Reflective teaching practices give an educator a basis from which to effectively address prohibitive or negative issues in the classroom by first deciphering the underlying cause. Careful consideration of a situation eliminates the possibility of jumping to a wrong conclusion about a situation. For example, if a student acts bored in class, the reason may not be that the student is lazy but feels intimidated, or that the teacher is not presenting the material in a straight-forward or engaging manner. Reflecting critically on one's manner of instructing is an important way of maintaining ongoing development as an effective educator.
A crucial initial step for teachers considering the practice of reflective teaching is to observe and assess the classroom setting and climate. Through observation, teachers may determine if students are open and excited about learning or if they feel intimidated, bored or unchallenged. They are able to contemplate if students are grasping concepts, or appearing frustrated. The will notice any specific behavioral or disciplinary concerns. The primary goal at this stage is to identify obstacles interfering with learning in an optimum environment.
Once the teacher determines a problem in class, or simply wants to know more about the effectiveness of her teaching methods, the next step is to gather and document information. One method involves keeping a journal documenting events, actions and the teacher's feelings and responses at the time. Entries are made on a regular basis. Peer observation is also helpful in identifying strengths and weaknesses. A colleague is invited to observe and evaluate the teacher. Educators may also ascertain valuable insight by recording their lessons, then evaluating their performance. Much can be learned from recorded sessions including the clarity of instructions, interactions with students and the energy level of presentations. Developing reflective practices also involves encouraging feedback from students; anonymously if students appear reluctant to speak frankly.
Reviewing data and feedback concerning one's methods of teaching provides the insight necessary to review and implement modifications. While analyzing data, an educator may notice ineffective speech patterns, points at which students lose interest, events that trigger behavioral problems or a teaching delivery that makes students reluctant to participate in discussions. Identifying what triggers certain negative responses from students leads to discussion about how best to improve the process of instructing. Teachers may seek advice from other educators. The process of reflective practices continues and evolves as teachers set in motion modifications and continue to evaluate their effectiveness.