Teaching Reflection

Teaching Reflection.

The concept of “How” do I …?” is often a discussion for educators and students.  “How do I … ?” fill in the blank … “solve this word problem,” “write this conclusion,” or the thousands of examples in which teachers explain, model, and demonstrate for students how to do something.  As we close the school year, perhaps we show students how to “reflect on the year.”  I would agree that the “How?” of learning is possibly one of the most important skills.  Students need to learn how to learn and develop metacognition.  With our help, they can develop perseverance, develop grit, and work through the struggles and failures of learning.  However, I believe we must start with “Why?” and finish with reflections about their “Why?” This is probably the most important aspect to model and discuss with students.  This year, we were proud to see our students in all of our schools set and work towards personal goals.  The teachers and students are certainly reflecting on those goals as we approach the end of our school year (and some are possibly setting new ones for the summer and for next school year).  

Here are some ideas to finish the year strong:

  • Lead reflective discussions (perhaps use Pear Deck since teachers control whether responses are displayed for the class, plus they’re displayed anonymously)
  • Share your own personal life lessons on setting, achieving and/or not reaching goals
  • Discuss favorite or memorable lessons and ask students to explain why they were so memorable (this will help show that you are reflecting as a teacher on how you can make lessons better for students)
  • Have students create bulletin board or whiteboard wall art that explains, “Tips for “incoming” students.”
  • Consider tracking goals using Sheets and Docs – perhaps students can track some type of personal progress over the summer
  • Watch and discuss Angela Duckworth’s TED Talk – “Grit: The power of passion and perseverance”
  • Have individual student-led conferences to help students finish strong
  • Create a “Pride Wall” for goal achievements where students can share their accomplishments

 

In the end, start with “Why,” and continue to come back to that throughout the year.  

Plan – Do – Check – Act – it’s all a process, especially for learning.

Valuable Student Feedback

student growth

Students need feedback, compliments and constructive criticism on their progress and learning process.  If you’re going to dish out compliments, make sure they are not empty compliments to students filled with generalities like, “You’re so smart,” or “Great job!”  Students will value and respect teachers that are honest, fair, and provide (age appropriate) feedback that they can work with, grow from, and understand.  I also believe this will facilitate trust between the teacher and the student so that the child will be more open to constructive criticism and feedback during the times when the student is challenged.

Try the following as examples.

“You did great work on this project because you provided evidence that underscored your arguments. Additionally, you cited more than the required number of sources.”

“These word problems were challenging; you answered a few questions correctly, let’s discuss why.  On some other problems, you made some errors, let’s see if we can find out where you went wrong.”

“It’s not clear what you mean in the highlighted sentence.  Can you reword this? … Are you trying to say _________?  If so, consider rewording the sentence like this ______________.”engage students in opportunities to reflect on the learning process, ask questions, give specific feedback

  • Engage students in opportunities to reflect on the learning process
  • Ask questions of the student
  • Give specific feedback (link to rubrics/expectations)
  • Don’t praise intelligence, rather the specific work
  • Don’t praise trivial accomplishments/weak efforts
  • Encourage reflection, goal setting, and regularly check in with students on progress towards goals