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Developing Reflective Professional Practice
Component 1: Reflective Review of critical incidents/key
themes emerging during Phase 1 & 2 relating to (groups
of) Standards informed by research and policy
...
Tripp (1993) also describes a critical incident in this way, by
suggesting that it is a value judgement that we make, and the basis of that
judgement is how significant we feel the meaning of that incident to be
...
It can particularly help
teachers to know more about how they operate, question their own practice
and even allows them to develop a greater understanding of their personal
judgements (ProDAIT, 2006)
...
With this in mind, we must ask how can
we critically analyse an incident?
Morrison (1996) suggests that critical reflections encourage an individual to
look for understand the meaning of a certain principle
...
In doing this, we learn and develop through
examining what we think has happened, and what we perceive others think
has happened, allowing our reflections to be critical (Bolton, 2005)
...
Demonstrate good subject and curriculum knowledge
•

have a secure knowledge of the relevant subject(s) and curriculum
areas, foster and maintain pupils’ interest in the subject, and address
misunderstandings

•

demonstrate a critical understanding of developments in the subject
and curriculum areas, and promote the value of scholarship

•

demonstrate an understanding of and take responsibility for promoting
high standards of literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject

At the start of phase one my mentor had mentioned that after Christmas, he
wanted me to take his top set year 10 GCSE theory class
...

(Appendix One) At this point I felt relatively comfortable taking a practical PE
lesson, but I had no experience of teaching in a classroom so I was a little
apprehensive initially
...
Each week in phase 1 and
2a, I familiarised myself with the year 10 GCSE specification and gained as
much knowledge as I could in the areas I would be teaching after Christmas
...
The group were
an excellent group to work with, because not only were they very willing to
learn, but their probing questions and clear interest in the areas I was
teaching, meant that I had to continually further my knowledge in order to
keep up with them and engage with them
...
I put a lot of time and effort into my research for
these lessons, which was time consuming but very enjoyable and interesting,
not only for me, but for the pupils when I delivered the lessons
...
This may be a trait
of physical education students in general, as suggested by Shipton et al,
(2006) who found that pupils of PE tend to learn things by doing, making them
predominantly kinesthetic learners
...
This was one of the
most rewarding things I did while on phase one and two, and it has given me
a real passion to go on and teach more GCSE and also A-level theory in my
next placement
...
(Appendix Two)
Assessment for Learning
6
...


While solo teaching the topic of football with one of my year 8 classes I
decided to implement some assessment techniques during their lessons, in
order to gain some levels for them
...
Leask
et al (2009) support this, they suggest that teachers need to know the levels
of their students, in order to differentiate properly and therefore avoid a
decrease in pupil motivation
...
However, I found that I had placed some people in groups
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who were either at a much better or a much worse ability level than others in
that group
...
Upon reflection, I decided in order to assess their
progress fully I would get the levels they had achieved at the end of year 7
from my mentor and use these in my next lesson, which proved much more
effective
...
For example, if I pupil was able to
pass the ball with control and accuracy with their right foot, I would suggest
that by doing the same with their left foot, or with the outside of their foot they
could move from a level 4a to a level 5b
...
In order to combat this,
from lesson 3 onwards I decided to make sure they were all very clear what
the learning objectives were, because previously I had not relayed these
properly to the group, and I also introduced peer assessment
...
This is supported by the work
of Capel and Whitehead (2010), who suggest, that giving pupils learning
objectives at the start of the lesson is a great way of providing them with a
starting point for their teaching and learning
...
In week five, while teaching shooting, I used peer
assessment sheets, which the pupils were able to fully engage with
...
This allowed them to make
their partner aware of the specific areas in which they needed to improve, in
order for them to show progression and get better; a concept which is
supported by Arends & Kilcher (2009)
...
My

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mentor also recognised this, and mentioned it in my end of phase report form
...
Upon reflection, I feel that as long as the pupils are all
aware of their partners levels before they assess each other, and know what
the average for their age range is, it can lessen the over or underestimation of
their assessment
...
Manage behaviour effectively to ensure a good and safe learning
environment
•

have clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in
classrooms and around the school, in accordance with the school’s
behaviour policy

•

have high expectations of behaviour, and establish a framework for
discipline with a range of strategies, using praise, sanctions and
rewards consistently and fairly

