4a: Reflecting on Teaching

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 selfcritically 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-2: : Teaching Writing in Secondary Schools Reflection

In my secondary school practicum, I learned a great deal from this semester's life lessons, my time teaching at Rigby High School, and the lab hours. This type of reflection acted as journaling, where I could ponder how the semester went and how its influences allowed me to grow as a teacher. This practicum was also more difficult for me because I taught 11th graders when I have more experience working with 3rd grade and under. Overall, reflecting has proven to help me apply the feedback and adjust where necessary.