The teaching process is the process in which the previous experience is called to study and evaluate. In it, we move from the circle of how to do to the broader circle; to answer the questions and why, these questions have enabled us to deal with the daily activity of the teacher within the wider educational system. This method sees teacher growth as professionally something that arises from within the teacher; where teachers learn by meditating in their practice within the classroom.

Reflective teaching is a kind of teaching in which the teacher leads students to reflect on a particular subject, instead of "stuffing" their minds with contents that will be forgotten sooner or later, since students have no time to think and discuss about them. Reflective teaching takes place along a learning formative process in which students are allowed to speak and express their opinion. If so, teachers will be able to collect data in order to proceed with, or even to change, their performance.

Abdul-Razak Kuyini Alhassan For me reflective teaching is partly about challenging the students in to exploring, discussing, experimenting and thinking. To learn is to discover for oneself.

The teaching process is the process in which the previous experience is called to study and evaluate. In it, we move from the circle of how to do to the broader circle; to answer the questions and why, these questions have enabled us to deal with the daily activity of the teacher within the wider educational system. This method sees teacher growth as professionally something that arises from within the teacher; where teachers learn by meditating in their practice within the classroom.

Reflective teaching is a continuous process of improving the teaching styles , methods for the betterment of achieving the required knowledge transfer to the students.This need not be a separate activity to workout analyze our self performance and then to modify our teaching method. It should be part of our teaching process and should be an inbuilt improvement mechanism with in us.

A refflected teacher Is the profetismo that can research AND revise His practises with other collegues. Identifying problems AND studyng them.

Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes.

Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes.

A person, categorized as professional teacher, must carry out reflective teaching . This teaching departs from the rigidity of routine action to reflective action which is characterized by continuous self-appraisal & development. I shall give an example:

Assume that a lecturer is given the duty to teach first year general chemistry for students specializing in chemistry, chemical engineering, and health sciences. For each of these general chemistry subjects, there are "man-made" courses' outlines. While these outlines are to be followed but they are not "divine" scriptures. The teacher has to be flexible enough in relating what the students learn to their specializations in the latest updated context.

This is said, the teacher then has to broaden his/her general knowledge in allied fields to do the job in the most appropriate manner.

Reflective teaching, I would like to illustrate the example of the bird and the sheep feeding the offspring. The bird feeds its baby by throwing up the food it has collected in its mouth. She feeds her young and feeds her food. Rather than teaching the students what they learn as they feed their cubs, it is the act of transforming the puppy into a new skill by linking it with the current life.

Reflective teaching also means to reflect on the learning experiences from the students' perspective. How did they respond? Was there any particular challenge for 1 or 2 students? What would you do differently? Was it a natural, organic lesson or did you as the practitioner stumble at any point and struggle to articulate a point? Reflective teaching enables more teaching in the moment or incidental teaching which really does improve the opportunity to correct errors at the time to avoid repeated learning of misunderstood concepts, and more specifically, if you can be a reflective teacher whilst present in the moment, you will find that you can improve your skills in differentiated teaching and learning practices; adjusting your methods, strategies and content to suit the students.

Reflective learning is applied Helps to increase understanding ability students so that they can be internalized in themselves and can be implemented properly, based on the basis constructivism theory and cognitive psychology.

Se try to practice it doing research AND experiences. Our students are postgraduated. They prepare interdisciplinar experiences combining different disciplines.

In case of reflective teaching first the teacher have to believe that he or she is still a learner and can do more better by following alternative processes. If teacher feel like a lerner they will evaluate themselves which can go towards a outstanding result.

Reflective teaching is the valued activity that allows us to observe our practice as teaching professionals. Through it we can see our strengths and weaknesses as a teacher. This practice opens the way for the questioning of what we do as teachers and allows us to improve our practices, based on innovations that we can make in our educational centers, for the benefit of our students' learning. An improvement formula that considers "teaching-reflection-questioning-innovation and improvement of teaching".

A very experimental approach that includes testing new approaches, self-learning of the teacher himself, re-shaping the classroom teaching methods.

In reply to the question and to Sudatta above, I was just thinking abut how I have to not only ask students specific reflection questions, I have to teach them how to learn. And in addition I am finding I am the one that is really learning the material.

These are veteran students and I do not know if it is the transtition between military and classroom where they lose concentration faculties or if they really do not know how to pick out the main topic or theme of a section of reading.

