Embedded Files
Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event, an analysis of the many decisions made in both the planning and the implementation of a lesson. By considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has been learned, is an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking both reflectively and self-critically and of analyzing instruction through the lens of student learning— whether excellent, adequate, or inadequate—becomes a habit of mind, leading to improvement in teaching and learning.
(Danielson, C. 2013)
Artifact 4a-1
Artifact 4a-1
The Language Arts Methods class provided on campus involves the students conducting writing lessons with a student from 1st to 7th grade. I was able to contact the parent of a minor and perform writing conferences with this minor to enhance their writing. After our various mini-lessons with the student, I put together a reflection of the unit that I performed with this student. This reflection included self-reflecting questions and what was challenging and what I was able to learn. These reflections have helped me examine and improve our future instruction for the students.
Artifact 4a-2
Artifact 4a-2
The habit of creating reflections and analyzing ourselves is professional. It allows us to see where improvement in our instruction was needed and recognize what methods are extremely effective. The process of reflecting could be with colleagues, in a writing journal, or more. For my senior practicum class this semester, I have created an online reflection Journal. In this journal, I have the entry of each of my lessons and a reflection of what went well, and what can improve. There are 5 basic questions that I address in each reflection. Those questions are illustrated in one reflection of my lesson here. The reflection journal allows me to look back at one place where I can evaluate my different experiences and compare. From creating my own personal Writing Journal, I have been able to make connections in my instruction and build understanding of what works best with my students.
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