Table of contents<\/h2>- 1. Developing self-awareness<\/a>
- 1.1 Questions to ask yourself:<\/a><\/li>
- 1.2 Some practical exercises:<\/a><\/li><\/ul><\/li>
- 2. Research-based technique on setting goals<\/a><\/li>
- 3. Reflective teaching journal: what to write<\/a><\/li>
- 4. Self-observation<\/a><\/li>
- 5. Seek feedback:<\/a><\/li>
- 6. Collaborate with colleagues:<\/a><\/li>
- 7. Engaging in professional development:<\/a><\/li>
- 8. Experiment with new strategies<\/a><\/li>
- 9. How to analyze and act on your teaching reflections:<\/a>
- \u201cWhat?\u201d stage:<\/a><\/li>
- \u201cSo What?\u201d stage:<\/a><\/li>
- \u201cNow what?\u201d stage:<\/a><\/li><\/ul><\/li>
- Final thoughts<\/a>
- List of used sources:<\/a><\/li><\/ul><\/li><\/ul><\/div>\n\n\n\n
1. Developing self-awareness<\/strong><\/h2>\n\n\n\nReflective teaching begins with self-awareness, right?<\/p>\n\n\n\n
Self-awareness is the ability to analyze yourself, your behaviors, ideas, and your feelings to determine how they relate to your ideals. With high self-awareness, people can assess their emotions objectively, which helps them to enhance professional relationships and boost productivity.<\/p>\n\n\n\n
Taking time to reflect on your own beliefs, attitudes, and teaching practices is a great idea. Consider how these factors influence your life, interactions with students, and the learning environment.<\/p>\n\n\n\n
1.1 Questions to ask yourself:<\/strong><\/h3>\n\n\n\n\n- What matters most in my work?<\/li>\n\n\n\n
- What am I doing about the things that matter most in my career?<\/li>\n\n\n\n
- Why does it matter?<\/li>\n\n\n\n
- Have I done anything lately that\u2019s worth remembering?<\/li>\n\n\n\n
- What have I given up on in my career?<\/li>\n<\/ul>\n\n\n\n
1.2 Some practical exercises:<\/strong><\/h3>\n\n\n\nI have found this free, printable Self-Awareness Worksheet<\/a> with lots of useful exercises that will help you think about yourself, including your talents, qualities, values, and perceptions.<\/p>\n\n\n\nExercise 1:<\/strong><\/p>\n\n\n\nConsider whether you have a tendency to analyze people or diagnose their problems without encouragement or prompting. When we have information that helps us understand the world, we often want to share it. <\/p>\n\n\n\n
Giving this information to others without being asked may not make you feel good. They may feel like you’re telling them there’s something wrong with them and that there’s something they don’t necessarily agree with. No matter how valuable you feel it is to share, remember that this information is requested, not directed. [by Bates<\/a>]<\/p>\n\n\n\nExercise 2:<\/strong><\/p>\n\n\n\nWhen you try hard to do something good, even great, you may become satisfied with that fact and start talking about it to others. This is really great because it allows us to recognize our own efforts and actions, thereby recognizing goodwill toward ourselves. <\/p>\n\n\n\n
But while doing this exercise, think about how you would feel if you did something good and wonderful just for the sake of your own knowledge. As a statement to yourself, you might decide that the next time you do something great, keep it to yourself and no one else. If someone is a good and loving person, there is no need to tell anyone. That’s the truth that shines from every angle of her. Keep this knowledge to yourself as an experiment or as a gift. [by Bates<\/a>]<\/p>\n\n\n\nYou can find more exercises in the blog post \u201cCheck Yo\u2019 Self: An Exercise in Self-Reflection<\/a>\u201d written by Sarah Bates.<\/p>\n\n\n\n2. Research-based technique on setting goals<\/strong><\/h2>\n\n\n\nEstablish clear and specific goals for your teaching. These goals could be related to student achievement, instructional strategies, classroom management, or personal development. Make sure your goals are realistic and measurable.<\/p>\n\n\n\n
There was a research study conducted at Dominican University on how goal achievement is influenced by writing goals.<\/p>\n\n\n\n
There were 5 groups. Each group was asked to<\/p>\n\n\n\n
