An up-to-date person is a person who analyzes. Thinking over the actions, thoughts, behavior types, someones’ characteristics, personal feelings and experiences, we move forward in a sufficient way. It is quite natural for the humans share the ideas, views; discuss the various life situations; hold the surveys on the interest topics. The conclusions that come from the retrieved information can be compared with the most precious treasure because they allow people to achieve their targets and make life easier. An analytical way of thinking finds an application in the professional areas, for example, in a pedagogical sphere. Reflective teaching is the best illustration of the analytical approach to the profession.
Reflective teaching is a set of the professional expertise techniques that allow a teacher, first, to look at the processes in the class, observe the personal conduct or the pupils’ behavior, and, second, analyze a derived knowledge, use it for the resulting improvement. Reflective teaching is a self-evaluation and self-observation procedure. Getting useful information about what we do, and how we do it, how a class, or a pupil in particular reacts on this or that action, we explore our own practices and obtain the invaluable facts about our strong and weak sides. The deductions made on the reflective teaching processes guide to the improvements and changes for a better teaching.
You may have heard, how a teacher praises a successfully conducted lesson, or; otherwise, complains about a non-proper pupils’ reactions. It is vitally significant not to limit yourself by the statements “I like it,” or “I don’t like it.” A professional specialist should relieve a monotony of the everyday statements with the questions, like “Why is it good?”, or “Why is it bad?”. “Why was the today’s lesson so catching for my students?” “What part of the lesson was the most difficult and why?” “What pupils did not reveal any interest to the new material? Why?” The more time a teacher spends in finding the answers to such questions, the more professional he becomes, the cleverer his pupils grow. What are the subjects of observation? The attentive and careful attitude to everything, including the slightest details, is a key to advanced and professional success.
It is one thing to say and another to do. As a rule, a teacher has so many issues in his head, and that reflecting teaching process may seem “too much.” Do not be afraid to spend your time for this technique. Reflecting teaching is a tool, the correct usage of which will help you to enjoy free time in the result. To be involved in Reflecting teaching does not mean to hold everything in your head. There are a lot of assistant tools that can support teacher. I would like to share with you the tools I use in my practice. They are easily reachable and affordable to everyone.
Let’s start from the most progressive. A teacher can record the lessons. I use both audio and video recordings. I find video recordings more effective, because, analyzing them you can judge not only the mental and structural sides of a lesson, but also your gestures, poses, a way of providing the materials. Video recordings may inspire you for the new approaches to an information recounting, correction of your personal conduct and emotional background. The audio recording is good because it is not so obvious for the students in comparison with the video recordings. But the audio takes more time for the analyses, and a recording decryption may be difficult because of the recorded noises and murmurs.
Do not be shy to ask for your friends’ or colleagues' support. The others’ view at your ordinary work may expose the veiled problems or disguised threats you do not even suspect. Invite the person you like (or, on the contrary, dislike) to your lesson, and ask for a fair judgement. You can turn your worries or concerns directly to your students, and inquire about their opinion of this or that issue.
The state-of-the-art capabilities are potential, but the teacher should not forget about the easiest and simplest methods, like a pen and paper. In my practice, I have a special secret journal. Depending on the target, I use this journal during or after the lessons; I put there my observations, ideas for future lectures, comments to the personalities. This simple tool helps me to prepare for the next lessons, ask the pupils the direct, categorical and address questions and reveal myself as a professional who remembers everything. If you try to maintain a reflective teaching journal writing, this process will soon become one of your favorite habits.
No matter what way of information gathering you will chose, it will not cost a penny, if you do not analyze the received data. Being on your own, decompose the information you have to the slightest details, concentrate on the smallest issues, understand your strengths and weaknesses, your news targets, mistakes and the ways to improve them. Find the answers to the questions that appear in the books, among the colleagues. Record the conclusions and the new targets. You can use the same tools: the video, audio recording, or a journal. Bring the conclusions to life and analyze the results. Reflective teaching is a non-stop process, a cycle that presents you the constant development of the professional skills and emotional background.
References
What is reflective teaching. Retrieved from http://reflectiveteaching.co.uk/what-is-reflective-
teaching
Kathleen M. Bailey. Reflective teaching: situating our stories. Retrived from
http://www.cuhk.edu.hk/ajelt/vol7/art1.htm
Tice J. Teaching English. Retrieved from
http://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice
