Reflective teaching

The reflective level is considered the highest level of teaching where teachers engage in reflective and reflective approaches. The goal of the reflective level is to provide learners with a high-quality educational experience that encourages the full use and enhancement of their cognitive capabilities.

“Reflective Thought” was first coined by John Dewey. Subsequently, terms such as “critical thinking,” “problem-solving,” and “higher-level thinking” were developed to describe similar approaches.

Reflection is one of the best practices for experienced educators (regardless of the subject matter). When you practice reflective teaching, you look back and evaluate your teaching. 

You evaluate your students’ responses, behavior, successes or failures. When you evaluate your teaching, you become more aware of what you are teaching, why you are teaching it, and how you are teaching it (methods and approaches). You must consider factors such as the lesson you are teaching, the materials you are using, and the learning environment you are creating. You must also consider the students and their needs and learning strategies.

No matter how well-planned your lesson is, it’s inevitable that you will fail at some point. Most busy teachers will simply ignore those difficult or unsuccessful moments. A few months later and a year later, those memories and those emotions will have faded away. The teacher will have gone through the same process, with the same amount of effort, professional investment, and the same approach. Unless something changes, the teacher will continue along the same path and will most likely fail again.