\n- Group #1 think about their goals;<\/li>\n\n\n\n
- Group #2 – write their goals;<\/li>\n\n\n\n
- Group #3 – write down goals plus formulate action commitments;<\/li>\n\n\n\n
- Group #4 – write down goals, formulate action commitments plus send their goals and commitments to a supportive friend;<\/li>\n\n\n\n
- Group #5 – write down goals plus formulate action commitments, send their goals and commitments, and weekly progress reports to a supportive friend.<\/li>\n<\/ul>\n\n\n\n
Guess who achieved significantly more? Group #5! The positive effect of responsibility was supported. There was support for the role of public commitment. There was a positive effect on written goals. People who wrote down their goals achieved significantly more than those who didn’t write them down.<\/p>\n\n\n\n
Based on this research study they came up with a fascinating formula for setting goals:<\/p>\n\n\n\n
\n- Commit to action \u2014 rather than simply writing down their goals, the group was asked to take action. This included completing a questionnaire to guide a thorough thought process toward the goal and establish a concrete commitment to action. Basically, they promised on paper that they would achieve their goals.<\/li>\n\n\n\n
- Accountability to colleagues \u2014 you should share your commitment to your colleagues or friends. It will help you to feel more responsible.<\/li>\n\n\n\n
- Regular updates \u2014 provide weekly updates to their friends and supervisors so they can focus on their progress.<\/li>\n<\/ol>\n\n\n\n
If you\u2019d like to read more research studies on setting and achieving goals, have a look at my list.<\/strong><\/p>\n\n\n\n3. Reflective teaching journal: what to write<\/strong><\/h2>\n\n\n\nA reflective teaching journal is a practical teaching tool that helps not only novice teachers but also experienced teachers to structure, collect, and consider their feelings about their teaching performance. Besides, it helps evaluate overall teaching effectiveness through classroom teaching and observations and reflections.<\/p>\n\n\n\n
Choose a notebook that you really love. For example, I love Moleskine and Leuchtturm1917. Yes, they are not cheap but they are worth it.<\/p>\n\n\n\n
It is a wonderful idea to keep it at hand so you can jot down your comments, ideas, and observations at any time during (or immediately after) class. <\/p>\n\n\n\n
Notes can include highlights from lectures and assignments that went well, mistakes that need to be fixed, or content that simply failed and needs to be revised entirely. It’s very easy to reflect on these comments and keep them in mind for the next lesson.<\/p>\n\n\n\n
What you can write there:<\/p>\n\n\n\n
\n- about your emotions and what has caused those emotions (good and bad ones),<\/li>\n\n\n\n
- monitoring student learning achievements,<\/li>\n\n\n\n
- review or thoughts on classroom management,<\/li>\n\n\n\n
- reflect on how you make decisions,<\/li>\n\n\n\n
- thoughts on your further professional development (it doesn\u2019t have to be about enrolling into one more course, but perhaps about going in depth in something you really would like to),<\/li>\n\n\n\n
- reflecting on your dilemmas, etc.<\/li>\n<\/ul>\n\n\n\n
Personally, I write about many things in my teaching reflecting journal. I even reflect on my personal situations that affect my work. For example, if you want to have a better work\/life balance.<\/p>\n\n\n\n
4. Self-observation<\/strong><\/h2>\n\n\n\nI’ve been a teacher trainer for years and I have realized that if you wanna scare a teacher to death just say \u201clesson observation.\u201d There are many reasons why teachers are uncomfortable with being observed while conducting a lesson. The main reason is judgment and negative feedback. That is why here I will talk about self-observation.<\/p>\n\n\n\n
You may turn on a mic on your phone and record your lesson. Or you may video record your lesson. But! If you are going to video record your lesson, you must get written consent from your students. However, if you teach kids, the consent form must be signed by parents. I teach adults, and no one was against me recording a class. [Super grateful for that]<\/p>\n\n\n\n
