PROJECT

2. Reflective teaching conceptualizes teaching
as a complex and highly skilled activity,
which, above all, requires classroom
teachers to exercise judgment in deciding
how to act. High-quality teaching, and thus
pupil learning, is dependent on the existence
of such professional expertise.

3. The process of reflective teaching supports the
development and maintenance of professional
expertise. We can conceptualize successive levels of
expertise in teaching – those that student-teachers may
attain at the beginning, middle and end of their courses;
those of the new teacher after their induction to full-time
school life; and those of the experienced, expert
teacher. Given the nature of teaching, professional
development and learning should never stop.
Reflective teaching should be personally fulfilling for
teachers, but also lead to a steady increase in the quality
of the education provided for children. Indeed, because it
is evidence-based, reflective practice supports initial
training students, newly qualified teachers, teaching
assistants and experienced professionals in satisfying
performance standards and competences. Additionally, as
we shall see, the concept of reflective teaching draws
particular attention to the aims, values and social
consequences of education.

4. 1) Understand Your Reasons for Teaching
Identifying those who influenced you to become a teacher
is a fundamental exercise in continued excellence. Almost
everyone can name two or three teachers who changed
the course of his or her life. Some found elementary
school teachers who discovered their talent and promise.
Others discovered their confidence through recognition of
their potential in a specific subject. By discussing and
defining the qualities of those exemplary teachers when
they were students, professionals begin to define the roots
of their own teaching.

5. 2) Cultivate Ethical Behavior in Your Students and Yourself
Although many schools of discipline exist, a teacher can
achieve harmony in the classroom, but the real focus of
student management lies in instilling ethical behavior.
Authentic responses to classroom interactions as well as
logical consequences for transgressions can be improved
through collegial dialogue. These cannot be found in a
manual; but rather, can be cultivated in seminars and
observance of other master teachers.
3) Pool Both Patience and Perseverance
Stamina and endurance are needed for the long haul of
teaching. This means finding ways to remain healthy and
able-minded through the stressful days. By connecting
with others who have discovered methods of physical and
mental renewal, teachers have a better chance of staying
enthused about teaching despite the many inevitable
setbacks during the school year.

6. 4) Design Curriculum That Works
All good teaching requires excellent design and redesign,
beginning with a strong curriculum that outlines the most
essential ideas. Without a forum for the continuous re-tailoring
of their curriculum, teachers are often left to work
from a textbook or on-the-fly lesson plans. Spending time
in retreat with other professionals allows teachers to lay a
strong foundation for each course they teach.
5) Perfect Instructional Practices and Assessment Skills
The ongoing development of instructional methods and
feedback skills are critical to excellence in teaching. Only
through the careful examination of activities and
assessment can a teacher guide all students to succeed.
Teachers need time with their colleagues outside the
classroom; the temporary success of "fun" activities can be
a hindrance to the development of a master teacher. By
crafting performance tasks and assessing them with their
peers and mentors, teachers can refine their teaching.

7. 6) Connect Positively to the Whole-School Culture
Over time, the master teacher has the capacity
to improve the whole-school culture through
excellence in teaching. Because master
teaching has as its foundation the generous
impulse to assist students and colleagues, the
teacher is able to fundamentally influence
others without generating resentment. The
master teacher is consistently working to benefit
the school, so he or she is not in competition
with colleagues or administration

8. Dishonest Reflections
Because many reflection assignments are tied to self-assessments,
students may not write honest reflections if they are afraid that
admitting they did poorly will reflect negatively in their final
grades. When students write dishonest reflections, they don't
learn the analytic skills that are such an integral component of
this type of activity.
Student Apathy
While Texas A&M University's Writing Center notes, "Reflection has
great potential if you can get students involved and motivated,"
some students will see reflections as "non-assignments." After
spending so much time on the class activity that they are writing
reflectively about, some students may see the reflection as a
"blow off" assignment, which neither allows them to learn from
the activity nor gives you important classroom feedback.

9. Reflections Including Blame
Instead of analyzing their own work, some students use their
reflections to compare their work to their classmates' or to
blame classmates, parents, teachers and others for what
they see as a poor job. This not only means the students
aren't getting the benefit of the reflection, but it can quickly
divide classrooms.
Time
While reflections can help students work more productively,
they also take a great deal of time, and having a student
write a reflection on each assignment is almost impossible
in a regular-sized classroom. Further, even though you
don't have to carefully grade reflections like you do
essays, you do need to read them, which can make a tight
schedule even tighter.