•

manage classes effectively, using approaches which are appropriate to
pupils’ needs in order to involve and motivate them

•

maintain good relationships with pupils, exercise appropriate authority,
and act decisively when necessary
...
In phase two I then
began to solo teach the same group and gradually started to notice a change
in their behaviour
...
Another reason for this, which my mentor suggested,
was that I did not know all the names of my pupils and due to the fact I had
only been at the school for a short time I had not built up firm relationships
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with the pupils
...
Initially I was able to deal with their low-level disruption through a
number of techniques
...
Other times I would
say a pupils name in the middle of my sentence as I was talking, and again
this would cause the whole class to refocus and listen to me
...

During one of my badminton lessons on serves with this group, I had spent
some time setting up badminton courts with targets, using coloured hoops in
each of the courts
...
The learners however, upon seeing the coloured hoops became
distracted by their presence and were very unsettled and boisterous
...

During this lesson I had to reprimand two pupils by implementing the schools
behavioural policy and giving them a break time detention, due to their
continued disruption
...

In the next lesson I began by explaining that the behaviour they displayed last
week had stopped me from teaching them properly and also stopped them
from learning, and I introduced a reward of two merits for the best behaved
pupil during the lesson
...
(1980) suggested that the motivation of
a reward could have the most positive effects on behaviour
...
There was still some minor
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low-level disruption but I was able to deal with this using the tactics, which
had worked from previous lessons
...
(Appendix Four) There was still
some low-level disruption each week, but due to the research by Ayers et al
(2000) who suggest that good behaviour management is unlikely to eliminate
bad behaviour, however it will lessen the severity of it and the likelihood of it
happening in the future, I did not worry about it
...


Conclusion
I feel that during my first placement, I have gained an insight into the teaching
profession though my experiences
...
One way which I have kept track of these
strengths and areas for improvement has been through completing the North
West Consortium Tracking Document, (Appendix Five) which has not only
allowed me to see what stage of each standard I am working at, but has also
allowed me set targets for the next phase
...

I will try to further my development in the next phase by continuing to utilise
the SMARTER target system, as well as making the most of the continuous
profession development sessions, which my new school will provide me with
...


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Bibliography
Arends, R
...
(2009), Teaching for Student Learning
...

Ayers, H
...
& Murray, A
...

Balson, M
...
Arena,
England
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(2005) Reflective Practice: Writing and Professional development,
2nd Ed, Sage, London
...
& Whitehead, M
...
London: Routledge
...
, Evertson, C & Anderston, L
...
The Elementary school
journal
...

Leask, M
...
, & Younie, S
...
London: Routledge
...
(1996), ‘Developing Reflective Practice in Higher Degree
Students Through a Learning Journal’, Studies in Higher Education, 21(3):
317-31
...
J
...

ProDAIT (2006), Professional Development for Academics Involves in
Teaching, Critical Incident Analysis,
http://www
...
iehosting
...
uk/approaches/cia/analysis
...
02
...
3
...
teachingenglish
...
uk/think/methodology/young_learners
...
02
...
(1993), Critical Incidents in Teaching
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London: Routledge
...


Show my
lessons to RL
before I do
them
...
Also gain
feedback after I
have taken the
lesson
...


Take the sheets
in and see how
they respond to
peer
assessment

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22/11/12

2a

Use previous
data to plan
assessment
lesson
...


Use previous
assessment
scores to group
pupils together
to see if
improvements
have been
made
...


Learners will
have a better
understanding
and knowledge
of the skills
within the
lesson, and the
plenaries
...


09/01/13

On
going

2b

S7:    Manage  behaviour  effectively  to  ensure  a  good  and  safe  learning  environment
Electronically
download the
policy and read
it
...


5/10/12

6/10/12

1

Improve
behavior
management
strategies
...


Continue to try
different
behavior
management
strategies with
different classes
to see what
works best
...


Search the
internet and ask
mentor and other
teachers how
they would tackle
the problem
...


21/11/12

22/11/12

2a

7a

7c

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Appendix Two
(End of phase report form – S3)

Appendix Three
(End of phase report form – S6)

Appendix Four
(End of phase report form – S7)

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Appendix Five
(North West Consortium Tracking Document)

Tracking Document
...
docx

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