Reflective Teaching and Professional Development
Effective teachers continuously refine their practice through self-reflection and professional development. This module explores reflective teaching techniques, methods for self-assessment, and pathways for career progression in TEFL.
You will learn how to critically evaluate your own teaching, seek constructive feedback, and engage in professional learning opportunities. By the end of this module, you will be equipped to set meaningful career goals and stay updated with the latest TEFL methodologies.
Key Learning Objectives
By the end of this module, you will be able to:
✔ Understand the importance of reflective teaching in professional growth.
✔ Apply self-assessment techniques to evaluate your teaching.
✔ Use student and peer feedback to improve classroom practice.
✔ Identify opportunities for continued learning and professional development.
✔ Create a personal development plan to advance your TEFL career.
Core Elements
1. What is Reflective Teaching?
A. Definition and Importance
• Reflective teaching involves analyzing lessons, identifying strengths, and recognizing areas for improvement.
• Encourages continuous learning and adaptation.
B. Models of Reflective Practice
• Kolb’s Experiential Learning Cycle (Experience → Reflect → Conceptualize → Experiment).
• Gibbs’ Reflective Cycle (Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan).
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2. Self-Assessment Techniques
A. Methods for Evaluating Your Own Teaching
• Teaching journals: Record thoughts after lessons.
• Video recordings: Analyze lesson delivery.
• Student feedback: Use surveys and informal discussions.
B. Setting Personal Teaching Goals
• Identify specific teaching strengths and weaknesses.
• Set SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).
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3. Gathering and Using Feedback
A. Student Feedback
• Use anonymous surveys to get honest responses.
• Encourage class discussions on lesson effectiveness.
B. Peer Observation and Mentoring
• Observe colleagues’ lessons and reflect on different techniques.
• Seek constructive feedback from experienced teachers.
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4. Professional Development in TEFL
A. Continuing Education and Certification
• CELTA, DELTA, MA TESOL: Which path is right for you?
• Specialization: Exam preparation, business English, young learners, etc.
B. Staying Updated with TEFL Trends
• Join TEFL networks, conferences, and online communities.
• Follow academic research on language acquisition.
C. Career Progression in TEFL
• Moving into teacher training, curriculum development, or school management.
• Teaching abroad vs. online vs. corporate training opportunities.
Scenario-Based Reflection Task
You’ve been teaching an intermediate English class for six months. Despite covering all the necessary material, students struggle with fluency and lack confidence when speaking.
Task:
1. What self-assessment techniques could you use to reflect on your teaching?
2. How might student feedback help you identify the problem?
3. What steps can you take to improve student fluency and confidence?
Scenario-Based Reflection Answers
1. Self-Assessment Techniques:
• Record a lesson and analyze student speaking opportunities.
• Keep a teaching journal to track speaking-focused activities.
2. Using Student Feedback:
• Ask students how confident they feel speaking English.
• Use a survey to check if they want more conversation practice.
3. Steps for Improvement:
• Increase pair and group work to encourage more speaking.
• Use role-plays and debates to build confidence.
• Give more personalized feedback on spoken language.
Lesson Planning Task
Design a 60-minute lesson that includes a built-in self-reflection activity for teachers.
Lesson Planning Model Answer
Objective: Help students improve speaking fluency while allowing the teacher to reflect on their interaction.
1. Warm-up (10 mins):
• Discuss daily routines to encourage conversation.
• Teacher monitors interaction styles and student confidence levels.
2. Main Activity (40 mins):
• Role-play conversations (students practice real-life scenarios).
• Teacher observes student engagement and participation levels.
3. Reflection and Feedback (10 mins):
• Teacher fills out a self-evaluation checklist:
• Did I balance teacher talk time and student talk time?
• Were students actively engaged?
• What could I improve next time?
✔ Lesson helps the teacher track progress in student fluency and their own teaching methods.
Case Study Task
Alex is a new TEFL teacher in China. He notices his students are shy and hesitant to speak English. Some never participate.
Task:
1. What challenges might Alex be facing?
2. Suggest two techniques to increase student engagement.
Case Study Analysis
Challenges:
• Repetitive lesson structure leading to student disengagement.
• Lack of varied teaching techniques.
Solutions:
• Use video recordings to analyze class engagement.
• Attend TEFL workshops or online training for new methodologies.
• Experiment with task-based learning and flipped classrooms.
Self-Evaluation Test
1. What does TEFL stand for?
• (A) Teaching English to Fluent Learners
• (B) Teaching English as a Foreign Language
• (C) Teaching English with Fun and Learning
2. Which environment best suits large classes of teenagers?
• (A) Private Tutoring
• (B) Public Schools
• (C) Business English Classes
Self-Evaluation Test Answers
1. (C) Ignoring student feedback. (Feedback is key for improvement.)
2. (C) Collect feedback regularly and look for patterns. (Consistent feedback reveals trends in teaching effectiveness.)
Final Reflection Task
Think about a language learning experience you’ve had. Reflect on:
1. What made it effective or ineffective?
2. How can you apply this insight as a TEFL teacher?
Key Takeaways
✔ TEFL is teaching English to non-native speakers abroad.
✔ TEFL teachers must adapt to different learner types and environments.
✔ Effective teaching requires clear communication, structured lessons, and student engagement.
✔ Lesson planning should incorporate practice activities to reinforce learning.
✔ Classroom challenges require flexibility and creative problem-solving.