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Reflection in Language Classroom

Teachers engage in reflection both during and after lessons to evaluate their effectiveness and improve their practice. Reflection in action involves making adjustments during a lesson based on experience, while reflection on action involves evaluating a lesson after it occurs to determine how it could be improved if done again. Strategies like daily reflections, guiding questions, and student involvement can help make reflection a regular part of the teaching process for both teachers and students.

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Cristina Mayo
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119 views

Reflection in Language Classroom

Teachers engage in reflection both during and after lessons to evaluate their effectiveness and improve their practice. Reflection in action involves making adjustments during a lesson based on experience, while reflection on action involves evaluating a lesson after it occurs to determine how it could be improved if done again. Strategies like daily reflections, guiding questions, and student involvement can help make reflection a regular part of the teaching process for both teachers and students.

Uploaded by

Cristina Mayo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reflection in the Language Classroom

Teachers learn much about teaching by doing. They constantly think about what was
successful about their lessons and what needed to be improved. They think about their
students the ones who are learning well and the ones who seem to be having difficulty.
They constantly think about the issues in society and how they will get them across to their
students. They constantly think about the values, beliefs and traditions that they want to
pass on to their students. This type of thinking is called REFLECTION. Like looking into a
mirror, a reflection is something that allows teachers to look at themselves and decide to
accept what they have done or change it.

What is Reflection? How do we engage in active reflection?


In 1983 David Schn wrote the book The Reflective Practitioner in which he described his
Reflective Practitioner Model and its approach to decision making and problem solving. He
describes the difference between Reflection in Action and Reflection on Action and how
the use of these practices could help to distinguish an effective practitioner from a less
effective one. Teachers deal with people every day, which makes for an unpredictable day.
Reflection is a useful method for a teacher to evaluate the days events and decisions; it
also helps prepare a teacher for the unpredictable events to come.

What is Reflecting IN Action?


Reflection IN action describes the teachers ability to resolve situations while they are
happening; it is done instinctively, while drawing on previous experiences. This reflection
does not happen after the in class occurrence, rather the teacher tries out several
solutions till the most appropriate solution is found. It involves a mixture of knowing and
doing; Schn described this as theory-in-use.

What is Reflecting ON Action?


Reflection ON action takes place after the event has taken place. This involves developing
a repertoire of experience and forces teachers to think about what they would ideally do if
the situation happened again.
Schn believes that both types of Reflection are necessary to become an effective
practitioner. Reflecting on ones strengths and weaknesses helps in teacher development.

Some Strategies to help with Daily Reflection


DAILY REFLECTIONS have five major roles.
They:

act as a record or diary of things that were done each day

give PROGRAM leaders and assistants feedback about the relative success of an
activity is

give participants an opportunity to ask questions, seek clarity, express concerns:


Which activities did you like and why? Which ones did you not like and why? Do
you have any questions about the activities?

give participants an opportunity to practice their writing skills

develop and increase metacognitive awareness in participants

Here are some possible question that can be used during daily reflections:

What were my strengths/weaknesses?

How have I improved? What can I continue to work on?

How do I feel about my lesson? Why?

How effective was the pacing of my lesson?

How much of a chance did the students have to speak?

How much circulation did I do in the class?

What did I notice in the class?

What would I do next time?

How can students be involved in reflection?


Though reflection is an important process for teachers and student teachers, it should also
be encouraged for the students. Just as teachers grow and develop, so do students and
they can only benefit from noticing their development. Many teachers do not know,
however, how best to involve students in the process of reflection. Here are some tips:

Give the students opportunities to reflect in different ways, whether it be in writing


or out loud. Different materials can also be used to facilitate reflection and keep the
students engaged; some students enjoy journaling, some might prefer interviews,
and some might prefer blogging. Dont be afraid to use technology!

Give the students support and direction for their reflection. Simply asking them to
reflect will not be enough for all students; guiding questions or introductory
sentences can be used to direct the students who need the direction. (ie. Today
what I liked was or What did you like today? What helped me learn was or What
helped you learn today?

Make reflection a regular occurrence. The more the students take part in reflection,
the easier and more natural it will become for them.

Keep the students reflections in a portfolio; this way the students will be able to
look back on their own reflections to see how much theyve grown, learned, and
how much they were able to write about their learning!

Let the students know why they are reflecting and that it isnt a purposeless activity.
These reflections help you improve as a teacher, and help them improve as
learners; once students know how they learn best, then learning will become
easier!

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