My students are active military and veterans and I am struggling to get them to read assignments and therefore they do not learn like they should . I have a huge heart for veterans and I am as lenient as I can be, but they oftentimes do not do reading for class. So...I find myself holding their hands when I ask a question about the reading or to reflect what they have learned.

In larger classes I have found small group work seems to help in answering reflective questions, or handing them a list of reflective questions and having each small group disect a different question.

reflective teaching is a learning process for the teacher. In close cooperation and communication with students improvement to the teaching is done, at times this is also achieve by peer review / observation of teaching.

Reflective learning is a meta-cognative process where the learners / teachers cogitate on the used techniques and strategies in order to examine their effectiveness and usefulness.

The essencial about the subject: teachers (as all professionals) must believe they are always students and can learn from their actions day by day on reflecting about and so always improving their teaching.

My capacity for reflective teaching was enhanced when a colleague I had asked to observe and provide feedback on my teaching asked me 'Why did you teach it that way?' This led me to realise two things. First, my answer was 'That's the way your supposed to do it, isn't it?' and second, that this was not a good enough reason. So, I think a key component of reflective teaching is continually questioning your justification for your teaching approach- is it working? Are students learning? What are they learning? How might they learn better?

Another critical element of my reflective practice came from both the advice of colleagues and the writing of Donald Schon. Namely, colleagues suggested that if the lesson I had planned was not going well, I did not need to stick to it, but would serve the students better by switching to something else that might work better. Donald Schon talks about reflection on, and reflection in action, with reflection in action leading to changes in the heat of the moment.

Reflection, as a professional development strategy, is a process through which teachers or student teachers have an opportunity of analyzing their practice either through mentoring, teacher-teacher observations or video analysis of their teaching. It enables linking theory and practice and self awareness.

Reflective teaching, in my opinion, is when you know exactly what your goals are and how you will achieve them because you have analyzed all the variables related to the process.

Reflective teaching, to me is the process whereby the professional teacher takes some time to think through what he/ she does in terms of teaching in analyzing the method used during the process of teaching.

Reflective teaching entails looking back and finding better ways to improve the current and previous teaching methods and techniques

Hello, I am a critical care nurse, so my population is adult learners impaired by medications, anxiety, fear and pain. It also includes the family who are anxious, fearful, angry and hopeful. For me, reflective teaching means that I am constantly asking my patients and family if what I am telling them makes sense and in their own words, what am I saying, show me how to do what I just demonstrated. Or, better yet, waiting for 10 or 15 minutes and asking them what do they understand about what I just taught them to do and what I explained to them. The answers can be amazing or amusing.

Not really amusing, for example, a man with a blood clot in his leg was sent home on a medication. It required blood tests every couple weeks and attention to what foods he could or could not eat. He was afraid of bleeding to death, so he did not take the medication properly and returned to the hospital with a blood clot in his lung. He got better, went home on the same medication. This time, he did not want to get a blood clot so even when the clinic called and told him not to take the medicine for a couple of days and return for another blood draw, he kept taking the medication. He returned to the hospital, this time because of bleeding in the stomach that was so severe, he had a heart attack.

Now, in school, reflective teaching to me suggests the process of reassessing what the student understands about what is taught. It also involves the process the teacher or professor uses to determine the effectiveness of teaching approach used and the necessity of changing the approach to better serve the needs of the students. Reflecting on the effectiveness of the teaching approach can also make the teacher happier because no teacher wants an indifferent or unreachable audience.

I know that I make myself crazy sometimes trying to reach a patient or family. When I finally "grab" a patient who is resistant, indifferent or ignorant, it is the HALLELUJAH CHORUS. When I use the term ignorant I mean someone who is unaware or unknowing of the consequences or the reality of the situation because of lack of education, mental illness, cognitive difficulties or medical condition..

Reflective teaching is a process of thinking, analyzing, and evaluating the teachers´ planning and teaching activities in order to improve one´s own way of teaching and learning. This means that you can reflect before, during and after a lesson or unit. However, this process cannot be considered just an individual and an isolated process. This can be more productive if it is done with someone else, for example, with your own students or with your colleagues. This is called a dialogic process. Additionally, reflective teaching will be much more illuminative, if it is contextualized within a sociocultural setting. In this way, teachers, will not only concentrate on the HOW questions, but most importantly, on the WHY and the WHAT FOR questions. In other words, the teachers´reflections will be deeper and connected to ideology, emancipation, and transformation.

