TEACHING STANDARDS

REFLECTIVE LEARNERS

Effective mathematics and science teachers are reflective learners constantly analyzing, evaluating, and strengthening their practice in order to improve the quality of learning experiences for all their students.

Reflective teachers interpret the events that occur in the course of their teaching practice and monitor the effect of actions taken as well as the thought processes used to make decisions for future actions. John Dewey described such reflection as behavior which involves active, persistent, and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads.

Teachers who reflect on their own practices, value thinking, and emphasize depth over breadth of coverage are able to consider alternative viewpoints on teaching and learning issues. They:

• analyze classroom anecdotes and reflect on the implications of their analysis for their students' experiences,
• keep a record of their present learning experiences,
• continually reflect on and develop their own sense of what constitutes change in their classroom.

Reflective teachers examine their own practices with questions such as:

• What is the mathematical or scientific purpose for doing this activity?
• What concepts will the activity develop or strengthen?
• What decisions do I need to make about grouping, resources, and time?
• How can I best introduce a new idea?
• What can I do or say to encourage student exploration?
• How can I adapt tasks to better ensure learning by all of my students?
• What guidance should I give to help students summarize and generalize their understandings?
• What questions, observations, and tasks can I use during and after instruction to assess student learning?
• If we use this process or content, what is the long-term effect on students' values, and therefore on society?

When teachers regularly engage in such reflections, their classrooms tend to have a measurable climate of thoughtfulness.