What do reflective practitioners do

But keep in mind all of the opportunities you have to undertake some reflection-in-action. Reflection is a cyclical process: experience, analysis, implement, repeat. You can incorporate the changes into future deliveries, or into the design of new activities. The changes you identify are very rarely so specific that the learnings cannot be applied elsewhere. Identify your strengths and examine how that good practice can be used in other areas of practice.

Not everything will go right. Having said that, you might want use one of the many models that help you capture reflections. Driscoll developed a really simple model for reflection, developed off of the back of work carried out by Borton This logical structure for reflection gives much more explicit prompts to help you engage in descriptive reflection through to critical reflection by asking you to first make sense of the experience, and then identify the improvements to take forward.

Think about the models above, or one that you identify with most check out this resource from Edinburgh to explore other models and start with some simple activities:. Create a reflective journal. You might find you prefer to get your thoughts down on paper.

Think about what elements worked well and what concepts students might have found difficult. You can use these notes down the line to help you develop your materials or activities going forward.

Reflection as an assessment. You may go one step further and facilitate your own students to become reflective practitioners. Reflective practice is a teaching strategy in its own right and incorporates a number of skills that students may need to develop. You may find it:. The greatest value of reflection comes when we repeat the reflective process, creating a habit and strengthening our ability to be critically reflective and improve Jasper, The myth that some people are born teachers is simply not true.

They may begin teaching with the high motive of generosity toward their students, their colleagues and themselves, but maintaining this over many years is a challenge. Without contemplation and retreat, teaching can become simply a series of lucky habits rather than a profession through which one can grow.

Think of great athletes. Many show extreme promise early in their careers; however, they depend upon other great athletes and coaches to improve their performance over time. If they find themselves at a plateau in their performance, they look for mentors to push them beyond it. But in teaching, a promising young professional can fulfill that expectation without sufficient coaching for years. Of course, there is always teacher evaluation designed for that purpose; still, how often does it truly improve anything to do with the classroom?

Even dedicated supervisors have precious little time to devote to the continuing development of teacher excellence. Teachers can be deceived by what is appealing, habitual and popular with students. Effective teaching is an acquired talent. Professional retreats offer teachers the opportunity to dedicate time to those qualitative steps that result in ongoing development. The six steps to becoming a master teacher include:. 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. Looking for research materials?

Search our database for more Reflective Practitioner downloadable research papers. Full text search our database of , titles for Reflective Practitioner to find related research papers. Exploring Online Learning Through Synchronou Exploring online learning through the lens of sync In Stock.

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