Free download. Book file PDF easily for everyone and every device. You can download and read online Teachers And Teaching: From Classroom To Reflection file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Teachers And Teaching: From Classroom To Reflection book. Happy reading Teachers And Teaching: From Classroom To Reflection Bookeveryone. Download file Free Book PDF Teachers And Teaching: From Classroom To Reflection at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Teachers And Teaching: From Classroom To Reflection Pocket Guide.

Enter content here. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo. Congratulations on making it to the finish line of another school year! The last few days of school can be stressful. The end of the year is the ideal time to do so—for both you and your students.

It can encourage both educators and students to recognize their successes over the past year, particularly those wins that sometimes go unnoticed. Read on to discover how to use reflection as a self-improvement strategy for teachers and students.

The end of the year is the best time for teachers to make an improvement plan for the upcoming year. End-of-year reflection can also help combat teacher burnout , which is a serious issue in education. Self-reflection can teach younger educators how to identify their strengths and weaknesses and prevent them from burning out. But by making space for personal reflection, you can have the power to make your school the best it can be. Self-reflection is one of the most effective methods of professional development in education because it promotes self-efficacy, or the belief that you can change or grow, as a teacher.

If you have a journal or even a spare sheet of paper, you can free write about how you feel the school year went and what your plans are for self-improvement. Writing letters can be another way to process and celebrate your classroom achievements over the year. Depending on the depth of your reflection, you can write an end-of-year letter to parents or students—or, if you have the time, do both! If the end of the year is too busy or you have many students, you could also write them brief notes on index cards instead. If you want to mix self-reflection with evaluation from others, you can have a discussion with other teachers in your school.

You could also ask for advice on how to tackle certain issues or what they perceive as your strengths and weaknesses. This can be especially useful for new teachers, who can gain insight from their more experienced colleagues on how to improve. That way, you can put your thoughts into action and use the summer to prepare for the next year. If possible, try to write your goals out as thoroughly and specifically as possible.

Research suggests that written goals are more likely to be fulfilled than goals kept in your head. One way to encourage reflection and goal setting for students is journaling.

Forward-looking Reflective Teaching

Plus, it can be a great way for early elementary students to practice reading and writing! Sometimes it can be hard to determine how to most effectively reach students. Keep in mind, though, to always take student evaluations with a grain of salt. Reflection activities are a great way for teachers and students to end the school year right and plan for self-improvement over summer break.

Use these five end-of-school-year activities for elementary school students to thank them for all you were able to accomplish together in class:. Sources : Cicchinelli, L. The Value of Teacher Evaluation.

Develop a teaching portfolio

Concordia University Portland College of Education. Retrieved from cu-portland. Cox, J. Retrieved from wgu. Trauma and Learning Policy Initiative. End of School Year Reflection. It was tested through collecting quantitative and qualitative data. The findings suggest that the model had strong evidence for the educators to use, including the support to creating and promoting reflection and self-efficacy.

The continuous development of societies requires a growing need for individuals who are well prepared for their profession. In order to find out whether individuals are well prepared, measurement and evaluation procedures can take place. Continuous development, as each profession requires, is also a requirement for teaching. Individuals find themselves in an uncertain or unique situation which is experienced by surprise, puzzlement, or confusion.

Reflective teaching: Exploring our own classroom practice

Recently, professional development is based on constructivist approach, and teachers are seen as active learners who teach, assess, observe, and reflect [ 2 , 3 , 4 , 5 , 6 ]. To achieve these tasks, teachers should become reflective practitioners who can question themselves, reflect on their practices, build new pedagogical techniques when needed, and develop their expertise using continuously-acquired knowledge of the profession. In this way, they can reflect-for-action, reflect-in-action, and reflect-on-action.

With this emerging need, this chapter focuses on presenting a new model for teachers and educational institutions to create a reflective teaching and learning environments in which reflective practitioners are involved. Reflection makes them able to observe, act, and evaluate their experiences and develop a habit of learning from those experiences.

