Understanding reflective teaching

Experience in a Classroom Professional Development Setting

Experience in a classroom professional development setting where the process starts with the instructors everyday, lesson recording, student feedback, and peer observation is necessary to fully grasp reflective teaching (Liu & Zhang 2014). These crucial components of reflective teaching are not well covered by the student’s concept. Additionally, the student does not understand the first directive to use his own words. It is clear from the definition in the text that it was written by an author, indicating that it does not reflect the students’ grasp of the subject. According to my understanding, reflective teaching entails analyzing the lessons taught in the classroom and considering how to approach them as well as whether the method is effective. It is more of self-evaluation and self-observation.

Incorporation of Understanding of Reflective Teaching with Real Life Experience

Further, the incorporation of the understanding of reflective teaching with real-life experience is an excellent move from the student. This shows that the student can translate classroom understanding of an idea and reflect it with a real-life experience which is one of the primary objectives of teaching. Some steps can result in effective and efficient utilization of reflective teaching in a classroom. For instance, using video and audio recording to record class lessons. Keeping a diary also enables the student to keep tabs on important things that he or she should not miss (Liu & Zhang 2014). The student fails to capture such important methods that aid in reflective teaching, but the fact that he acknowledges that students have different learning backgrounds and styles show that he could make full utilization of reflective teaching in a classroom. Furthermore, in high detail, the student takes into account how reflective teaching differs from another teaching style through the demonstration of an example. Such an example gives the impression the student understands how reflective teaching differs from other teaching methods.

Reference

Liu, L., & Zhang, Y. (2014). Enhancing teachers’ professional development through reflective teaching. Theory and Practice in Language Studies, 4(11), 2396.