Justification: Reflection drives the Teaching and Learning Cycle.

In order to enhance your teaching, become a more efficient and effective teacher and therefore improve student outcomes, reflection is key. The other components of the teaching and learning cycle: planning, practice and assessment are underpinned by reflection as seen in Figure 1. This document: Justifies the importance of reflection practice. Situates reflective practice as a before, during and after teaching practice.

ELEMENT 6 Capacity to analyse and reflect on practice 6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.

Reflection is a lifelong process (Mantei & Kervin, 2011). It must begin in the early stages of teacher education and continue as an integral part of teacher practice. The significance of reflective practice must be highlighted to pre-service teachers or else they will fail to learn and implement this imperative strategy in their teaching. Element 6 of the New South Wales Institute of Teachers Professional Teaching Standards (NSWIT, 2005, p.12) stipulates graduate teachers must have the capacity to analyse and reflect on practice as they aim to continually improve their professional knowledge and practice (NSWIT, 2005, p.12). Therefore, beginning teachers must already be competent reflectors.

Evaluation is another name for reflection. Evaluation is often neglected by teachers (Smith & Lovat, 2003). No matter how well you teach, there is always room for improvement (Killen, 2009, p.100). Killen (2009) suggests self-evaluation, student- evaluation, journal

writing and reflective partnerships as strategies for reflecting and evaluating teaching. Through reflection teachers are able to determine whether their teaching is successful or missing the mark completely. As seen in Figure 4, evaluation is not the final stage of programming and planning, it is central and teachers should continually evaluate throughout every phase of teaching and learning (Smith & Lovat, 2003). As such, reflection or evaluation should occur before planning and programming, by reflecting on past teaching and learning experiences; during classroom, to gauge the effectiveness of the lesson and after assessment, to evaluate students achievement of the intended outcomes. In addition, after reporting to parents and the student (in the form of feedback), reflecting will further inform the next stage of the Teaching and Learning Cycle. The questions posed in Figure 1 can help to initiate reflection.

Figure 1: The teaching and learning cycle (NSW DET, 2008-2009).

Reflection Strategies Here are some different reflective tools: Write a reflective journal. Leave space in your day book for making anecdotal reflections after lessons. During lessons you could make these notes on sticky notes which could be put into your day book. Create a set of reflection questions to ask yourself at the end of each day. Establish a reflective partnership with a colleague. The benefits of reflection will be greatly enhanced if the process involves sharing ideas with a colleague (Killen, 2009).

References: Killen, R. (2009). Effective Teaching Strategies: Lessons from research and practice. 5th ed. South Melbourne, VIC: Cengage Learning. Mantei, J. & Kervin, L. (2011). Turning into teachers before our eyes: The development of professional identity through professional dialogue. Australian Journal of Teacher Education, 36 (1), p.1-17. NSWIT (New South Wales Institute of Teachers) (2005). Professional Teaching Standards. Sydney South, NSW: Author. NSW DET (Department of Education and Training) (2008-2009). The teaching and learning cycle [online]. URL: http://www.curriculumsupport.education.nsw.gov.au/consistent _ teacher/tlcycle.htm. Smith, D.L & Lovat, T.J. (2003). Curriculum Action on Reflection. 4th ed. Tuggerah, NSW: Social Science Press.