Reflective Teaching Student’s grade: University name: Tutor: Date: Introduction For most teachers, the skills of classroom 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…
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 ...
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As a nursing student, I usually have to teach patients several do-it-yourself practices and guide them to ensure that they perform such procedures well. The success of transfer of such knowledge from me to them depends to a large extent on my teaching and the patient’s efforts.
Thus, traditional way of learning provides the coach with considerable command over his or her disciples. However, in the twentieth century, this trend of teacher to student communication changed radically.
The report focuses on the impact of classroom environment and teacher’s attitude on students and their learning. It turned out that reflection by teachers and environment of the classroom contribute positively to the
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