  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.
 By collecting information about what goes on in our
classroom, and by analysing and evaluating this
information, we identify and explore our own
practices and underlying beliefs. This may then lead
to changes and improvements in our teaching.

9. Beginning the Process of Reflection
Teacher diary - Personal observations and record making.
After each lesson, note what happened; describe your own reactions and
feelings; pose questions about what you have observed.
Peer observation - a simple observation task or note taking by a colleague.
This will relate back to the area you have identified to reflect upon. For
example, 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.
Recording lessons - Video or audio recordings of lessons; it provides useful
information for reflection.
Student feedback - Students’ opinions and perceptions can add a different
and valuable perspective. This can be done with simple questionnaires or
learning diaries.

10. What are
you doing?
Why are
you doing
it?
How
effective is
it?
How are the
learners
responding?
How can
you do it
better?

12. A S K