They become able to frame practical issues they face everyday, question them, reframe them within different perspectives, and take action [ 16 ], so they can become reflective practitioners. In this way, they may adopt a reflective stance to practice as a means of on-going professional development [ 17 ].

Continuous development, as reflection does, takes learning as a continuous process grounded in experience which requires the resolution of conflicts relating to or resulting from experience [ 18 ]. In this regard, the primary purpose of this chapter is to present some ways that teachers develop their reflective abilities and self-efficacy beliefs for teaching practices in a reflective in-service development program and demonstrate the potential of the new model for reflective practitioners to initiate the procedures and the context of the model that could be involved.

Reflection, requiring personal and intellectual growth of oneself and of others, is a meaning-making process and a systematic, rigorous way of thinking which moves a learner from one experience into the next with deeper understanding in interaction with others [ 21 ]. A total of 45 teachers went through the in-service development processes, teaching practices and the gaps perceived between what had been provided and what had been needed at the end of the previous year.

This can be done in different ways. The best way of doing it is the use of a valid and reliable scale to compare the reflective performances of the teachers in the beginning of the teaching and learning process and at the end of it. Some sessions for formative evaluation can also be held to see the continual reflective development of the teachers.

These sessions can be arranged by superiors based on the course calendar and examination systems. Comprehensive experiences of preparation will make teachers feel well-prepared, so they will consequently be more persistent in the profession, and, teach in a more effective way than their less well-prepared colleagues [ 28 ]. Accordingly, each teacher can respond the items in TRS to develop reflective abilities in a valid and reliable manner. The purpose of using a reflection scale is to see whether, or in what sense, each teacher is aware of and interprets teaching experience, and is able to generate possible explanations and solutions for the confusions or problematic situations by being able to describe those [ 16 ].

This measurement can be supported with an easy and purely personal way of reflection, which is teacher diary. They can use two simple questions to do that as in the following: What have I done? The responses to these questions will probably be helpful for describing their reactions and feelings for each lesson holistically and for each learning point and unexpected occurrence in the lesson analytically. Still, it is good to do this alone, but better to do it with a colleague or a mentor who can record, give feedback, and look into each reaction with a background knowledge and experience of reflective teaching.

The mean scores increased sharply from Thus, self-efficacy belief has a role as a tool for management and control power for teachers to provide effective teaching for themselves and effective learning for their students. The mean score increased from Apparently, the mean is higher at the end of the RPDM process, which might mean that the teachers are more reflective and their reactions toward problematic situations, confusions, or irregularities in professional teaching environment.

One of the factors which lead to these results is professional development workshops.


  • How to Use End-of-Year Reflections as an Evaluation Tool for Teachers and Students;
  • Reflections on Teaching: From Surviving to Thriving.
  • How to Use End-of-Year Reflections as an Evaluation Tool for Teachers and Students.
  • Reflections on Teaching and Learning.
  • Looking Back: Reflections from First-Year Teachers?
  • Tu Signo Lunar (Spanish Edition).
  • Reflecting on Teaching and Learning with ICT;

These workshops which provide opportunities for teachers to share ideas, improve their knowledge, and gain insight to reflect and find ways to develop are explained in the following. Educational organizations need to approach collaborative time with a focus on teacher learning and development that are on organizational practice and how they relate to teacher efficacy sources that is in need of consideration [ 31 ]. Workshops, in this sense, could benefit both teachers and the leadership team. For teachers, workshop contents might emerge from both the academic coordinator by using a reflective stance, and it can lead formal observations, peer observations, focus group sessions, and critical reflections.

In these workshops, teachers can deliver short presentations on problematic aspects of their daily teaching practice that they strive to better. In order to encourage teachers to present and bring out some discussion for the potential growth, they can work in pairs or groups first. Later, they can be more motivated to engage in a more elaborate brainstorming session. These brainstorming sessions can be helpful for exchange of strategies and techniques to overcome possible challenges.