Reflective practice in teaching

July 11, by Kenneth Bernstein As a teacher, I cannot imagine not reflecting as a regular part of my teaching practice. Part of this is because, as a shy person who was also an extravert, I had to think about how to interact with other people. I would even as a child take time to step back and reflect—What had I done and why? Had it achieved what I wanted?

Reflective practice in teaching

July 11, by Kenneth Bernstein As a teacher, I cannot imagine not reflecting as a regular part of my teaching practice. Part of this is because, as a shy person who was also an extravert, I had to think about how to interact with other people. I would even as a child take time to step back and reflect—What had I done and Reflective practice in teaching Had it achieved what I wanted?

Why or why not? Was what I wanted an appropriate goal? From this I began to learn that reflecting after the fact was insufficient: I needed to think about the "why" before I did an action, and to some degree I needed to be able to be metacognitive, that is, to be able to observe and reflect even as I was acting and speaking, to Reflective practice in teaching in and process visual and auditory cues, such as tone of voice and body language.

I was fortunate that, when relatively late in life I decided to become a school teacher, I wound up in a Master of Arts in Teaching MAT program at Johns Hopkins University, which required that we reflect constantly, in all of our courses.

Reflective practice in teaching

Recently I had occasion to clean out some of the accumulated boxes and folders of papers of a lifetime I am now 67 and we were literally running out of space in our basement.

In the process, I reencountered many papers I had written in the MAT program, as well as all of the notebooks I have kept since I was In a few cases, I was able to match up notebooks written at the same time as papers and reflections for my MAT.

It was interesting to see how each fueled the other. Certainly when we plan, we who teach are thinking about what we hope to achieve. But we need to go beyond that. We need to think about why we teach.

As I learned in my teacher training, "because it is in the curriculum" is an insufficient answer, and as a teacher of social studies, this reasoning will not enable me to connect the material with students in a class merely because it is a requirement for graduation.

Why is it important? Why should it matter to the students? I remember experiencing this when my mentor at Hopkins observed my student teaching as I introduced a unit on Vietnam to 10th graders.

I had not thought about that question and also was not paying close enough attention to realize that one of my students had said quietly that her grandfather had served there.

I had barely considered that some students would have parents or aunts and uncles who might have been there at that time. I had not considered the previous generation, and what that fact could mean in helping students in their early teens to connect with one of the most disruptive, and thus transformational, periods of American history.

My mentor and I spoke after that lesson. I grasped the importance and was at least partially able to recover by changing my plans for a subsequent lesson and instead used music of the period to help the students connect with it. One essential part of the NBCT process is reflection. There are Five Core Propositions to the National Board Certification process, of which the fourth is " teachers think systematically about their practice and learn from experience.

Quality Teaching

Combining all of these together, along with a knowledge of the students one teaches and a commitment to their learning, one quality expected of an NBCT is reflection—evaluating what has worked and what has not, using the information from formal and informal assessment.

That is why NBCTs question, why they try new things.

Reflective Practice: Writing and Professional Development [Gillie E J Bolton, Russell Delderfield] on r-bridal.com *FREE* shipping on qualifying offers. Reflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness, and professional development. This newly updated Fifth Edition explores reflective writing as a creative and dynamic process for this critical /5(7). A teaching portfolio is a representation of your identity as a teacher. An effective portfolio conveys a coherent message about your beliefs and approaches to teaching and offers specific evidence to . Print. Principles. The Great Teaching, Inspired Learning reforms have a key focus on beginning teachers receiving high quality induction to support their entry to the r-bridal.com start, Great teachers is underpinned by two research-based principles.. Quality school-based induction needs to be comprehensive. Ideally induction involves 5 essential components represented in the 5C model of.

This is a necessary reflective practice of a teacher who is serving the needs of the students. As "members of learning communities" Proposition 5 teachers are themselves learners, undergoing professional development and participation in professional organizations.

In addressing this proposition, it is insufficient merely to list professional achievements without in some way demonstrating how they help the students to learn.

As a result, before embarking on a particular professional development experience, or attending a specific course or conference, I ask myself what I hope to gain from this beyond the requirements of continuing education for maintaining certification.Jan 10,  · In its simplest form, reflective practice is the ability to reflect on your actions and engage in a process of continuous learning.

Reflective practice - Wikipedia

Quality Teaching A lifetime journey of exploration, practice and discovery. A Combination of Elements. These days it is fashionable in many places to focus most of the attention on the science and craft of teaching while neglecting the art and the alchemy.

This is a necessary reflective practice of a teacher who is serving the needs of the students. As "members of learning communities" (Proposition 5) teachers are themselves learners, undergoing professional development and participation in professional organizations. REFLECTIVE PRACTICE IN TEACHER EVALUATION: By utilizing systems that provide clearer deinitions of high-quality teaching and learning, districts are able to better understand teacher practice, which allows them to differentiate feedback and support to educators.

Relective practice helps teachers to not only improve the teaching and. Ensuring good practice and excellent student experience. A comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching .

Reflective Learning for Students. In Practice | Resources. Reflective learning is a way of allowing students to step back from their learning experience to help them develop critical thinking skills and improve on future performance by analysing their experience.

National Board Candidate Management System