Reflexivity Definition Reflexivity is an attitude of attending systematically to the context of knowledge construction, especially to the effect of the researcher, at every step of the research process.
Conclusion Why it is important Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today. We may only notice reactions of the louder students.
Reflective teaching therefore implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going on to making changes.
If a lesson went well we can describe it and think about why it was successful. If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear. If students are misbehaving - what were they doing, when and why?
Beginning the process of reflection You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. You may decide to focus on a particular class of students, or to look at a feature of your teaching - for example how you deal with incidents of misbehaviour or how you can encourage your students to speak more English in class.
The first step is to gather information about what happens in the class. Here are some different ways of doing this. Teacher diary This is the easiest way to begin a process of reflection since it is purely personal. After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students.
You are likely to begin to pose questions about what you have observed. Diary writing does require a certain discipline in taking the time to do it on a regular basis. Here are some suggestions for areas to focus on to help you start your diary.
Download diary suggestions 51k Peer observation Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking. This will relate back to the area you have identified to reflect upon.
For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.
Recording lessons Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.
Audio recordings can be useful for considering aspects of teacher talk. How much do you talk? Are instructions and explanations clear? How much time do you allocate to student talk? How do you respond to student talk?Studybay is an academic writing service for students: essays, term papers, dissertations and much more!
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Gibbs’ reflective cycle encourages you to think systematically about the phases of an experience or activity, and you should use all the headings to structure your reflection.
See how we have used Gibbs' reflective cycle in our Health Visitor example. Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation.