Reflective Teaching in ELT - John M. Murphy

Teaching English as a Second or Foreign Language (3rd ed.), Celce-Murcia (editor), 2001.

1. Summarize the article.

The article by John M Murray describes all the ways one can use reflection to grow as a teacher and become a great teacher. He first explains the purpose of reflective teaching and then gives a series of examples for hot to do reflective teaching. Overall, in the words of Sir John Murray reflection helps expand one's own understanding of the teaching-learning process, expand one's repertoire of strategies and thirdly enhances the ability of a teacher to provide great learning opportunities in his or her classroom.  Those are the key reasons to spend time and energy on developing reflective teaching skills. He describes several topics explored by reflective teachers, such as communication patterns in the classroom (pretty popular one, how can you improve your instructional routine to meet the preferences and needs of your students) - In the past maybe you've had a really great teacher, who knew the material well, was really fun, but the class didn't have a very even flow? maybe you wanted more feedback for certain projects etc. He also writes about lesson participant interactions, teacher decision making - * really key to reflect on (how does the teacher correct students or give instructions or provide feedback.) In the second part of the article he writes about specific tools of reflective teaching such as five-minute papers, surveys, student focus groups, retrospective field notes, the visiting teacher, and beyond.

2. My Reaction

As an anthropologist I feel I have a little edge in understanding how important and useful reflective teaching is, whether it be studying communication patterns in the classroom, lesson participant interactions or teacher decision making. When it comes down to it, and I quote Sir John M. Murray, the purpose of reflective teaching is "to be aware of our teaching practices and to gain awareness of our teaching beliefs so to see teaching differently."

3. Discussion

What to reflect on?

In the sandbox you can reflect on anything. You must always reflect right after you have taught a class, on your lesson plan. If you want a trick for how to ace college, after every single class you take, make it a habit, to sit down and spend ten minutes writing a summary of what just happened. What you understood and what you didn't understand so you know exactly where to pick up when you have to study later. You will find out that you might not need to... **

-What are your expectations about professors at Oberlin College? How many expectations do you have that you are maybe unaware of? What do different ages expect/need/crave in their learning environments? Not only does being an effective teacher depend on knowing your age group but how to react to the individual needs of students who have ideas about "education" that differ from your own.

Ex: 4th grade, Mexico, Alfonso & friends => teacher's assistants (background first about the culture of the school, and the expectations of the kids... how my attitude and expectations of what it meant to be a good teacher had to change in order to meet their beliefs)

This article on reflection teaching hit the nail on the head: Being a teacher is not a static concept

Taking action, instructional innovations, modifying, even breaking routines in teaching, based upon what we learn through reflection, basically critical reflection is what will make you make you a better teacher.

Adults in contrast to children have the increased capacity for self-reflection and thought.

The purpose of reflective teaching is to expand one’s understanding of the teaching-learning process, to expand one’s repertoire of strategic options as a language-teacher, to enhance the quality of learning opportunities one i sable to provide in language classrooms

Build awareness, gather information, collaborate, examine, pose, refine questions

“Collect data about teaching, examine their attitudes, beliefs, assumptions, and teaching practices, and use the information obtained as a basis for critical reflection” – reflective teaching as an approach to second language (L2)

You better want to understand the dynamics of a single language course as it is being experience by a group of learners and their teacher

            Communication patterns in the classroom

            Teacher decision making

            Ways in which learners apply knowledge

            The affective climate of the classroom

            The instructional environment

            Teacher’s self assessment of growth and development