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H. M. Patel Institute of English Training and Research MA ELT Sem. 1: Practical Pedagogy of ELT

Development of reflection in teaching can be achieved through students' input, colleagues' input, and self-input. [1] Students' input can be obtained through questionnaires, feedback forms, suggestion boxes, and emails. [2] Colleagues' input involves getting feedback from other teachers through class observations, microteaching sessions, and discussions. [3] Self-input uses self-evaluation questionnaires or checklists to reflect on one's own teaching skills and progress.

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29 views

H. M. Patel Institute of English Training and Research MA ELT Sem. 1: Practical Pedagogy of ELT

Development of reflection in teaching can be achieved through students' input, colleagues' input, and self-input. [1] Students' input can be obtained through questionnaires, feedback forms, suggestion boxes, and emails. [2] Colleagues' input involves getting feedback from other teachers through class observations, microteaching sessions, and discussions. [3] Self-input uses self-evaluation questionnaires or checklists to reflect on one's own teaching skills and progress.

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justin parmar
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© © All Rights Reserved
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H. M.

Patel Institute of English Training and Research

MA ELT Sem. 1: Practical Pedagogy of ELT

Handout 6: Tools of Developing Reflection Date: __________

Development of reflection is possible through three major tools. They are:


1. Students’ Input
2. Colleagues’ Input
3. Self Input

1. Students’ input:
Teacher can ask to students about his or her teaching to improve it. It can be in a form of
questionnaires where teacher can create a set of questions and by analysing those responses;
teacher can work on the weak areas. If teacher puts more open-ended questions then that will
be beneficial.

Teacher can also give feedback form to students.

This can be done through suggestion box as well. Some shy students who cannot talk directly
with a teacher can put their opinion in this box. This is an easy way to collect students’
response.

In this era of technology and internet, teacher can also use E-mail as a tool for this process. As
E-mail is formal and students can respond there from any place at any time.

2. Colleagues’ Input:
To know about the current status of teaching, teacher can ask to the staff members. Many of
them might have more teaching experiences and proficiency of language. By taking other
teachers’ view, one can find some new areas of development.

For this a teacher can invite some other faculties in class to comment or observe the class.
After the session, that faculty can give some valuable opinions or instructions to improve that
teachers’ current state of teaching.

Even a teacher can go through the process of microteaching. This method is popularly used for
Student Teachers where they do practice teaching in small class and that is recorded. Through
this process, teacher can record a class and then he or she can get some suggestions by staff
members and seniors about the teaching.

3. Self Input:
It has discussed earlier in the introduction of reflective teaching that a teacher can evaluate his
or her teaching by asking certain specific questions. For this, either a teacher can make
questionnaire and then fill it or can make a checklist to study the improvement in skills.

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