Dr. Husain,

Reflective practice draws upon many elements and when a sequential progression is followed, it makes more sense to the pre-service teacher as well as seasoned educators, in my experience. Moreover, intended outcomes, i.e. Powerful Interactions (Dombro, Jablon & Stetson, 2011) are more likely to emerge.

An explicit module following a progression (link below) is beneficial when integrated into education programs.  Many programs touch on these components. Using technology, e.g. video clips/audio recording of student-teaching lessons and other classroom interactions engage reflection.  Collaboration with colleagues, discussions, and role-playing offer avenues for perspective taking, problem solving, and new possibilities - also part of pre-service programs.  Journal entries and reflective writing assignments with a prompt question assist pre-service teachers to think about their work as an intentional practice, e.g., what are they doing, why are they doing it, how did it go, and what could they have done differently? Inviting student teachers to participate in exercises using metaphors (Chen, 2003), e.g., "What is a teacher (gardener, sculptor, etc.)?" or “How do they envision their role as a teacher (captain of the ship, coach, etc.)?" provide an entryway into beliefs and values that influence the teaching-learning experience. The metaphors exercise can be implemented prior to student teaching and end of year to track changes over time and facilitate another method for reflection. 

http://www.naeyc.org/books/powerful-interactions

http://www.powerfulinteractions.com

http://wikieducator.org/Learning_and_Teaching_in_Practice/Reflective_practice (Progressive Module)

Chen, D. (2003). A classification system for metaphors about teaching. JOPERD

02/2003; 74:23-31. DOI: 10.1080/07303084.2003.10608375 (ResearchGate)

Dear Noushad,

I find simulations very useful in the last stage: debriefing. Basically, after the simulation there comes a moment for reflection on the learning outcomes, team work, benefits and drawbacks. See my profile with some papers on the matter. Also, the link below:

www.iconsproject.com

Dear Dr. Husain,

several excellent reflective learning assignments have been mentioned already, but I would like to add teaching portfolios as one more example.

Giving reflection on learning outcomes at the end of a topic is very useful. Students get to go back and see themselves what and how they did learn...

I particularly like the use of 'critical incident analysis', in which an incident is condensed into a short statement, such as "the child put his hand up and asked if he could sharpen his pencil", or "the child spent the whole lesson quietly and displaying 'good' behaviour, but did not write a word or join any discussion", or "the teacher gave a gold star to the naughtiest child in the class" (the possibilities are endless... ) and the 'trivial' incident is then analysed (perhaps scaffolded, depending on ability) and thereby made into a 'critical' incident.  Why did this occur?  What sort of practices are being followed here?  Are these practices valid, or made explicit, or are they simply the way things have always been done?  What impact may this incident have on other members of the class?  What roles and positions are suggested by this incident?

Sorry, not sure of references here but I find it a very good exercise to build simple reflection into critical analysis.

Hi again,

see CAT below:

http://www.flaguide.org/cat/minutepapers/minutepapers7.php

 Teacher reflection is particularly urgent when a child has behaved in a worrisome way for the class and for the teacher. First reflect:,think inside your head: What could be the reason for the behavior?  This will  help cool down a first feeling of anger or indignation or irritation. Also, try compassion .. Think how you could reward the child when wished-for behaviors  DO occur. Think how you can encourage self-reflection  for this child so that he or she can better inhibit unwanted behaviors.  . Reflect on  how you can help decrease stress for this student. Once  you succeed in making  a positive relationship with a troubling child,and this child trusts in your caring  and support, then there may be fewer distressing episodes in the classroom. Your words, your body language, your voice tone, convey your caring or your constant disapproval of a child. You need to practice reflection to help  decrease own stress and conjure  creative ideas to reduce a child's inappropriate or disruptive  behaviors.