4a. Reflecting on teaching
I am an avid reflector. It is in my natural make-up that I continue to reflect on my teaching approaches, delivery of content, and interactions with my students. Not a day goes by that I am NOT in constant reflection. What is a deterrent, however, is time. During the school day there is very limited time for me to process my approach, so to remedy this, I will make mental notes, make a written list, and/or create a visual element. Then, I will approach these recorded thoughts to develop a plan of resolution. This often occurs after school hours when I have a bit more flexibility. I will try to find solutions that remedy conflicts in either content, delivery, or socially. I will also allow time for "student feedback" and "student reflections" about their experience in my class.
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Elements of Component 4a are:
Indicators include:
Component 4a: Artifact List
- Accuracy: As teachers gain experience, their reflections on practice become more accurate, corresponding to the assessments that would be given by an external and unbiased observer. Not only are the reflections accurate, but teachers can provide specific examples from the lesson to support their judgments.
- Use in future teaching: In order for the potential of reflection to improve teaching to be fully realized, teachers must use their reflections to make adjustments in their practice. As their experience and expertise increases, teachers draw on an ever-increasing repertoire of strategies to inform these plans.
Indicators include:
- Accurate reflections on a lesson
- Citations of adjustments to practice, drawing on a repertoire of strategies
Component 4a: Artifact List
- Reflection sheet