Before self-observation, you should write a lesson plan with a maximum of three areas that you would like to improve. But no more than three. When you watch a recording of your pay attention only to those areas. If you want to improve everything, you might be overwhelmed, and stressed and succeed in nothing.<\/p>\n\n\n\n
5. Seek feedback:<\/strong><\/h2>\n\n\n\nSeek feedback from colleagues you trust and admire, administrators, or your students. Ask for their input on your teaching methods, classroom management, and overall effectiveness.<\/p>\n\n\n\n
6. Collaborate with colleagues:<\/strong><\/h2>\n\n\n\nTeam up with other educators to share ideas, discuss challenges, and learn from each other\u2019s experiences. Collaborative reflection provides different perspectives and can lead to valuable insights. If your colleagues are open to being observed teaching lessons, then it is a great opportunity not to miss it.<\/p>\n\n\n\n
7. Engaging in professional development:<\/strong><\/h2>\n\n\n\nWhen you are at a conference\/workshop or maybe taking a course, reflecting on it is beneficial. It is not about taking notes of the information while listening to speakers, it is about writing insights, and ideas that you come up with.<\/p>\n\n\n\n
A reflective teacher may also reflect on speakers: how they talk, what they talk about, how they engage with the audience, etc. <\/p>\n\n\n\n
8. Experiment with new strategies<\/strong><\/h2>\n\n\n\nBe willing to try new instructional strategies and techniques in the classroom. Implementing new approaches will allow you to assess their effectiveness and reflect on their impact on student learning.<\/p>\n\n\n\n
9. How to analyze and act on your teaching reflections:<\/strong><\/h2>\n\n\n\nYou should identify patterns, and analyze the impact of changes you have made.<\/p>\n\n\n\n
A common analysis method is a three-stage model: \u201cWhat?\u201d, \u201cSo What?\u201d and \u201cNow what?\u201d<\/p>\n\n\n\n
\u201cWhat?\u201d stage:<\/strong><\/h3>\n\n\n\nAt this stage, you explain the problem, including your role, observations, and reactions. The stages help you make your first observations about what you are feeling and thinking.<\/p>\n\n\n\n
There is no need to look at your course notes or readings at this point. You may use the following questions to guide your writing at this stage.<\/p>\n\n\n\n
\n- What happened?<\/li>\n\n\n\n
- What did you do?<\/li>\n\n\n\n
- What did you expect?<\/li>\n\n\n\n
- What did you do differently?<\/li>\n\n\n\n
- What was your reaction?<\/li>\n\n\n\n
- What did you learn?<\/li>\n<\/ul>\n\n\n\n
\u201cSo What?\u201d stage:<\/strong><\/h3>\n\n\n\nHere are three perspectives to consider: an academic perspective, a personal perspective, and a systems perspective.<\/p>\n\n\n\n
From an academic perspective, you may ask the following questions:<\/p>\n\n\n\n
\n- How did this experience improve your understanding of concepts\/theories\/skills? <\/li>\n\n\n\n
- Have you identified strengths or gaps in your knowledge? etc.<\/li>\n<\/ul>\n\n\n\n
From a personal perspective, they recommend these questions:<\/p>\n\n\n\n
\n- Why is experience important?<\/li>\n\n\n\n
- What are the results?<\/li>\n\n\n\n
- Were your previous expectations\/assumptions confirmed or refuted?<\/li>\n\n\n\n
- What surprised you and why?<\/li>\n<\/ul>\n\n\n\n
The third one is the systems perspective:<\/p>\n\n\n\n
\n- What are the sources of power and who benefits?<\/li>\n\n\n\n
- What changes would you suggest?<\/li>\n\n\n\n
- How does this experience help you understand the organization and system?<\/li>\n<\/ul>\n\n\n\n
\u201cNow what?\u201d stage:<\/strong><\/h3>\n\n\n\nThe key question is \u201cWhat happens now?\u201d It will help you discover how the experience influences your future thinking and behavior. You may ask yourself:<\/p>\n\n\n\n
\n- What would you do based on your experience?<\/li>\n\n\n\n
- What would you change?<\/li>\n\n\n\n
- What would you do with what you learned?<\/li>\n\n\n\n
