Reflective Teaching

WELCOME
REFLECTIVE TEACHING
Reflective teachingis a
process where teachers
think over their teaching
practices, analyzing how
something was taught
and how the practice
might be improved or
changed
for
better
learning outcomes.
Pollard
has stated , reflective teaching implies

an active concern with aims and consequences
as well as means and technical competence.
According
to Dewey a reflective practitioner

should have :
1. Open- mindedness
2. Responsibility
3. Whole heartedness
STEPS TO A REFLECTIVE
PRACTITIONER
1. Observation
The skills of observation take account of noticing
your own feelings and behaviours and include
noticing, marking and recording in order to
distinguish something from its surroundings.
Noticing involves recording brief but vivid details
which allow you to recognize the situation for
itself.
In learning how to teach the noticing and
recording of critical moments can be helpful in
relation to developing the skills of reflective
practice.
2. COMMUNICATION
Your communication skills in relation to reflective

practice can be developed in a variety of ways:
through the keeping of a personal learning journal or
diary, or through a more professional portfolio,
supported by a system of formal tutorials with a
mentor.
Teacher 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.
3. Skill of decision making
It is important to think about how you make sense of

your learners and classroom events.
From a constructivist point of view Uhelenbeck et al.
described teacher learning
as Organizing and
reorganizing, structuring and restructuring a teachers
understanding of practice.
Teachers are viewed as learners who actively construct
knowledge by integrating events on the basis of
existing knowledge, beliefs and dispositions
4. Judgement
In order to analyze a classroom event or situation, we

should try to be absolutely clear what that event or
situation consists of. If we too, are involved in that
event then an objective view of the event needs to be
imparted.
5. Team working
It is now recognized that professional expertise has to
be networked, integrated or joined up.
The following subsections introduce you briefly some
collaborative ways of working in schools.
a)Co- teaching
Co- teaching provides a vehicle for becoming more
aware of ones thoughts and actions that influence the
development of understanding of a situation.
This way of working provides experiences which
revolve around collaboration and the sharing of ideas
and perspectives on practice to help in the reframing of
earlier ideas.
b)Collaborative practitioner enquiry
Enquiry is the response we make to a desire to find
something out.
Teachers with more reflective and discursive identities

may, through an ongoing conversation with their
practice ,adopt stances which respond to their learners
difficulties
c)Action research
This way of working tends to face between academic
researcher researching other people and teacher
practitioner , researching their own actions.
Action research is an approach that has become widely
used in research into education and schooling.
It takes several different forms, one of which is

systematic enquiry .
Often beginning teachers, regular teachers and
support staff working together and the enquiry
designed to produce practical results which can
improve an aspect of say, learning and teaching.
CONCLUSION
Reflective teaching is a cyclical process, because once you
start to implement changes, then the reflective and
evaluative cycle begins again. As a result of your
reflection you may decide to do something in a different
way, or you may just decide that what you are doing is
the best way. And that is what professional
development is all about.
REFERENCE
1. Reflective teaching and learning- A guide to professional

issues for beginning secondary teachers
Edited by Sue Dymoke and Jennifer Harrison
2. www.csun.edu/sites/default/files/Holle-ReflectiveTeaching.pdf2
THANKYOU

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What are the steps to becoming a reflective practitioner?

What are some ways teachers can collaborate to improve reflective practice?

WELCOME

has stated , reflective teaching implies

to Dewey a reflective practitioner

Your communication skills in relation to reflective

This is the easiest way to begin a process of

3. Skill of decision making

It is important to think about how you make sense of

In order to analyze a classroom event or situation, we

Teachers with more reflective and discursive identities

It takes several different forms, one of which is

1. Reflective teaching and learning- A guide to professional

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