Reflective Practice

CAP Element 4.A.1

To be considered proficient in this CAP Element, a teacher candidate must "regularly reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning" (Guidelines for the Candidate Assessment of Performance).

Without reflecting on the delivery of a lesson or how it could be improved, you would not be able to grow as an educator. In reflecting, you can better understand how you think as well as pinpoint areas in which you could improve. Every day I would ask my mentor teacher for feedback on how to improve. Particularly, in the beginning, I would ask about my "teacher voice" because I had a tendency to speak quietly. Because I voiced that concern to my mentor teacher, he was able to observe me and notice that I speak louder when I stand up. Since then, I stand up when I give announcements or instructions because I feel more confident and thus am louder when I am not sitting down.

Reflection

Evidence

Feedback from Practicum Supervisor and Supervising Practitioner

Cindy consistently reflects on her units & lessons to improve the quality of teaching & learning. In addition to checking in with her Supervising Practitioner, she also elicits feedback from students & other colleagues within the building to adjust her practice as needed to ensure that all students are meeting with academic success.

Weekly Reflections

As a part of the seminar, I reflected on my teaching each week. I asked myself what went well and what could be improved. I also noted down what I call sunshine moments -- reasons to keep going even when the teaching gets tough. See below for an example of my weekly reflections.