- What do you want to apply this or that?<\/li>\n<\/ul>\n\n\n\n
Read more about it in the blog post \u201cCritical Reflection<\/a>\u201d<\/p>\n\n\n\nFinal thoughts<\/h2>\n\n\n\n
Remember, becoming a reflective teacher is an ongoing process. It requires a commitment to self-improvement and a willingness to learn and adapt. By reflecting on your practice, you can enhance your teaching effectiveness and positively impact student learning.<\/p>\n\n\n\n
List of used sources:<\/h3>\n\n\n\n
Ackerman, C. E. (2023, April 26). 87 self-reflection questions for introspection [+exercises]<\/em>. PositivePsychology.com. https:\/\/positivepsychology.com\/introspection-self-reflection\/<\/a><\/p>\n\n\n\nBates, S. M. (2012, November 11). Check yo\u2019 self: An exercise in self-reflection – hellogiggles<\/em>. HelloGiggles. https:\/\/hellogiggles.com\/check-yo-self-an-exercise-in-self-reflection\/<\/a><\/p>\n\n\n\nCritical reflection<\/em>. Writing and Communication Centre. (2023, December 6). https:\/\/uwaterloo.ca\/writing-and-communication-centre\/critical-reflection<\/a><\/p>\n\n\n\nHow to become a reflective teacher – the complete guide for reflection in teaching<\/em>. BookWidgets. (2023, May 5). https:\/\/www.bookwidgets.com\/blog\/2019\/02\/how-to-become-a-reflective-teacher-the-complete-guide-for-reflection-in-teaching<\/a><\/p>\n\n\n\nKelly, J. (2011, August). Self-Awareness Worksheet<\/em>. Destiny\u2019s odyssey. https:\/\/destinysodyssey.com\/the-odyssey\/self-discovery\/self-awareness\/personal-identity-workshops\/self-awareness-worksheet\/<\/a><\/p>\n\n\n\nLeon-Henri, D. D. P. (2020, April 22). 14 reasons teachers should keep a reflective journal<\/em>. Reflective Teaching Journal. https:\/\/reflectiveteachingjournal.com\/reasons-teachers-should-keep-a-reflective-journal\/<\/a><\/p>\n\n\n\nTurn your dreams into reality.<\/em> The Bucket List Journal. (2022, April 14). https:\/\/global.writeyourlist.com\/the-science-of-goals\/<\/a><\/p>\n\n\n
- 1.1 Questions to ask yourself:<\/a><\/li>
- 1.2 Some practical exercises:<\/a><\/li><\/ul><\/li>
- 2. Research-based technique on setting goals<\/a><\/li>
- 3. Reflective teaching journal: what to write<\/a><\/li>
- 4. Self-observation<\/a><\/li>
- 5. Seek feedback:<\/a><\/li>
- 6. Collaborate with colleagues:<\/a><\/li>
- 7. Engaging in professional development:<\/a><\/li>
- 8. Experiment with new strategies<\/a><\/li>
- 9. How to analyze and act on your teaching reflections:<\/a>
- \u201cWhat?\u201d stage:<\/a><\/li>
- \u201cSo What?\u201d stage:<\/a><\/li>
- \u201cNow what?\u201d stage:<\/a><\/li><\/ul><\/li>
- Final thoughts<\/a>
- List of used sources:<\/a><\/li><\/ul><\/li><\/ul><\/div>\n\n\n\n
1. Developing self-awareness<\/strong><\/h2>\n\n\n\n
Reflective teaching begins with self-awareness, right?<\/p>\n\n\n\n
Self-awareness is the ability to analyze yourself, your behaviors, ideas, and your feelings to determine how they relate to your ideals. With high self-awareness, people can assess their emotions objectively, which helps them to enhance professional relationships and boost productivity.<\/p>\n\n\n\n
Taking time to reflect on your own beliefs, attitudes, and teaching practices is a great idea. Consider how these factors influence your life, interactions with students, and the learning environment.<\/p>\n\n\n\n
1.1 Questions to ask yourself:<\/strong><\/h3>\n\n\n\n
- \n
- What matters most in my work?<\/li>\n\n\n\n
- What am I doing about the things that matter most in my career?<\/li>\n\n\n\n
- Why does it matter?<\/li>\n\n\n\n
- Have I done anything lately that\u2019s worth remembering?<\/li>\n\n\n\n
- What have I given up on in my career?<\/li>\n<\/ul>\n\n\n\n
1.2 Some practical exercises:<\/strong><\/h3>\n\n\n\n
I have found this free, printable Self-Awareness Worksheet<\/a> with lots of useful exercises that will help you think about yourself, including your talents, qualities, values, and perceptions.<\/p>\n\n\n\n
Exercise 1:<\/strong><\/p>\n\n\n\n
Consider whether you have a tendency to analyze people or diagnose their problems without encouragement or prompting. When we have information that helps us understand the world, we often want to share it. <\/p>\n\n\n\n
