| Building student-teacher relationships is a lot like dough | | | | Reflective Teachers Study - based on a 15 year old |
| rising. You need time for them to develop and often | | | | study in Holland which showed that reflective teachers: |
| these relationships determine the quality of learning | | | | - have better relationships with students |
| outcomes. | | | | - have a higher degree of job satisfaction |
| Success as you know already and especially with | | | | - realize the importance of a student's self-learning |
| those hard to handle students does not happen | | | | - can structure experiences and problems |
| overnight. | | | | - have personal security and self-confidence |
| Reflective teaching is one way to improve troubled | | | | - are capable of seeing a bad lesson as a positive |
| areas of your teaching. | | | | learning experience |
| - Problem identification: Is it really a problem in the | | | | - focus on the learner |
| class? Preliminary investigation involves asking | | | | - can talk and write about the problems and also the |
| teachers and ask students. A short route is using | | | | successes |
| reflective journals to explore issues and problems. The | | | | Good lesson planning strategies are essential for any |
| bottom line is to ask yourself if there is change with | | | | new teacher. When you are able to focus on what |
| students with yourselves | | | | areas of the lesson were not completely successful |
| How often should you practice reflective teaching? It's | | | | and reflective on how to engage your students |
| entirely up to you. Reflective teaching is not only about | | | | without becoming too dependent on the lesson plans |
| keeping a reflective diaries but also maintaining a list of | | | | themselves. |
| questions that you ask yourself after a lesson. | | | | |