Teacher self-reflection
What is reflective practice?
Effective teachers continually reflect on and improve, the way they do things, but reflection is not a natural process for all teachers. Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
Ongoing reflection informs teaching practice. It helps teachers to meet their students' learning needs effectively by revisiting their enacted practice to guide their future action. Learn how to develop focus with reflective practice.
Several tools can assist teachers to reflect on their practice:
- CESE What Works Best 2020 update outlines eight quality teaching practices that are known to support school improvement and enhance learning outcomes for students.
- The AITSL Teacher Self-Assessment Tool is a 30-minute questionnaire aligned to the teacher standards will reveal valuable insights into your teaching practice to support your professional growth.
- The Classroom Practice Continuum shows you what you would expect to see in the classroom practice of an Australian teacher, from graduate through to lead teacher.
A highly effective teacher can facilitate, guide, support, foster, and nurture a positive learning environment – but we can never control it. Creating a positive classroom culture or managing student behaviours can be a major stressor for teachers. At the same time, we have a lot of power and responsibility to set the tone in our own classrooms and create a culture of learning that empowers students to engage in the lessons with respect for themselves and others.
Complete the teacher de-escalation reflection (docx) to determine areas of growth and strength.
Here are three ways we can de-escalate conflicts and maximize positive learning opportunities for students.
- Don’t take it personally – when students enter our classroom after a bad morning, feeling hungry, distracted, or any number of other emotions, it’s easy for us to take their words and actions as a personal attack. This can put us on defence, or worse – on the offence. Stop and think about what is happening, was there a catalyst? What action should I take? Focus on positive and personalised interactions to get the student on track with learning.
- Praise publicly – as teachers, we can set up a positive classroom environment. Instead of focusing on negative behaviours, focus on the positive behaviours of students. This sets the tone of the room and highlights classroom expectations.
- Reflect and redirect – increase private conversations that prioritise a brief reflection on the disruptive behaviour followed by direct feedback about what the student should do instead. Dealing with these conflicts individually and privately allows students de-escalate conflicts because they’re less concerned with how they may appear in front of their peers.
Classroom Organisation Checklists
Self-care is all about taking care of your health and making sure that you have everything you need to thrive as a teacher. Without taking care of yourself, you won't have the energy to help your students.
Complete the teacher self-care self-assessment to identify how effectively you are taking care of your personal and professional needs and managing your stress.
The department has a number of useful tools to support yourself and others in the Care and Connect section of the website.
The department’s Employee Assistance Program – Supporting You is available on 1800 060 650 for confidential counselling services. The service has been extended to also support our casual workforce until 31 March 2021. This means all casual, temporary and permanent staff, as well as their immediate family members, will be able to access up to three (3) one hour sessions of confidential counselling services.