The student accept the lesson, and they elaborate the lesson to daily activity.

In reflective teaching, teachers are encouraged to think about their lessons particularly the parts that went well and the parts that were weak, the things about the lesson that were successfully implemented, need improvement, or could be adjusted in future lesson, the learners who did well and the learners who need help.

Reflective teaching is an ongoing process where the teacher documents the successful as well as the weak areas of his teaching practice. It should become part of the daily activities that he does, so as not to forget the details, either of the lesson planning, or of the actual class where a new insight arises from the interaction with students.Keeping a reflective diary can only enhance the teacher's practice. With the notes taken previous to the teacher's evaluation process, he can identify areas where he wishes to improve. It can also help him identify new areas of knowledge that he wishes to include in the curriculum or to enrich the existing one.

In my view, it means that both teachers and students should think about the teaching contents ,practice skills when it comes to the workplace, practice may make perfect for students, especially when we teach Business English courses.

Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes. Some points of consideration in the reflection process might be what is currently being done, why it's being done and how well students are learning. You can use reflection as a way to simply learn more about your own practice, improve a certain practice (small groups and cooperative learning, for example) or to focus on a problem students are having.

As our image is reflecting through a mirror so our teaching is reflecting through learning of the students. Students should be active part of learning process and teacher should act as facilitator.....these conditions will create environment of constructvism

Inverse education or inverted classroom strategy is one of the things that seek learner-centered learning. This is achieved by the student's activity, motivation and desire to choose learning and the extent to which information is reflected in the classroom and requires skilled teachers to deal with the classroom environment in which sources Necessary learning.

A good article on the topic http://ejournal.upi.edu/index.php/ije/article/view/9400

Reflective teaching is important in the teaching-learning process as it gives a chance to evaluate the teachers' performance from time to time inside the educational institution for the purpose of improvement.

Reflective teaching is the process that let us to grow as teachers and as human beings. It makes us to look back to what was taught; then, be aware of what happened in class with us, the students and the results we got; after that, create a new alternative or strategy to approach better results; and finally, reteach.

Reflective teaching is a process through which teachers engage in thinking over their own teaching experiences, analyze how something was taught, and how the practice might be improved for a better future. It is a form of mental process devoted to examining what is currently being done, why it's being done and how well students are learning.

reflective teaching is a dynamic process in which teaching is assessed and constantly improved. It is not only a mental process, but it also depends much on external inputs such as students's response.

Day by Day increasees the teaching efficiency. Teacher can think always about there respective topic with proper output.

Colleagues, a very interesting discussion over the past few weeks. Thank you.

It is always good if the teacher reflects his teaching.

It means how to evaluate your work and to work on it with the aim of enhancing it. This is simply.

Reflective teaching is a process that allows the teacher to observe and evaluate the quality of their teaching and its results, since their main professional and social responsibility is the integral formation of the student.

Daniel Ríos

Sounds good what you're saying. But doesn't the teacher do exactly that anyway? I think he does it after every lesson - especially if the lesson showed particularly positive or negative results or side effects.

In order to keep the promise that reflective thinking is a clearly applicable method, further criteria have to be mentioned, I think, in order to distinguish it from mere reflection. Such a method should be "learned" according to distinguishable criteria and be professionally applicable.

I am not a didactician and unfortunately do not know the development of new teaching methods well. But it seems important to me that not only the teaching and learning in lessons should be evaluated - this happens with the usual means anyway - but also a method like Reflective Teaching.

Abdul-Razak Kuyini Alhassan -

In harmony with the answers of Liqaa Habeb Al-Obaydi , Hein Retter and Mila Ilieva

If I teach and my students evaluated my could be better

Ingrid

Complitily agree with Professor’s Rios answer. Best wishes, M Lucia Moro

Teaching is a conservative activity. You loosen it up a bit by certain methods, but in the end you always come back to the same schemes, even in the IT age. From time to time, offers of a new method are made under a new term such as "reflective thinking". One should try it out, but not consider it with advance laurels.

In addition: Sometimes, of course, only a new dress is put in.

Basically using feedback from students of how well their questions were answered one tries to improve the clarity of the teaching methodology while continuing to monitor the feedback from students. This feedback mechanism helps the teacher improve consistently in their methodology and communication style. It is similar to reflective listening where the listener conveys what he/she heard back to the speaker so that the speaker knows how well the speaker has communicated to get a point or message across.