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Chapter 5 Reflective Teaching. Chapter 5 Key Points Reflective teaching Is a non-linear approach to creating an effective and appropriate environment.

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Presentation on theme: "Chapter 5 Reflective Teaching. Chapter 5 Key Points Reflective teaching Is a non-linear approach to creating an effective and appropriate environment."— Presentation transcript:

1 Chapter 5 Reflective Teaching

2 Chapter 5 Key Points Reflective teaching Is a non-linear approach to creating an effective and appropriate environment Based on ecology of particular environment (children, school facility, school location, class size etc)

3 Defining Reflective/Invariant Teaching A Reflective Teacher One who can design and implement an effective educational program by adapting his or her teaching skills and techniques to the specific school situation An Invariant Teacher One who uses one approach in all teaching situations regardless of the class/school characteristics

4 Six Variables That Influence Effective Teaching 1. Values of the teacher 2. Class size 3. Number of class sessions per week 4. Facilities and equipment 5. Student behavior 6. Context of the school

5 Comparison of Reflective/Invariant Teaching VariableThe Reflective Teacher The Invariant Teacher PlanningAdjust lesson plans to differences between classes and children Use the same plan for each primary grade and the same plan for each intermediate grade Progression within and between lessons Base progression on such factors as youngsters’ (1) rate and extent of improvement; (2) physical skill needs; (3) interest in a particular topic or activity Base progression on such factors as (1) six ‑ week units; (2) amount of material to be covered in a semester or year; (3) a predetermined formula for progression

6 Comparison of Reflective/Invariant Teaching (cont) VariableThe Reflective TeacherThe Invariant Teacher MethodologyVary the methodology according to such factors as (1) kinds of children in the class; (2) purpose of the lesson; (3) ability of the children to accept responsibility Employ the same methodology with all classes and hope that the children will eventually fulfill the teacher’s expectations CurriculumDesign curriculum for each unique class of children after examining the children to determine their abilities and needs Use predetermined curricular content without considering such factors as children’s ability, community influences, or children’s interests

7 Comparison of Reflective/Invariant Teaching (cont) VariableThe Reflective Teacher The Invariant Teacher Equipment and facilities Modify activities and lessons to available equipment and facilities Teach activities and lessons that use available equipment and facilities DisciplineAttempt to understand management problems and then seek the causes, modifying teaching procedure accordingly Assume that the children are misbehaving and resort to punitive measures to modify individual and class behavior

8 Comparison of Reflective/Invariant Teaching (cont) VariableThe Reflective Teacher The Invariant Teacher AssessmentRegularly assess the children and also seek constructive criticism about their teaching from children and colleagues Assess sporadically and often base assessment on whether children liked the lesson, how long they remained interested, and how well they behaved


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