Teacher Reflection - 1

© Andrew P. Johnson, Ph.D.

EFFECTIVE TEACHERS ARE REFLECTIVE TEACHERS Andrew P. Johnson, Ph.D.

Minnesota State University, Mankato Effective teachers are reflective teacher (Sadker, Sadker, & Zittleman, 2008; Sternberg &

Williams, 2002; Zeichner & Liston, 1996). Reflective practitioners ask questions and engage in thinking on four levels: Level 1: Teaching effectiveness. Accomplished teacher reflect to assess outcomes as well as to establish failure (Porter, Youngs, & Odden, 2001). They examine the lesson in order identify those things that worked well and those things that could be done differently. They ask questions such as: How did it go? Was I effective in getting ideas across? Did learning taking place? Were students able to take away something of importance? Were students able to construction new knowledge? Is there anything I could change or do better? What worked? Did students learn? Did I achieve my purpose or learning objective? What could I have done differently to make the lesson better or more interesting? Was I successful in differentiating the lesson? Level 2: Research, research-based practices, or research-based theories. Decisions made by accomplished teachers are grounded in established theory and research-based (Porter, Youngs, & Odden, 2001). Reflective teachers pause to examine their teaching practice to see if what they are doing aligns with what they know about teaching and learning. They ask questions such as: Does this aligned with research-based theory? Can it be supported by one of the learning theories? Does it reflect best practice? Can I find research or research-based theory to support what I am doing? What does the professional literature say?

Here too you can see the importance of having a knowledge base in each of the four types of teacher knowledge (a) pedagogical knowledge, (b) pedagogical content knowledge, (c) knowledge of content, and (d) knowledge of learners and learning. It’s hard to reflect on this dimension if you have nothing upon which to reflect. Level 3: Values and philosophy. Reflective teachers pause to consider if what they are doing is in harmony with their values and their philosophy. This includes both their personal and professional values and philosophy. (Indeed, when you have research the level of master teacher, you will find that the dimension of the personal and professional merge.) Questions here include things such as: Does this practice reflect what I value? Am I practicing what I preach in regards to what I believe to be the purpose of education? Is what I am doing consistent with my teaching philosophy? Is this the type of teacher I am or want to be? Do I value what I am doing? Teacher reflection at this level is based on the premise that you are able to identify a set of values and a teaching philosophy. In education, a teaching philosophy defines the types of learning experience you value or find of import. It might also identify the type of teacher dispositions or characteristic that you value. What do you feel is important about teaching and learning? What do you believe it true about teaching and learning? What is the purpose of education? What do you see as your purpose as a classroom teacher? What behaviors reflect these values and beliefs? Are you being the kind of teacher you want to be? What do you value and believe relative to teaching, learning, and education? Level 4: Interpersonal and transpersonal connections. This fourth level tends to be somewhat esoteric. Reflection at this level is often tied in with one’s metaphysical paradigms. It may not be appropriate for all teachers. Here, you seek a larger purpose for what you do and your daily lessons. What does the experience mean? Where does it bring you? How are you

Teacher Reflection - 2

© Andrew P. Johnson, Ph.D.

connecting with something beyond yourself? What is the lesson beyond the lesson? What is the larger human dimension? What is the emotional and intuitive impact? Who are you? What are you learning?

RELATED MINI-LECTURES Reflective Teachers

https://www.youtube.com/watch?v=ofGaDa3o6qQ

On Being Teacher https://www.youtube.com/watch?v=nseBXqtFo7U

Masterful Teaching

https://www.youtube.com/watch?v=53G0tkw62Yk

Being and Becoming Teacher: The Science, Art, and Craft of Teaching https://www.youtube.com/watch?v=pWJT4n7lG5k

Teacher Professional Development: Journey and Growth

https://www.youtube.com/watch?v=lqQJBz3aXj0

Learning to Teach: A Reflective, Holistic Model https://www.youtube.com/watch?v=wljeiHR_azc

Teaching = Knowing + Planning + Doing + Reflecting https://www.youtube.com/watch?v=LBwZUHOrHyI

Becoming a Teacher

https://www.youtube.com/watch?v=UaDcXithlsU

REFERENCES

Porter, A., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their use. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp. 259-297). Washington, DC: American Educational Research Association.

Sadker, D., Sadker, M., & Zittleman, K. (2008). Teachers, Schools, and Society (8th ed.) New York, MY: McGraw-Hill

Sternberg, R.J. & Williams, W.M. (2002). Educational psychology. Boston, MA: Allyn and Bacon.

Zeichner, K. & Liston, D. (1996). Reflective teaching. Hillsdale, NJ: Erlbaum.