1. Chapter 5
Reflective Teaching

2. Chapter 5 Key Points Reflective teaching
Is a non-linear approach to creating an effective and appropriate environment
Based on ecology of particular environment (children, school facility, school location, class size etc)

3. Defining Reflective/Invariant Teaching
A Reflective Teacher
One who can design and implement an effective educational program by adapting his or her teaching skills and techniques to the specific school situation
An Invariant Teacher
One who uses one approach in all teaching situations regardless of the class/school characteristics

4. Six Variables That Influence Effective Teaching
Values of the teacher
Class size
Number of class sessions per week
Facilities and equipment
Student behavior
Context of the school

5. Comparison of Reflective/Invariant Teaching
Variable
The Reflective Teacher
The Invariant Teacher
Planning
Adjust lesson plans to differences between classes and children
Use the same plan for each primary grade and the same plan for each intermediate grade
Progression within and between lessons
Base progression on such factors as youngsters’ (1) rate and extent of improvement; (2) physical skill needs; (3) interest in a particular topic or activity
Base progression on such factors as (1) six‑week units; (2) amount of material to be covered in a semester or year; (3) a predetermined formula for progression

6. Comparison of Reflective/Invariant Teaching (cont)
Variable
The Reflective Teacher
The Invariant Teacher
Methodology
Vary the methodology according to such factors as (1) kinds of children in the class; (2) purpose of the lesson; (3) ability of the children to accept responsibility
Employ the same methodology with all classes and hope that the children will eventually fulfill the teacher’s expectations
Curriculum
Design curriculum for each unique class of children after examining the children to determine their abilities and needs
Use predetermined curricular content without considering such factors as children’s ability, community influences, or children’s interests

7. Comparison of Reflective/Invariant Teaching (cont)
Variable
The Reflective Teacher
The Invariant Teacher
Equipment and facilities
Modify activities and lessons to available equipment and facilities
Teach activities and lessons that use available equipment and facilities
Discipline
Attempt to understand management problems and then seek the causes, modifying teaching procedure accordingly
Assume that the children are misbehaving and resort to punitive measures to modify individual and class behavior

8. Comparison of Reflective/Invariant Teaching (cont)
Variable
The Reflective Teacher
The Invariant Teacher
Assessment
Regularly assess the children and also seek constructive criticism about their teaching from children and colleagues
Assess sporadically and often base assessment on whether children liked the lesson, how long they remained interested, and how well they behaved