Danielson Great teachers know when to make decisions quickly and when to step back and reflect. Teachers face a myriad of daily choices: Many choices involve matters so routine that a teacher can make and implement decisions automatically. Teachers make other decisions in the midst of an evolving situation after quickly reviewing the situation and recalling what has worked in similar scenarios.
Examining your practice is one of the best ways to improve it. Hindman and James H. Stronge How is my class going? How are my students doing? What am I doing well in the classroom?
What could have gone better today? How can I make a positive learning experience for students even better? What do I want to be doing professionally in 10 years, five years or even next year? Teaching is a high-pressure, fast-paced and highly responsive vocation. What other profession requires intimate knowledge of up to clients with upwards of six unique presentations, demonstrations and facilitations, and continual assessments with feedback on a daily basis?
Taken in that context, it is remarkable that over 3. One reason many do it so well is that they take the time to examine their practice regularly. A critical element to professional growth may well be the ability to identify what you did well, what you could do better, and how to make that improvement — in other words, reflection.
What is reflective practice? Reflection is about critically examining oneself, and it is a facet of effective teachers.
Reflection may be prescribed, such as a required meeting for a pre-service or early career teacher with an experienced teacher. Such reflection tends to be focused on aspects related to the first three bullets above. Systematic reflection, such as the intense process that candidates for certification from the National Board for Professional Teaching Standards engage in as part of their application, is a more comprehensive form of professional development and enhanced awareness.
What can reflection do for me as a teacher? Reflective practice has the potential to make you uncomfortable: The context of teacher reflection varies greatly from visceral responses to systematic, thoughtful practice. My constant reflection facilitates my thinking as I consider instructional materials, activities and lessons I prepare and assign.
The short answer is yourself. You may feel compelled to do it based on your ethical obligation to students as both a teacher and a fellow human.
Related to this idea, the table below identifies three reflective states. For each reflective state the desired outcome at the base level is the same — positive growth in the profession.
Simply put, teacher reflection is a tool for professional growth and change.teacher candidates with guidance on making the practice of reflection an integral part of their teaching and suggests ways the EPP instructor and cooperating teacher can . How does Reflection Help Teachers to Become Effective Teachers?
By capacity for future learning (Quicke, ; Hopkins, ; Mills and Satterthwait, ). There is a question “how does reflection help teachers to become effective teachers based upon the literature on reflection and effective teaching? For this purpose, first it will.
Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims.
My Field Experience Reflection. Hofer 2 because my cooperating teacher, Mr.
Bowman, requested me to turn in my lesson plan for Friday. Bowman outlined the required research components for the project and I based my rubric off of his guidelines. All in all, he appreciated me volunteering my time to create a rubric and he.
Cooperating Teacher Roles & Responsibilities. Communicating daily with your student teacher and regularly with the student teacher’s coach is the best way to avoid misunderstandings, but sometimes problems arise. The State System of Higher Education has also determined specific university requirements for the selection of cooperating.
Reflecting on Teaching The context of teacher reflection varies greatly from visceral responses to systematic, thoughtful practice. Consider, for example, Kathleen Sharp, a teacher with 28 years of teaching experience, who wrote in the journal Theory Into Practice, “Thinking deeply about my work has increased my effectiveness and allowed.