4A Reflecting On Teaching

Reflective teaching means that you take a look at what you do in your classroom, and think about why you do it. Then, think about whether this works for your students and for yourself. Why is reflection important in teaching? Well, when reflecting, you're collecting information about what goes on in your classroom. I reflect in various ways in order to  take a step back and self evaluate what I am doing as an instructor. Reflecting on teaching encompasses thinking that follows any instructional event—an analysis of the many decisions made both in planning and implementation of a lesson. By considering these elements in light of the impact they had on student learning, I can determine where to focus my efforts in making revisions and what aspects of the instruction I will continue in future lessons. 

The following content and documents display methods that I utilize to reflect on my teaching. 

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SECTION I

Written Reflection

I look at trends daily, and outside of my lesson plans. I take digital notes and create outlines to make adjustments to what needs to be done to deliver efficient instruction (Notes run through Sep - Nov)

The artifacts below display the use of reflecting on teaching. 

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SECTION II

Assessment Summary

Based on consistent i-Ready program usage and deliberate instruction lead by data, 40% of my students are competing at national iReady average with lessons passed percentage (All students are accounted in the data including new comers and limited English speakers) 

• National iReady Lessons Passed Average Success Rate: 70 - 100%

• Mr. Henry's Classes ELL/GE Lessons Passed Success Rate: 40% of students @ 70 - 100% and climbing

(Achieved from Jan. - Apr. Cycle 3) 

The artifacts below display the use of reflecting on teaching. 

SECTION III

Reflections on Data

I use data analysis to reflect with accuracy and specificity. I look at trends from assessments adjusting small groupings and my approach to planning and instruction. 

The artifacts below display the use of reflecting on teaching by analyzing trends from assessments to inform small groups, instruction and learning flow. 

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