The Role Of Reflective Practice For A Teacher

This assignment will further develop critical incidents that occurred throughout phases one and two in my home school. School, subject and pedagogical knowledge incidents will be critically evaluated against theories and practice. According to Banks, Leach and Moon (2005) the professional teaching knowledge vision consists of all three of these areas. A series of conceptual frameworks have been used to critically analyse each incident further including: Brookfield’s lenses, Banks Leach and Moons’ model of reflection and Schon and Eraut (1995) reflection on, in and of action.

Avis et al (2010) state that historically, only occupations such as Doctors, Solicitors, the Clergy and Bank Managers were worthy of the title of being called a “Professional”. However they go on to say that this has changed over time to the point whereby much more diverse groups are describing themselves within the category of being professional to the point that the term becomes meaningless. That said, they do agree that a professional should hold a set of specific skills and knowledge that are gained through a certain amount of training and “should be used for the benefit of society”. Teachers, lecturers and trainers clearly fit within this remit. Scales (2008) lists professionalism as one of the traits of an effective teacher. He goes on the say that professionalism is multi-faceted, citing the way teachers behave, look, the way interact with their students, how they talk and how they prepare and plan their work all form what he believes makes a professional.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

Reflective practice is constantly changing as it adds in the learning gained from experiences. Reflective practice links events together and compares what is already known and make a decisions on the basis of this comparison. Reflective practice helps nurses to become expert practitioners due to the fact it operates from a deep understanding of the total events. Reflective practice could also be beneficial for patients and service users as it gives better standards of patient safety and is focused on individual and also evidence based care derived from their needs.

I find reflective practice useful both personally and professionally. When I step back, observe and reflect helps me become more self-aware and understand my own and others’ emotions. I would be able to see things from different angles. When working with families, it will help to learn how to empathize and develop a better understanding of other people. I learn to better communicate through a better understanding of behavior which will help me build better relationships with families. To support children's continuous learning, I begin to ponder and question about children’s engagement in learning and what/how we can do to improve our teaching methods to meet the needs of all the children. In the see/think/wonder thinking has changed the way

In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on

A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action.

Discuss the importance of reflective practices that provide opportunities for mathematics teachers to systematically assess the effects of their practice and experiences.

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could

There has been a rapid increase in the ides of critical reflective practice over the last few decades, (Gould, 2004). Before we look at the value and purpose of reflective practice, it is important to take in account ‘reflective practice’ carries multiple meanings from the idea of professionals engaging in self-analysis to that of engaging in critical dialogue with others. For example, with reference to teacher education, Larrivee, (2000) argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of our professional practice. Therefore, from this, it can be concluded that as a teaching professional, it is important to develop reflections on ones’ professional and pedagogic knowledge to set aspirational goals for a continuing personal and professional development, in other words, it is a way of life.

It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’

During Sequence 5, there were many experiences that shaped the perception of what the teaching profession entailed. The first would be the importance of supporting students’ literacy levels, no matter what subject or content area one might teach. It became evident while administering QRI tests at Sullivan that a majority of the students struggled with reading comprehension and were reading multiple grade levels below where they should be normally reading. Being one whose content is history, it became apparent that supporting my students’ literacy and comprehension skills was paramount to their success across their schooling experience. In addition, the profession of teaching entails supporting all students. The class that I worked with was composed of mostly ELL students and students with IEPs. Using best practices found in Hougen and Buehl are integral in differentiating and modeling for all students in the classroom. This is to ensure that you are meeting the needs of the students and to empower them to achieve their goals in life and prepare them for the real world.

In Chapter three of the readings Atwell discusses the importance of setting the tone and establishing structure, organization, and routines during the first week of class. She explains that as a teacher a lot of time is put into preparation for the first week of school because she wants the students to leave excited about the class, the material and her as a teacher, which helps set the tone for the rest of the yr. In addition, she mentioned that it is equally important for her to establish “her role as a teacher, writer, reader of books, responder to literature, and a lover and unpacker of poems” (Atwell,2015). I believe that anybody that has ever worked with children, whether it be in the classroom or coaching sports would agree with her position about establishing a firm foundation and routine during the first week or the beginning of every week, because it will carry on throughout the course of the year or week. The last thing you as a teacher or coach want to do is to scare or intimidate the students, hurt their confidence, or make them dread coming to your class. I don’t think that’s any teacher’s real intension, although it happens all too often. Have you had an experience with a teacher who hurt your confidence or that made you dislike the subject or class? Unfortunately, I have had many teachers whom acted as though they just didn’t care about the students or our success, and that attitude from our teacher/leadership person truly does rub off on the students. I had one science teacher in high school, Miss Whitney whom was very abrasive yet passionate about the subject to the point of overcomplicating the assignments and confusing the students. I still dislike science to this day and I believe it stems from that experience. The unfortunate thing is that it only takes one bad experience for a student to shut down and withdraw from the classroom activities, so in my opinion it is very important for the teacher not only to care about the student’s success, but also recognize much like Atwell that they need to change the way they are doing things to get kids more engaged in the materials, and accept the fact that hands on enjoyment and fun activities are just as effective learning tools as traditional

Reflective teaching has been one of the important tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves thinking about and critical analyzing our action’s and experiences. It help us in improving or learning and understanding. Reflective teaching is largely based on shon’s reflection-in-action and reflection-on-action model.