REFLECTIVE TEACHER

EDUCATIONPuja Shrivastav

JRF

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INTRODUCTION 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. ?

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REFLECTION? 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?

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REFLECTION? 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).

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REFLECTIVE TEACHER EDUCATIONMeaning:

Reflective teacher education is a approach which ‘intended to prepare teachers to become more thoughtful’.

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NEED FOR REFLECTIVE TEACHING 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.

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NEED CONTD… 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

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NEED CONTD …. 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.

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CONTD…. 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.

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REFLECTIVE THINKING 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.

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CONTD.… 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.

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REFLECTIVE PRACTICE 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.

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REFLECTIVE ACTION 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’

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CONTD…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.

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STRATEGIES FOR PROMOTING REFLECTION 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.

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STRATEGIES

Strategies for Promoting Reflection

Teacher’s reflective

Diary

PeerObservati

on

Talking/Questioni

ng

Writing

Student feedback/ Reading

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TEACHER’S REFLECTIVE DIARY 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.

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PEER OBSERVATION 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.

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RECORDING A LESSON 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.

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STUDENTS FEEDBACK 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.

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CONCLUSION Thus we can say that the more teacher immerses in

reflective practice it will lead to reflective teaching which will enhance the students outcome.