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The aim of this chapter is to examine the role of self-reflection in improving teacher effectiveness, to prompt and extend self-reflection for teachers who are already self-reflective, and to provide assistance to line-managers who need to encourage self-reflection in teachers being supported to become effective.
Experience shows that it is the teacher's own performance, personal and professional skills, expectations and relationships in the classroom that are the key factors in influencing pupils' behaviour, attitudes and subsequent progress. When teachers possess the wisdom and resilience to adopt a reflective and objective view of their own practice, they also have the vital ingredients for enhancing their classroom practice.
This section takes a brief look at what it means ...