Reflecting on Reflection: Making it Work

Reflecting on Reflection: Making it Work
Deepali Dharmaraj
Senior Teacher Trainer
West India
[email protected]
The purpose of this interactive presentation
is to enhance your reflective skills as
teachers and trainers.
Part 1: Reflecting: what it is and what it is
Part 2: Why reflect?
Part 3: A reflection toolkit
What is reflection?
Practising Reflecting
Think about the key note from this morning.
Answer these three questions individually.
• What was the talk about?
• What does it mean to you?
• What now?
Reflective teaching/training
looking at our practice, thinking
about why you do it, and thinking about
what you could do better. It is a process of self-observation
This refers to
and self-evaluation.
Part 2: Why reflect?
Dangers of reflection
Not known to others
Known to others
The Johari Window
Known to self
Open area: What we and others
know: e.g. expectations,
knowledge, experience and
feelings. Our aim should be to
increase this area with close
friends because it fosters an
atmosphere of mutual trust and
Not known to self
Blind area: What others know
about us, but we don’t know about
ourselves. Or aim should be to
reduce ignorance and increase selfawareness by asking friends and
colleagues for feedback.
Hidden area: What we know but
hide from others e.g. information,
fears and secrets. There may be
many reasons for concealing these
aspects. Our aim should be to
develop reflective skills to critically
examine our motives and attitudes
towards others. This helps us to be
genuine and honest practitioners.
Unknown area: What we don’t know
about ourselves, and others don’t know
either e.g. an ability that is underestimated or un-tried through lack of
opportunity or training, a fear we don’t
know we have, an unknown illness,
repressed feelings or conditioned
behaviour. Our aim should be to reduce
this area by self-discovery, constructive
observation and feedback from others.
Part 3: Reflection toolkit
Work in pairs. What are the ways we can reflect? For example:
reflection journal.
Reflection toolkit
Peer observation and feedback
Student feedback
Recording – audio/video
Online tools: Penzu
Professional communities: teachingenglish website
Making it work
Work in pairs. Discuss:
• What?
• So what?
• Now what?
The Self-Directed Teacher: Managing the Learning Process by
David Nunan
Reflective Teaching in Second Language Classrooms by Jack C.
Richards and Charles Lockhart
Johari Window:

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