Giving this information to others without being asked may not make you feel good. They may feel like you’re telling them there’s something wrong with them and that there’s something they don’t necessarily agree with. No matter how valuable you feel it is to share, remember that this information is requested, not directed. [by Bates<\/a>]<\/p>\n\n\n\n
Exercise 2:<\/strong><\/p>\n\n\n\n
When you try hard to do something good, even great, you may become satisfied with that fact and start talking about it to others. This is really great because it allows us to recognize our own efforts and actions, thereby recognizing goodwill toward ourselves. <\/p>\n\n\n\n
But while doing this exercise, think about how you would feel if you did something good and wonderful just for the sake of your own knowledge. As a statement to yourself, you might decide that the next time you do something great, keep it to yourself and no one else. If someone is a good and loving person, there is no need to tell anyone. That’s the truth that shines from every angle of her. Keep this knowledge to yourself as an experiment or as a gift. [by Bates<\/a>]<\/p>\n\n\n\n
You can find more exercises in the blog post \u201cCheck Yo\u2019 Self: An Exercise in Self-Reflection<\/a>\u201d written by Sarah Bates.<\/p>\n\n\n\n
2. Research-based technique on setting goals<\/strong><\/h2>\n\n\n\n
Establish clear and specific goals for your teaching. These goals could be related to student achievement, instructional strategies, classroom management, or personal development. Make sure your goals are realistic and measurable.<\/p>\n\n\n\n
There was a research study conducted at Dominican University on how goal achievement is influenced by writing goals.<\/p>\n\n\n\n
There were 5 groups. Each group was asked to<\/p>\n\n\n\n
- \n
- Group #1 think about their goals;<\/li>\n\n\n\n
- Group #2 – write their goals;<\/li>\n\n\n\n
- Group #3 – write down goals plus formulate action commitments;<\/li>\n\n\n\n
- Group #4 – write down goals, formulate action commitments plus send their goals and commitments to a supportive friend;<\/li>\n\n\n\n
- Group #5 – write down goals plus formulate action commitments, send their goals and commitments, and weekly progress reports to a supportive friend.<\/li>\n<\/ul>\n\n\n\n
Guess who achieved significantly more? Group #5! The positive effect of responsibility was supported. There was support for the role of public commitment. There was a positive effect on written goals. People who wrote down their goals achieved significantly more than those who didn’t write them down.<\/p>\n\n\n\n
Based on this research study they came up with a fascinating formula for setting goals:<\/p>\n\n\n\n
- \n
- Commit to action \u2014 rather than simply writing down their goals, the group was asked to take action. This included completing a questionnaire to guide a thorough thought process toward the goal and establish a concrete commitment to action. Basically, they promised on paper that they would achieve their goals.<\/li>\n\n\n\n
- Accountability to colleagues \u2014 you should share your commitment to your colleagues or friends. It will help you to feel more responsible.<\/li>\n\n\n\n
- Regular updates \u2014 provide weekly updates to their friends and supervisors so they can focus on their progress.<\/li>\n<\/ol>\n\n\n\n
If you\u2019d like to read more research studies on setting and achieving goals, have a look at my list.<\/strong><\/p>\n\n\n\n
3. Reflective teaching journal: what to write<\/strong><\/h2>\n\n\n\n
A reflective teaching journal is a practical teaching tool that helps not only novice teachers but also experienced teachers to structure, collect, and consider their feelings about their teaching performance. Besides, it helps evaluate overall teaching effectiveness through classroom teaching and observations and reflections.<\/p>\n\n\n\n
Choose a notebook that you really love. For example, I love Moleskine and Leuchtturm1917. Yes, they are not cheap but they are worth it.<\/p>\n\n\n\n
