Reflective Teaching - Essay Example

Reflective Teaching grade: Introduction For most teachers, the skills room teaching are usually developed at an early stage of their career. In cases whereby new teachers are entering the teaching profession, teaching efforts may be perceived to be stressful. However, experience takes these teachers through a route that results in eventual acquisition of the teaching strategies repertoire that are drawn on in their teaching process. A specific strategic configuration that is incorporated by the teacher is usually a component of the “teaching style” of this teacher. With the teaching style providing a means through which the teacher can cope with various teaching routine demands, this trend is also perceived to be dangerous in hindering the professional growth of the teacher. Therefore one major challenge involves identification of an approach through which the teachers can be able to move beyond the normal or automatic classroom procedure towards the direction in which higher awareness levels can be achieved on teaching. Reflection and observation is one way through which this can be done; an approach that is perceived to bring about change. This is the approach that is referred to as reflective teaching. This article evaluates the reflective teaching and the ways of improving the reflective teaching. Understanding reflective teaching Pollard and Collins (2005) understands reflective teaching as the approach that enhances consideration, recalling, and evaluation of an experience on the basis of a broader purpose. Through this approach, an individual is able to respond to the past experience coupled with involvement of examination and conscious recall of the experience as a basis for planning and taking an appropriate action. The same authors also insist that for an individual to qualify as a reflective teacher there is a need to go beyond the prime concern where teaching techniques are geared towards understanding “how to” to a new dimension. This is where an individual teacher asks the question of “why” and “what”. This approach is highlighted to be part of the broader purpose of education. Pollard and Collins (2005) also posit that the question of “why and what” provides an individual with a certain power beyond the obvious teaching. This is based on the fact that the responsibility and autonomy degree is determined by the control level that teachers are able to exercise over their actions. Therefore, as a result of reflecting on the question of “why and what”, teachers are able to fully gain control in addition to opening up to the possibility of having the everyday life transformed in the classroom. Framing reflective teaching For an individual to undergo a development process to a reflective thinker, Valli and Buese (2007) advise on employment of various approaches. These approaches are inclusive of critically observing the others as well as one self, team teaching, and exploration of an individual’s teaching approach through writing. In any approach, Valli and Buese (2007) insist on a process that is divided into three parts. The first part is the event itself. This step is perceived as critical at the onset of any episode that will incorporate actual teaching. While the critical reflection is usually targeted at developing the individual teaching approach of a teacher, there is a possibility of self reflection being stimulated by observing the teaching of another person. The next stage usually involves event recollection. This stage usually details the event of the eventual happening without having to observe the teaching of another person. Generally, various procedures are usually employed during the phase of recollection. These procedures include; detailing the event, recording of an event, or incorporation of coding systems for capturing the event details. The third stage involves reviewing and responding to the event. As a result of focusing on the objective event description, the event is reviewed for the participants. This is the stage at which a deeper level of event processing takes place coupled with asking questions that are connected to the experience. The process of reflective teaching is perceived to incorporate various approaches as detailed below: One of the approaches is peer observation. Through the approach of peer observation, an opportunity is provided for the teachers to observe the teaching approach of the colleague in order to borrow the varying teaching styles (Wentzel, 2002). In addition, this approach provides teachers with an opportunity to critically reflect about their teaching approach. Another approach is highlighted to involve written experienced and accounts. The detailing of personal accounts through writing has been perceived to be common approach in teaching. The potential of this approach also continues to receive an increasing recognition in the teaching education. Another reflective teaching approach provided by Wentzel (2002) is self reporting. Through this approach, Pollard and Buese (2007) highlights the likelihood of inventory completion together with checking the list that details the various teaching practices incorporated by the teacher within a specific time period. The completion of this inventory may be done individually or through the group sessions. The self reports accuracy is usually perceived to increase as the focus of the teacher if drawn to particular skills in a specific context of classroom together with when there is a careful construction of the self report program to reflect various behaviors and practices of teaching. Benefits The main benefit is that reflective teaching practice has been perceived to involve promotion of deeper understanding of individual styles of teaching. As a result, individuals are able to increase their effectiveness as teachers. From another perspective, the teachers’ ideas are eventually validated. At times, the teachers face challenges when trying to constitute the ingredients of good teaching. In such cases, the teaching initial pedagogy may be based on direct teaching practices that are deemed to be traditional. With such a traditional approach of socializing into teaching, it may be difficult to understand the views of what constitutes good teaching. However, with an opportunity of exploring through the portfolio of reflective teaching, an individual is able to validate and acknowledge what is being learned. Conclusion From the analysis detailed in this article, it is apparent that the event reflective teaching involves changing the way of perceiving things and the individual roles in the teaching process. Therefore, teachers are challenged to explore their individual teaching through changing their awareness and attitude that they perceive to be beneficial to the growth of their profession as teachers together with improvement of the nature of support that is to be extended to the learners. Just like other self-inquiry approaches, the reflective teaching will obviously come with accompanying risks. This is based on the fact that making recordings or writing journals is likely to be a time consuming process. However, for the teachers involved in reflective teaching, this approach is perceived to be a valuable tool when it comes to professional growth and self evaluation. Therefore, from the explanation generated in this article, it is conclusive to indicate that experience alone will hardly be sufficient if professional growth has to be enhanced. Furthermore, if this experience has to be coupled with reflective teaching approach, a powerful impetus is born through which teachers’ development is enhanced. References Pollard, A. & Collins, J. (2005). Reflective Teaching.: Evidence-informed professional practice. Continuum Studies in Reflective Practice and Research. Continuum International Publishing. Pp. 59-297. Snowman, J. McCown, R. & Bielher, R. (2011). Psychology applied to teaching (13th ed.). Ohio: Cengage Learning. Pp. 23-234 Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558. Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301. 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