Good teachers must make full use of the reflective teaching cycle. This means that they must take time after every lesson to analyze all the decisions made in the planning and implementing the lesson. This analysis of the elements in light of the impact they had on the students helps teachers to focus on what needs to be refined in order to best teach the students in future lessons. The reflection called for by the reflective teaching cycle can be completed in whatever manner works best for the teacher, such as, journal writing, discussions with colleagues, an examination of student work, informal observations of students, and conversations with students. The ability to reflect with accuracy, specificity, and actually using what has been learned in future teaching is a learned skill. Mentors, coaches, and supervisors can help grow this skill in teachers through their support and deep questions. Over time, the reflective teaching cycle becomes second nature, leading to huge improvements in teaching and learning. Elements of this include:
Accuracy
As teachers become more experienced, their reflections become more accurate and reflect the assessments that outside observers would make. In addition to being accurate, teachers should be able to show specific examples from the lesson to support the assessment.
Use in Future Teaching
Reflections are pointless if nothing changes from them. Teachers need to use their reflections to make adjustments to their practice. As they grow more and more experienced, teachers will have an increasingly large repertoire of strategies.
Implementing in the Classroom/Artifacts Demonstrating Competency
Accuracy
As teachers become more experienced, their reflections become more accurate and reflect the assessments that outside observers would make. In addition to being accurate, teachers should be able to show specific examples from the lesson to support the assessment.
Use in Future Teaching
Reflections are pointless if nothing changes from them. Teachers need to use their reflections to make adjustments to their practice. As they grow more and more experienced, teachers will have an increasingly large repertoire of strategies.
Implementing in the Classroom/Artifacts Demonstrating Competency
- When planning lessons, write reflection questions and answer them after the lesson is complete
- Have cogen groups to discuss changes that should be implemented with students
- Keep a journal to write about lessons in
- Find a school mentor who can help you refine your teaching skills
- Maintain a growth mindset and be willing to adjust based on reflections
- When something does not work, instead of blaming it on the students, go through the reflective teaching cycle.
- Listen to what the students are complaining about and make changes to lessons to better engage them
- Join twitter chats to talk with other teachers and learn strategies to better teach students
- Photo labeled for reuse
- (2018). Static.pdesas.org. Retrieved 21 April 2018, from http://static.pdesas.org/content/documens/danielson_rubric_32.pdf