Reflective teaching: Exploring our own classroom practice

By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching. Reflective teaching is therefore a means of professional development which begins in our classroom. Why it is importantBeginning the process of reflection Teacher diary Peer observation Recording lessons Student feedback What to do next Think Talk Read Ask Conclusion Why it is important Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today." However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. The first step is to gather information about what happens in the class. What are you doing?

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500 Internal Server Error Rubrics are multidimensional sets of scoring guidelines that can be used to provide consistency in evaluating student work. They spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. Rubrics are used from the initiation to the completion of a student project. They provide a measurement system for specific tasks and are tailored to each project, so as the projects become more complex, so do the rubrics. Rubrics are great for students: they let students know what is expected of them, and demystify grades by clearly stating, in age-appropriate vocabulary, the expectations for a project. They also help students see that learning is about gaining specific skills (both in academic subjects and in problem-solving and life skills), and they give students the opportunity to do self-assessment to reflect on the learning process.

Peer observation In this article I shall look at the basic principles underlying peer observation and its value to institutions and to individual teachers. What is peer observation?Quality control or professional development? Reflective Learning, Reflective Teaching Yasser El Miedany121.King’s College London, Darent Valley HospitalDartfordUK2.Rheumatology and RehabilitationAin Shams UniversityCairoEgypt Chapter First Online: 10 October 2018 Abstract Reflection is an active and aware process that can occur anytime and anywhere. Measures of Effective Teaching (MET) Project Two-thirds of American teachers feel that traditional evaluations don’t accurately capture the full picture of what they do in the classroom. They want information that they can trust from measures that are fair and reliable. The Measures of Effective Teaching (MET) project was designed to find out how evaluation methods could best be used to tell teachers more about the skills that make them most effective and to help districts identify and develop great teaching. When it came to identifying what great teaching looks like, we knew that it was imperative to go straight to the source: teachers. Through the MET project, we sought to answer the following critical questions:

TeachingEnglish Skip to content Taking responsibility for professional development Taking responsibility for professional development is one of the 12 professional practices in the British Council's CPD framework for teachers. How to become a reflective teacher - The complete guide for reflection in teaching “Self-reflection is the school of wisdom.” – Baltasar Gracian If you reflect on yourself, you’ll enter the gates of wisdom. Or the school gate…

Action Research - Stop, Start, Continue I get students to brainstorm all the kind of things I as a teacher do and things which we do in class. Some examples might be: speaking in pairsplaying gamesexplaining grammarsetting homework Willy Cardoso: Classroom based teacher development About the webinar Recorded in 2013, this webinar with Willy Cardoso looked at several aspects of classroom-based teacher development: Approaches to teacher development that start from inside the classroom How to involve learners in our development Self- and peer-observation tools How to increase the validity (and currency) of our classroom-based knowledge Critical teacher development (or ‘beware of TEFL slogans’) About the speaker Willy Cardoso has taught English for 12 years in Brazil, UK and Spain, written hundreds of articles on language education in his blog Authentic Teaching, and recently co-authored Real Communication: Culture Reading (Macmillan China).