10. QUALITIES OF A REFLECTIVE PRACTITIONER
Reflects on and learns from
experience
Engages in ongoing inquiry
Solicits feedback
Remains open to alternative
perspectives
11. QUALITIES OF A REFLECTIVE PRACTITIONER
Takes action to align with new
knowledge and understandings
Is committed to continuous
improvement in practice
Strives to align behaviors with
values and beliefs
Seeks to discover what is true
12. ACTIVITY
WANTED
A Reflective Practitioner
A person who is inherently curious; someone who doesn't have all
the answers and isn't afraid to admit it; someone who is confident
enough in his or her ability to accept challenges in a non-defensive
manner; someone who is secure enough to make his or her thinking
public and therefore subject to discussion; someone who is a good
listener; someone who likes other people and trusts them to make
the right decisions if given the opportunity; someone who is able to
see things from another's perspective and is sensitive to the needs
and feelings of others; someone who is able to relax and lean back
and let others assume the responsibility of their own learning. Some
experience desirable but not as important as the ability to learn
from mistakes (Osterman & Kottkamp, 1993).
Activity Directions:
• 1. List all the qualities that are sought in this want ad.
• 2. Which ones do you possess?
• 3. Which one is your greatest strength?
• 4. Which one is your biggest challenge?
15. THREE ESSENTIAL ATTITUDES OF REFLECTIVE PRACTITIONERS
Open-mindedness Responsibility Wholeheartedness.
16. REFLECTING ON………
What am I doing?
Why am I doing it?
Is it effective?
How do I know its effective?
How can I improve?
17. REFLECTING ON……
How are the
students
responding?
How am I going to
use the new
teaching/assessment
strategies in my
classroom?
How will the
students react to
it??
How will I gauge
their learning?
20. SELF OBSERVATION
Verbal Flow observation
Self-observation
Checklist
CCI Questionnaire Video Self Observation
The Reflective
Teacher’s
Tool-kit
21. ADVANTAGES OF WRITTEN ACCOUNTS
Record to look
back on
The act of
putting pen to
paper (or
finger to
keyboard)
engages our
brains. To
write we have
to think.
It isn't just
that writing a
journal
stimulates
thought - it
allows us to
look at
ourselves, our
feelings, and
our actions in
a different
way.
Writing things
down in a
journal also
allows us to
'clear our
minds’
Making journal
writing a part
of our routine
means that we
do actually
take time out
to reflect on
what might be
happening in
our practice
22. PEER OBSERVATION
Each participant would
both observe and be
observed working in a
pair
Pre-observation
The observation Post-observation
Activities
23. LONG TERM BENEFITS OF PEER OBSERVATION
TO THE DEPARTMENT
“It helped me
develop a better
working relationship
with a colleague.”
“ We shared our
resources, thus
saving a lot of
time.”
“Some useful
broader issues
came up during post
observation
discussions.”
“I discovered
activities that
worked well with
the other class.”
“ I feel there is more
collegiality in the
department.”
“ There is a feeling
of increased
goodwill in the
department.”
25. BENEFITS OF REFLECTION
Awareness about the improving the kind of
support we provide our students.
It is a valuable tool for self-evaluation and
professional growth.
Brings about changes in our thoughts
Makes us more aware of the limited range of
teaching strategies that we may have been using.
26. PARTING REFLECTIONS
Do you always find time to reflect on your lessons?
Do you consider what went right as well as what went less well?
Do you ask yourself ‘why did it go like that?’ and try to establish
sound learning points that you can apply in future teaching?
Do you deliberately try to learn from one lesson how to improve
the next?
Do you seek out opportunities to talk about your teaching with
those who might help?
Are you able to give yourself a ‘medal and a mission’ after each
lesson however well or badly it went?
27. FOOD FOR THOUGHT
Teaching is too demanding to expect teachers to
be reflective. What do you think?
What things do you do automatically in the
classroom without consciously thinking about
them?
How have your past educational experiences
influenced your understanding of yourself as a
teacher?
What acts to constrain your view of what is
possible in teaching?