It is a wonderful idea to keep it at hand so you can jot down your comments, ideas, and observations at any time during (or immediately after) class. <\/p>\n\n\n\n
Notes can include highlights from lectures and assignments that went well, mistakes that need to be fixed, or content that simply failed and needs to be revised entirely. It’s very easy to reflect on these comments and keep them in mind for the next lesson.<\/p>\n\n\n\n
What you can write there:<\/p>\n\n\n\n
- \n
- about your emotions and what has caused those emotions (good and bad ones),<\/li>\n\n\n\n
- monitoring student learning achievements,<\/li>\n\n\n\n
- review or thoughts on classroom management,<\/li>\n\n\n\n
- reflect on how you make decisions,<\/li>\n\n\n\n
- thoughts on your further professional development (it doesn\u2019t have to be about enrolling into one more course, but perhaps about going in depth in something you really would like to),<\/li>\n\n\n\n
- reflecting on your dilemmas, etc.<\/li>\n<\/ul>\n\n\n\n
Personally, I write about many things in my teaching reflecting journal. I even reflect on my personal situations that affect my work. For example, if you want to have a better work\/life balance.<\/p>\n\n\n\n
4. Self-observation<\/strong><\/h2>\n\n\n\n
I’ve been a teacher trainer for years and I have realized that if you wanna scare a teacher to death just say \u201clesson observation.\u201d There are many reasons why teachers are uncomfortable with being observed while conducting a lesson. The main reason is judgment and negative feedback. That is why here I will talk about self-observation.<\/p>\n\n\n\n
You may turn on a mic on your phone and record your lesson. Or you may video record your lesson. But! If you are going to video record your lesson, you must get written consent from your students. However, if you teach kids, the consent form must be signed by parents. I teach adults, and no one was against me recording a class. [Super grateful for that]<\/p>\n\n\n\n
Before self-observation, you should write a lesson plan with a maximum of three areas that you would like to improve. But no more than three. When you watch a recording of your pay attention only to those areas. If you want to improve everything, you might be overwhelmed, and stressed and succeed in nothing.<\/p>\n\n\n\n
5. Seek feedback:<\/strong><\/h2>\n\n\n\n
Seek feedback from colleagues you trust and admire, administrators, or your students. Ask for their input on your teaching methods, classroom management, and overall effectiveness.<\/p>\n\n\n\n
6. Collaborate with colleagues:<\/strong><\/h2>\n\n\n\n
Team up with other educators to share ideas, discuss challenges, and learn from each other\u2019s experiences. Collaborative reflection provides different perspectives and can lead to valuable insights. If your colleagues are open to being observed teaching lessons, then it is a great opportunity not to miss it.<\/p>\n\n\n\n
7. Engaging in professional development:<\/strong><\/h2>\n\n\n\n
When you are at a conference\/workshop or maybe taking a course, reflecting on it is beneficial. It is not about taking notes of the information while listening to speakers, it is about writing insights, and ideas that you come up with.<\/p>\n\n\n\n
A reflective teacher may also reflect on speakers: how they talk, what they talk about, how they engage with the audience, etc. <\/p>\n\n\n\n
8. Experiment with new strategies<\/strong><\/h2>\n\n\n\n
Be willing to try new instructional strategies and techniques in the classroom. Implementing new approaches will allow you to assess their effectiveness and reflect on their impact on student learning.<\/p>\n\n\n\n
9. How to analyze and act on your teaching reflections:<\/strong><\/h2>\n\n\n\n
You should identify patterns, and analyze the impact of changes you have made.<\/p>\n\n\n\n
A common analysis method is a three-stage model: \u201cWhat?\u201d, \u201cSo What?\u201d and \u201cNow what?\u201d<\/p>\n\n\n\n
\u201cWhat?\u201d stage:<\/strong><\/h3>\n\n\n\n
