Self Reflection Lets see what's inside?

Definition Self-evaluation is the hallmark of professionalism. For teachers, self-evaluation occurs any time that a particular teaching skill or behaviour, a strategy, a lesson or a unit curriculum is being planned, delivered or reviewed. Normally the teacher ponders about how well the skill, strategy, lesson, etc., is going or has gone. (Barry & King, 2000, p. 409) In essence, can you be honest with yourself about your work ?

There are many different methods of self-evaluation, here are just a few...

Methods of Self-Evaluation Each of these methods are a part of the self evaluation techniques outlined in the text, “Am I Teaching Well ?” by Nikolic and Cabaj (2000, p15-20).

Writing in a Diary or Journal Nikolic and Cabaj (2000, p. 15) suggest that reflective writing expressing feelings should be written immediately or soon after a lesson. Personal accounts of observations will assist in reflection.

Action Research Try new ideas, and record planning processes, student reaction, observations and reflections. Using new ideas are the only way a teacher will change the way they teach. (Nikolic & Cabaj,  2000, p.16)

Self Reporting By making checklists or questionnaires a teacher can fill in themselves, they can ‘look’ at how their lessons run. This can help a teacher to identify issues within the classroom. (Nikolic & Cabaj,  2000, p.16)

Self-Observation Nikolic and Cabaj (2000, p. 17) offer that the recording of lessons, either in video or audio format to get a reliable and accurate view of the classroom that can be reviewed anytime, individually or with a supervisor or peer.

Professional Portfolios Collecting materials such as lesson plans, student work, program goals, photos and videos will enable a teacher to review their lessons with a supervisor or peer. This can offer another perspective on individual lessons or programmes and how they work. (Nikolic & Cabaj,  2000, p.17)

Role Reversal A teacher must learn to put themself into the student’s shoes. What part of the lessons are exciting or interesting; which parts are not? By doing this they will better understand the classroom dynamics. This is a continual process of which a teacher needs to be aware of and incorporate into their self-assessment (Nikolic & Cabaj,  2000, p.17).

Peer Observations Teachers can ask a peer to sit in on a lesson ensuring that “the observation is followed by conferences and analysis of findings” (Nikolic & Cabaj,  2000, p.18). Another persons point of view can be an insightful and beneficial influence.

Professional Development Plan Construct a plan at the start of each semester; it should be included in the goals and objectives for growth and development. Review this plan at the end of each semester. Did you achieve your goals? This method of reflection is long term and targeted to the individual, not to classroom practices.

Benefits of Self Evaluation Facilitates learning and self-knowledge. Assists in career planning and development. Increases professional satisfaction. Possible promotion opportunities increase Provides teachers with effective analysis tools. (Nikolic & Cabaj,  2000, p.19)

Conclusion In the modern classroom, being able to adapt and change lesson plans is essential. Self reflection is the best method of monitoring and assessing classroom dynamics in a honest and accurate way. Supervisory evaluation can cause undue stress and pressure on teaching staff. This affects the manner in which lessons are presented and dose not provide a true representation of a teachers ability.

References Barry, K. & King, L. (2000) Beginning teaching & beyond (3rd ed.) Australia: Social Science Press Eggen, P. & Kauckak, D. (2009). Educational Psychology-Windows on the classrooms (8th Ed). Pearson International Edition, New Jersey: Pearson Education Nikolic, V. & Cabaj, H. (2000). Am I Teaching Well. Toronto: Pippin Publishing Corporation