Presentation by Chaimaa Karhet

Reflective
Teaching
Outline
01 Introduction 02 Types of Reflection
03 Levels of Reflection 04 The Reflective cycle

05 Tools and strategies 06 Qualities of Reflective

practitioner
07 Challenges 08 Conclusion
 Reflective Teaching
Reflective practice is a structured, cyclical process where teachers systematically gather
and analyze evidence about their teaching experiences to evaluate and improve their
practices. It involves making sense of these experiences to foster professional growth,
deepen self-awareness, and connect solutions to broader educational contexts and
ideas.
Dewey’s perspective
Dewey (1933) emphasized the importance of systematic thinking in teaching. He argued
that teachers must reflect critically on their experiences to make informed decisions,
moving away from unexamined habits.

Routine Action: Reflective Action:

Decisions are based on habits, Involves deliberate, evidence-based
traditions, or impulses without critical thinking about past experiences,
evaluation. knowledge, and beliefs.
Teachers follow established practices Enables teachers to analyze
without questioning their relevance or challenges, develop solutions, and
effectiveness. adapt their practices.
Leads to poor decision-making and Fosters adaptability, self-awareness,
inflexible teaching. and professional growth.
The Three Types of Reflection (Schön)
Donald Schön expanded Dewey’s ideas by introducing three types of reflection:

Reflection-in-Action: Reflection-on-Action:
Real-time adjustments during Post-lesson analysis.
teaching.

Reflection-for-Action:
Planning for improvement.

Reflective Teaching
 Levels of Reflection

Pre-Reflection: 02 Surface
01 Routine, habitual actions. Reflection:
Basic recall of events.

03 Pedagogical Critical
04
Reflection: Reflection:
Analyzing teaching methods. Ethical and systemic
considerations.
Reflective Cycle as Action Spiral
The Reflective Cycle is often introduced as the Action
Spiral, a concept that emphasizes the iterative and
evolving nature of reflective practice.
 Gibbs’ Reflective Cycle
What happened during the teaching
experience?

What will you do next

time?
What were you thinking
and feeling at the time?

What could have been What was good or bad

done differently? about the experience?

Why did it happen? What were the underlying reasons?

 Five Stages of Reflection
(Griffith & Tan, 1992)

Rapid Reflection: Immediate

Retheorising and and spontaneous
Reformulating: Adapting responses.
and formalizing new Repair: On-the-spot
practices. problem-solving.

Stages:

Review: Analysis after

Research: Evidence-based
action.
exploration.
 Tools & Strategies

01 SWOT Analysis
04 Peer Coaching

02 Jo-Hari Window

05 Critical Incident Analysis

03 Reflective Journals
 SWOT Aanlysis
The SWOT analysis is a strategic planning tool that encourages group or individual
reflection on and assessment of the Strengths, Weaknesses, Opportunities and Threats of a
particular strategy and how to best implement it.

How It Works: Teachers analyze their teaching practices by categorizing their

observations into these four areas:
Strengths: What are you doing well?
Weaknesses: What areas need improvement?
Opportunities: What external factors can you leverage?
Threats: What challenges or obstacles are hindering your progress?
The JoHari
window
A framework for improving self-
awareness and interpersonal
relationships through feedback and
self-disclosure.

The Johari Window fosters peer

collaboration and encourages
teachers to explore aspects of their
teaching that they might not otherwise
notice.
 Reflective Journals
A personal record where teachers document their thoughts, observations, and
reflections about their teaching experiences.
Teachers write about their lessons, focusing on key questions like:
What worked well today?
What didn’t work, and why?
What will I do differently next time?

Reflective journal writing is an evidence of reflective thinking and involves a

description of issues and experiences as well as explorations, critical analysis,
and explanation of those events.
 Peer Coaching
A collaborative process where teachers observe each other’s lessons, provide
feedback, and share ideas for improvement.

Peer coaching brings a fresh perspective to teaching practices, fostering a culture

of collaboration and shared growth.

One teacher observes another’s lesson and provides constructive feedback.

Both teachers reflect together on the feedback and brainstorm solutions.

E.g.: A colleague observes a lesson and suggests using more visuals to engage
students during a lecture-heavy session.
 Critical Incident
Analysis
A method of reflecting on significant or challenging classroom incidents
to gain insights and improve future responses.
Teachers identify a critical incident (e.g., a disruptive student, a failed
activity) and analyze it using key questions:
What happened?
Why did it happen?
How did I respond, and what could I do differently next time?
 Qualities of a Reflective
Practitioner
Open-Mindedness: Critical Thinking:
Reflective practitioners are open to new ideas, Reflective practitioners systematically analyze their
perspectives, and approaches. They willingly teaching practices, identifying strengths,
challenge their assumptions and embrace change. weaknesses, and areas for improvement.

Sensitivity to Context:
Sensitivity to context fosters inclusivity and ensures
that teaching methods align with students’ needs
and realities.

Commitment to Lifelong Learning: Adaptability:

Reflective practitioners view professional Reflective practitioners are flexible and responsive
development as an ongoing journey. They actively to challenges, adapting their methods in real time
seek opportunities for growth and improvement. to meet students’ needs.
 Challenges
Time Constraints: Emotional Resistance:
Teachers often struggle to find Reflecting on one’s weaknesses
time for structured reflection can feel uncomfortable or even
amidst their busy schedules. demoralizing.

Institutional Barriers: Cognitive Overload for Novice

Rigid curricula, lack of administrative Teachers:
support, or limited resources can Beginners often feel overwhelmed by the sheer
discourage reflective practices. number of tasks involved in teaching, leaving
little room for reflection.
 Overcoming Challenges in
Reflective Teaching
1. Use Simple Tools:
Tools like reflective journals, SWOT analysis, and peer coaching can make reflection manageable
and actionable.

2. Build Peer Support Networks:

Collaboration with colleagues fosters shared growth and accountability.

3. Focus on Small, Manageable Goals:

Reflection doesn’t have to tackle every aspect of teaching at once. Start small.
 Conclusion
Reflective teaching is more than a methodological tool; it is a profound journey of self-
awareness and professional growth that transforms educators into adaptive, responsive, and
innovative practitioners. By engaging deeply with frameworks such as the Action Spiral,
Gibbs’ Reflective Cycle, and the stages of reflection by Griffith and Tan, teachers can
systematically analyze and refine their practices to meet the diverse needs of their students.
This process not only addresses immediate classroom challenges but also fosters a culture of
continuous improvement, enabling teachers to align their strategies with the evolving
demands of education.
Applied Linguistics | Reflective Teaching
 Presentation by Chaimaa Karhet

Thank You
So Much!
Applied Linguistics Reflective Teaching MA S1
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