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-1

Final Reflection for Literacy Practicum:  Danielson component 4A states,“Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event” (Danielson, C., 2013). Reflecting on my lessons and what I can improve on is something that I do regularly. My students are consistently on my mind as I think of ways to reach each of my students individually. This reflection for my literacy practicum is one of many examples I have that demonstrate reflecting on teaching. For my Literacy Practicum I reflected on what went well during my teaching for that semester and what I could improve on. I reflected on how my assessments tied in my learning and how my students progressed throughout the semester. I also set goals for how I could improve in the upcoming semester. I used students’ work and conversations I had with students to make revisions to my teaching. 

Artifact 4a-2

Professional Growth Plan for Literacy Practicum: Danielson component 4A emphasizes the importance of teachers determining “where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons” (Danielson, C., 2013). For my Professional Growth Plan I made specific and measurable goals for how I could improve my teaching in the upcoming semesters based on feedback from mentor teachers and students' progress.  I also reflected on what went well so I could continue to implement my strengths in my teaching. The habit I made of reflecting on my teaching every week throughout the semester helped me better make goals for the following semester. It also helped me see how I had progressed and what teaching skills I could improve on.