At this stage, you explain the problem, including your role, observations, and reactions. The stages help you make your first observations about what you are feeling and thinking.<\/p>\n\n\n\n
There is no need to look at your course notes or readings at this point. You may use the following questions to guide your writing at this stage.<\/p>\n\n\n\n
- \n
- What happened?<\/li>\n\n\n\n
- What did you do?<\/li>\n\n\n\n
- What did you expect?<\/li>\n\n\n\n
- What did you do differently?<\/li>\n\n\n\n
- What was your reaction?<\/li>\n\n\n\n
- What did you learn?<\/li>\n<\/ul>\n\n\n\n
\u201cSo What?\u201d stage:<\/strong><\/h3>\n\n\n\n
Here are three perspectives to consider: an academic perspective, a personal perspective, and a systems perspective.<\/p>\n\n\n\n
From an academic perspective, you may ask the following questions:<\/p>\n\n\n\n
- \n
- How did this experience improve your understanding of concepts\/theories\/skills? <\/li>\n\n\n\n
- Have you identified strengths or gaps in your knowledge? etc.<\/li>\n<\/ul>\n\n\n\n
From a personal perspective, they recommend these questions:<\/p>\n\n\n\n
- \n
- Why is experience important?<\/li>\n\n\n\n
- What are the results?<\/li>\n\n\n\n
- Were your previous expectations\/assumptions confirmed or refuted?<\/li>\n\n\n\n
- What surprised you and why?<\/li>\n<\/ul>\n\n\n\n
The third one is the systems perspective:<\/p>\n\n\n\n
- \n
- What are the sources of power and who benefits?<\/li>\n\n\n\n
- What changes would you suggest?<\/li>\n\n\n\n
- How does this experience help you understand the organization and system?<\/li>\n<\/ul>\n\n\n\n
\u201cNow what?\u201d stage:<\/strong><\/h3>\n\n\n\n
The key question is \u201cWhat happens now?\u201d It will help you discover how the experience influences your future thinking and behavior. You may ask yourself:<\/p>\n\n\n\n
- \n
- What would you do based on your experience?<\/li>\n\n\n\n
- What would you change?<\/li>\n\n\n\n
- What would you do with what you learned?<\/li>\n\n\n\n
- What do you want to apply this or that?<\/li>\n<\/ul>\n\n\n\n
Read more about it in the blog post \u201cCritical Reflection<\/a>\u201d<\/p>\n\n\n\n
Final thoughts<\/h2>\n\n\n\n
Remember, becoming a reflective teacher is an ongoing process. It requires a commitment to self-improvement and a willingness to learn and adapt. By reflecting on your practice, you can enhance your teaching effectiveness and positively impact student learning.<\/p>\n\n\n\n
List of used sources:<\/h3>\n\n\n\n
Ackerman, C. E. (2023, April 26). 87 self-reflection questions for introspection [+exercises]<\/em>. PositivePsychology.com. https:\/\/positivepsychology.com\/introspection-self-reflection\/<\/a><\/p>\n\n\n\n
Bates, S. M. (2012, November 11). Check yo\u2019 self: An exercise in self-reflection – hellogiggles<\/em>. HelloGiggles. https:\/\/hellogiggles.com\/check-yo-self-an-exercise-in-self-reflection\/<\/a><\/p>\n\n\n\n
Critical reflection<\/em>. Writing and Communication Centre. (2023, December 6). https:\/\/uwaterloo.ca\/writing-and-communication-centre\/critical-reflection<\/a><\/p>\n\n\n\n
How to become a reflective teacher – the complete guide for reflection in teaching<\/em>. BookWidgets. (2023, May 5). https:\/\/www.bookwidgets.com\/blog\/2019\/02\/how-to-become-a-reflective-teacher-the-complete-guide-for-reflection-in-teaching<\/a><\/p>\n\n\n\n
Kelly, J. (2011, August). Self-Awareness Worksheet<\/em>. Destiny\u2019s odyssey. https:\/\/destinysodyssey.com\/the-odyssey\/self-discovery\/self-awareness\/personal-identity-workshops\/self-awareness-worksheet\/<\/a><\/p>\n\n\n\n
Leon-Henri, D. D. P. (2020, April 22). 14 reasons teachers should keep a reflective journal<\/em>. Reflective Teaching Journal. https:\/\/reflectiveteachingjournal.com\/reasons-teachers-should-keep-a-reflective-journal\/<\/a><\/p>\n\n\n\n
Turn your dreams into reality.<\/em> The Bucket List Journal. (2022, April 14). https:\/\/global.writeyourlist.com\/the-science-of-goals\/<\/a><\/p>\n\n\n
- \u201cSo What?\u201d stage:<\/a><\/li>
- 1.2 Some practical exercises:<\/a><\/li><\/ul><\/li>
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