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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?

https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice

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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? Proverbs and Idioms Proverb: ‘a short saying in general use, held to embody a general truth’ Idiom: ‘a group of words established by usage and having a meaning not deducible from those of the individual words’. (Definitions from the Oxford Concise Dictionary) Before deciding to teach your students proverbs or idioms it may be worth considering the following: How often do I actually use proverbs and idioms? 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. Motivating students and teachers' role in inducing them to learn English After arguing with a student about his poor activities in English class, I got this answer "I have enough money and do not need learning English, in case of need, if I happened to be in a foreign country, I will hire a translator or interpreter." He also went further by saying that he could read translated books or he would by a good dictionary to be used for translating the texts he needed to know in Persian. I tried to calm down and convince him to improve his English knowledge, stating the necessity of learning this language in today's world but it looked as if it was useless to make him eager to learn English. Then I remembered this common saying that "You may take a horse to the river but you can't make it drink".

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

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